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  1. 1. Role of the Educational Leaders in Establishing Top-notch Institutions: Why and how Higher Education Institutions should shift ?
  2. 2. Context: Changing Trends in Higher Education Landscape • Restructuring education systems at different levels and market-driving • Major trends consist of ensuring education quality, standards, and accountability in educational institutions • Making a paradigm shift in learning, teaching, and assessment
  3. 3. Transformation and Reforms A paradigm shift Transformation and reforms in the system including curriculum reforms and technological innovations Higher Education is experiencing
  4. 4. How to reform education for preparing our younger generation to effectively cope with the challenges in the new era? In this context the question is:
  5. 5. Educational leadership plays an important role
  6. 6. Who are Educational Leaders ? What is Educational Leadership?
  7. 7. Educational Leadership Is to respond by : A fast paced and continuous action
  8. 8. Educational Leaders Need to be equipped with competencies To respond to the third wave Paradigm to respond to Contextualized Multiple Intelligence (CMI) of the New Triplization Paradigm Committed to the development of students’ contextualized multiple intelligences (CMI) to leapfrog
  9. 9. 4 Key Aspects to Discuss Three waves of Educational Reform and Development Pentagon Theory of CMI Development Role of Educational Leaders The Theory of Leapfrog
  10. 10. Three waves of Education Reform and Development Educational leadership is challenged by the three waves of education reform and development in different parts of the world since the 1970s
  11. 11. New Triplization Paradigm Third wave paradigm Second wave paradigm First wave Paradigm
  12. 12. In 1970s the educational leaders of first wave were mainly concerned with achievement of the planned goals through internal improvement of teaching and learning In the 1990s, the educational Leaders of second wave often focused on interface improvement through various types of quality inspection and assurance. In facing the challenges in the new century, the third wave of changes is moving towards future effectiveness and new paradigm of education.
  13. 13. Reforms to sustain educational quality Internal quality (1970s) Interface quality (1990s) Future quality
  14. 14. First wave Paradigm • Conception of education Quality Education effectiveness to achieve planned goals • Quality assurance Internal quality assurance: improving the internal environment • Major approach/model of quality assurance Internal Models Goal specification model Process model
  15. 15. Second wave paradigm • Interface quality as satisfaction with the education services including education process and outcomes and as accountability to the public • Quality assurance ensuring that education services satisfy the needs of stakeholders and are accountable to the public • Interface models Resource input model Total quality management model
  16. 16. Third wave Paradigm • Future quality – as education relevance to the future needs of individuals, the community and society • Future Quality assurance – ensuring the relevance of aims, content, practices and outcomes of education • Relevance to new paradigm in education - Development of contextualized multiple intelligences (CMI) • Triplication in education: – Globalization, localization and individualization
  17. 17. Contextualized Multiple Intelligence (CMI) of the New Triplization Paradigm • CMI comes to the rescue to help children and youth cope with a future • What students should learn and how students should learn to succeed in the 21st century.
  18. 18. Contextualized Multiple Intelligences (CMI) The human intelligence can be contextualized and categorized into six Contextualized Multiple Intelligences (CMI), including: => Technological Intelligence => Economic Intelligence => Social Intelligence => Political Intelligence => Cultural Intelligence and => Learning Intelligence
  19. 19. Development of Contextualized Multiple Intelligences (CMI) • An emerging paradigm shift in education. • The paradigm: from the Traditional Site- bounded Paradigm to a New Triplization Paradigm. • The development of students’ contextualized multiple intelligences (CMI)
  20. 20. Pentagon Theory of CMIs Based on contextualized multiple intelligences, a Pentagon Theory of CMIs development proposed by Cheng (2000) can be used to reconceptualize higher education.
  21. 21. Cultural Intelligence Social Intelligence Technological Intelligence Political Intelligence Economic Intelligence Learning Intelligence Pentagon Theory of CMI development for Higher Education
  22. 22. 1. Development of CMI • The core condition for developing a new generation of leaders for the future of a society • The tertiary education should be reformed with clear relevance and concrete linkages with the development of CMI.
  23. 23. 2. Encouraging CMI Interactions Relationships among the six CMI - interactive and mutually reinforcing with the Learning Intelligence To have citizens with a broad mind sets or multiple intelligences to deal with the diverse challenges in the new era.
  24. 24. 3. Facilitating Intelligence Transfer & Creativity • Intelligence transfer from one type to other types should be encouraged and facilitated. • The transfer itself can represent a type of intellectual creativity and generalization. • Intelligence transfer represents the potential of creativity • Higher education should encourage achievement of CMI as well as intelligence transfer and creativity. • Important to the development of innovative knowledge- based economy and the creation of a high level thinking society and an intelligent global village.
