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Calling for an Educational Revolution: For the sustainable future we want
- 1. Calling for an Educational Revolution: For the sustainable future we want Gard Titlestad, Secretary General International Council for Open and Distance Education Member of UNESCO IITE Governing Board 14 September 2016, UNISA, Pretoria, South Africa
- 3. • Indicators – South Africa • Trends • Sustainable Development • Messages
- 4. • To be the leading global network for making quality learning accessible throughout the world using online, open, distance and flexible education. • To connect institutions, organisations and professionals from across the globe so that they can share ideas, resources and best practices, partner on major projects and advocate together. • To be the official partner of UNESCO, that shares that agency’s key aim inclusive and equitable quality education and lifelong learning for all. • ICDE believes that in pursuing education as a universal right, the needs of the learner must be central. • To organize members in all regions of the world – global balance. Support From Norway 28 years Why is ICDE here? UNESCO Partner >50 years Platinum open access ICDE 1938 Supporting future leaders, future quality Activities in all regions
- 5. Open, Transparent, Accountable and focus Good Governance
- 6. Deputy Vice-Chancellor (Education) and Vice- President, RMIT, Australia Open, Transparent, Accountable and focus om Good Governance President:
- 7. South Africa in the World Some indicators
- 17. A quick side step….. Has this relevance for online learning? It could…….
- 19. Faculty views on mobile technology in the classroom
- 20. Faculty in-class BYOD policies and practices
- 21. How students claim to use mobile technology in the classroom (versus faculty perceptions) http://www.educause.edu/ecar
- 22. Where the Digital Economy Is Moving the Fastest Bhaskar Chakravorti Christopher Tunnard Ravi Shankar Chaturvedi FEBRUARY 19, 2015
- 24. Mega trends: • Globalisation • Technology – e.g. artificial intelligence (AI), genetic engineering, virtual reality, cognitive technologies, robotics • Demographics – e.g. refugees, migration, emigration, aging……
- 26. «We think cognitive technologies will fuel the digital transformation as the damp machine fuelled the industrial revolution». – IBM Norway. https://www.bing.com/videos/search?q=cogni tive+technologies+and+education&&view=det ail&mid=4FDFBA52BEB89D240AE14FDFBA52B EB89D240AE1&FORM=VRDGAR
- 27. Trends – as observed by ICDE - 1/2 1. Open and distance learning, is now going mainstream: online, blended, open, flexible and technology enhanced learning. 2. Digital transformation is challenging the relevance of educational institutions all over the world.* 3. New developments as OER and MOOCs are fueling innovation in education. 4. New methodologies; learning analytics**, Big Data, and new online education systems, enable a shift to adapted, personalized learning and assessment. 5. Education is on the brink of a revolution caused by convergence of research. Education, Cognitive Psychology and Neuroscience: powerful advances in optimizing online learning experiences.
- 28. 2 *
- 29. 2 *
- 30. 2 *
- 31. “Specialist ODL institutions have achieved so much over the past few decades. As demand for higher education surges worldwide, the ODL vision of accessible, low-cost, high-quality provision has never been more relevant. Renewed determination amongst specialist ODL institutions to benchmark student performance and institutional productivity, with fresh inspiration from new competition and delivery models, will take this precious legacy to new heights.” 2 *
- 32. Learning analytics https://www.youtube.com/watch?v=fUOrlp6AZ8E “enormous potential to improve the student experience at university” JISC, UK • As a tool for quality assurance and quality improvement • As a tool for boosting retention rates • As a tool for assessing and acting upon differential outcomes among the student population • As an enabler for the development and introduction of adaptive learning https://vimeo.com/105802864 4 **
- 33. Student interest in IPAS features ”Integrated Planning and Advising Services (IPAS) ” http:// www.educause.edu/ecar 4 **
- 34. http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education The Open University, UK, policy The UK Higher Education Commission 2016 4 **
- 35. Do we need a global code of practice for learning analytics? 4 **
- 36. • 6. Lack of resources or lack of understanding*** of the concept of online, open and flexible education is observed in some parts of the world as a major threat to scalable quality higher education both on a national and institutional level, and therefore also as a threat towards SDG 4. • 7. Skills and the relation education - employment, is a hot topic in all regions. Life long Learning is becoming more important than ever. • 8. Quality, quality assurance and accreditation become a top priority issues. **** Trends – as observed by ICDE - 2/2
- 37. Lack of understanding of the concept of online, open and flexible education http://gem-report-2016.unesco.org/en/home/ 6 ***
- 38. The big quality agenda Led by UNESCO • The SDGs • SDG 4 • Global and regional conventions • Quality assurance imitative • 5 direct for education • Education 2030: Towards inclusive and equitable quality education and promote lifelong learning opportunities for all • Preparation of a GLobal Convention on the Recognition of Higher Education Qualifications – to be decided 2019 (UNESCO) • Quality assurance: Achieving sustainable development through a diverse provision of higher education, regional meetings and studies leading up to a global conference issuing guidance 2018 (UNESCO, INQAAHE, ICDE and COL) 8 ****
- 39. QUALITY ASSURANCE: ACHIEVING SUSTAINABLE DEVELOPMENT THROUGH A DIVERSE PROVISION OF HIGHER EDUCATION Global Conference 2018 6 – 10 regional meetings 2016 - 2018 8 ****
- 40. Quality issues • Opportunities – Online learning – Student support and mentoring systems – Learning analytics and other personalised technology enhanced learning systems • Challenges – Competencies • Faculty • Quality agencies • Experts on quality assurance – Innovation – Access, inclusion – Ethics 8 ****
- 41. Quality issues • Weaknesses – Failures in current system e.g. • Weak employability • Drop-out • Weak retention and – Access, lack of inclusion – Digital divide • Threats – Corruption – Underfunding – Class distinction, stratification 8 ****
- 42. The ICDE Quality initiatives • Benchmarking and good practice • Address quality: • Explore new methodologies: • Build future capacities • Models for Online, open, flexible and technology enhanced higher education • Global Quality Network • Learning analytics initiative • The Global Doctoral Consortium 8 ****
- 43. 8 ****
- 44. The change • From focus on – Quality of students admitted – Qualification of faculty – Design and management of programmes – Rigour of marking – Course outputs as intended outcome? • To focus on – Student engagement and satisfaction – Data analytics – Reflective assesments by students – Student-instructor- student interaction – Assessments for learning – Faculty satisfaction and engagement 8 ****
- 45. • On 25 September 2015, the United Nations General Assembly formally adopted the universal, integrated and transformative 2030 Agenda for Sustainable Development, along with a set of 17 Sustainable Development Goals and 169 associated targets.