  25. 25. 4. Taking Learning Intelligence at the Central • Development of all other CMI, the development of Learning Intelligence can play a central role. • Instead of teaching and learning huge volume of information and factual materials, the content of higher education should put emphasis on developing students’ ability. • Emphasize the ability and attitude to life-long learning.
  26. 26. 5. Globalization, Localization, and Individualization of Education To maximize the opportunities for development of CMI for tertiary students, globalization, localization, and individualization in tertiary teaching and learning are important and necessary.
  27. 27. Globalization • Transfer, adaptation, and development of values, knowledge, technology and behavioral norms across countries and societies in different parts of the world. • Growth of global networking, global transfer and interflow in technological, economic, social, political, cultural, and learning aspects, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. • Maximizing the global relevance, support, intellectual resources, and initiative in schooling, teaching, and learning • Globalization in education are web-site learning.
  28. 28. Localization • Adaptation, and development of related values, knowledge, technology, and behavioral norms from/to the local contexts. • The enhancement of local values, norms, concern, relevance, participation, and involvement in the related initiatives and actions. • Local networking; adaptation of external technological, economic, social, political, cultural, and learning initiatives to local communities. • Localization to education are to maximize the local
  29. 29. Individualization • Related external values, knowledge, technology, and behavioral norms to meet the individual needs and characteristics. • Importance of individualization to human development and performance is based on the concerns and theories of human motivation and needs. • Emphasis of human potentials; promotion of human initiative and creativity; encouragement of self-actualization; self-managing and self- governing; and concern for special needs. • Implication of individualization in education - Maximize motivation, initiative, and creativity of students and teachers in schooling, teaching, and learning through such measures as implementing individualized educational programs.
  30. 30. New Paradigm: Triplization in Education • The process of globalization in technological, economic, social, political, cultural, an d learning aspects (Cheng, 1999) • Different parts of the world are rapidly networked and globalized through internet and different types of IT, communications, and transportation (Albrow, 1990; Naisbitt, & Aburdence, 1991). • Interactions between nations and people become boundless, multi-dimensional, multi-level, fast, and frequent. Relevance to Paradigm Shift in Education
  31. 31. New millennium- multiple person • The human nature in a social context of the new millennium will be a multiple person as technological person, economic person, social person, political person, cultural person, and learning person. • Life-long learning and learning society • Become towards a multiple intelligence society. • Contribute to the development of a multiple intelligence society.
  32. 32. Role of Educational leaders - Current Reality if we are in the second wave of education reforms, can it meet the challenges in a new era of globalization, information technology and knowledge based economy?
  33. 33. The Leapfrog Theory by Robert Ringer (Winning Through Intimidation, Looking Out for No. 1) • Can leapfrog over your competition to be ahead of the pack. • Operate on a higher level than everyone else. • Don’t wait for another person or organization to tell you that you have arrived.
  34. 34. Theory of Leapfrog • Nations to lead in an era of accelerating change, students, teachers and states need to “leapfrog” to a new paradigm of knowledge production - Moravec (2007) • Leapfrogging means to jump over obstacles to achieve goals - Harkins and Moravec (2006) • Require a new “Leapfrog” mindset, based on rapid, proactive responses to future realities.
  35. 35. Leapfrogging as a Strategy • Role has been adopted in education in different parts of the world. • adopt the Leapfrog Principle in education, support it with advanced technologies, will become human capital development leaders among global knowledge and innovation economies - Harkins (2007) • Practice of preparing students for the old economy and the old society jobs will lead to a crisis in human capital development - Moravec (2007) • The Leapfrog principle requires entirely new approaches to teaching and learning.
  36. 36. As Educational leaders we have to continuously develop our academic competencies. defining purpose, pursuing purpose, and fulfilling purpose
  37. 37. Effort is to see how interface education quality and internal effectiveness are relevant to these challenges
  38. 38. . Rethink about how to change curriculum, pedago gy and systems. . Emphasize relevance of aims, content, practices and out comes of education to the future of new generation in a new era
  39. 39. Building and Sustaining a top notch Institution Depends on : Adapt to dynamic and powerful environ- ments Courage to change
  40. 40. Think as a Futuristic Institution… Virtual Collaborative vs traditional Content (accessibility to content)- dynamic, interactive, accessible any where, any time
  41. 41. Develop New Measurement Parameters Emphasis on Eye – to vision ability to benchmark, to see targets Heart- to desire, develop passion Stomach- to commit, zest to execute, motivation
  42. 42. Develop New Measurement Parameters… • Willingness – is intrinsic by observing and understanding the value and benefits of this new world, pedagogy • Excitement - How can you be excited • To change the way by experimenting , learning, observing, drive • Attempt to live the dream, understand the execution
  43. 43. We can believe, if an education institution can ensure internal quality, interface quality, and future quality, it can drive towards total quality assurance and a top notch Institution
  44. 44. Thank You