- 46. In historic ceremony, Ban commends China, US for formally joining Paris Agreement Goal 13: Take urgent action to combat climate change and its impacts
- 49. Main principles • Education is a fundamental human right and an enabling right. • Education is a public good, of which the state is the duty bearer. • Gender equality is inextricably linked to the right to education for all.
- 50. Millennium Developments Goals 2000 – 2015 Education for All • Addressing developing countries - south • Addressing primary education SustainableDevelopment Goals 2015 – 2030 ”Towards inclusive and equitable quality education and lifelong learning for all” • Addressing all countries, all the world • Addressing all education, including higher education
- 51. Education 2030 Framework for Action (FFA) • UNESCO is entrusted to lead Sustainable Development Goal 4 (SDG4) - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - through the Education 2030 Framework for Action (FFA).
- 52. ”Towards inclusive and equitable quality education and lifelong learning for all” 1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes 2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education 3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all 9. By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries 10. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
- 53. Target 3, point 43.: A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities can increase access, equity, quality and relevance, and narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. The provision of tertiary education should be progressively free, in line with existing international agreements. Framework for Action Education 2030: November 2015
- 54. ICDE contributed - and, influenced the future: 20 November 2014: Open Education Key issues in policy for governments and senior management in higher education ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.” In partership with UNESCO, CoL and OEC Interventions, from UNESCO, ICDE and key experts and senior management: The Bali Message Global High Level Forum in Paris 9 – 11 JUNE 2015: Online, open and flexible higher education for the future we want UNESCO – in partnership with ICDE
- 55. Where are we now? One year after………..
- 57. World is not set to achieve key global education commitments until 2084. PROJECTIONS FOR EDUCATION 2030 2030 2042 2059 2084 Universal primary completion Universal Upper secondary completion Universal Lower secondary completion YEAR Education 2030 deadline Education 2030 deadline 2042 2059 2084 YEAR Global average Universal primary completion Universal Upper secondary completion Universal Lower secondary completion 2015 SDGs adopted 20872051 2062 Southern Asia After 21002080 2089 Sub-Saharan Africa
- 58. “Education needs to fundamentally change if we are to reach our global development goals” Press relase 6 September 2016 UNESCO:
- 62. Calling for an Educational Revolution: For the sustainable future we want Gard Titlestad, Secretary General International Council for Open and Distance Education Member of UNESCO IITE Governing Board 14 September 2016, UNISA, Pretoria, South Africa Main Message:
- 63. Specific messages • Quality first: quality digital, open and flexible education • Collaboration, on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation…. • Take leadership for change for the future we want – lead educational transformation
- 64. ”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL” Sustainable Development Goal 4: Education 2030 THANK YOUtitlestad@icde.org www.icde.org Seize digital opportunities, lead education transformation
Editor's Notes
- Calling for an Educational Revolution: For the sustainable future we want 14 September 2016, UNISA, Pretoria, South Africa Introduction I am honoured and delighted to be invited to speak for the UNISA council. UNISA is a lighthouse, a flagship for fair, open and distance education – not only in South Africa, but in all regions of the world. I am sure UNISA also will be in the future, for inspiration for all of us. While UNISA is looking at strategies for the future – ICDE has a similar process – to have decided a new Strategic Plan for 2017 – 2020. I am happy to share some of the observations, analysis and suggestions from that work. Never before has the world been up to such recognised, big challenges as today, addressed by the new Sustainable Development Goals – and never before have the need for building a sustainable future through innovation of education been more important. At the same time, never before have the opportunities for building a sustainable future beneficial for all been better. When we look at higher education – enrolment globally has doubled since 2000 – and shall according to forecasts more than double towards 2030. In Africa south of Sahara, the numbers are expected to be even bigger. The elearning market is this year stipulated to more the 165 billion USD – and is according to World Economic Forum expected grow to amazing 255 billion USD in 2017 – it is booming. Many new actors enter the educational market place offering all kind of technology supported education. How can we ensure that this future educational market – for students will be the fair, accessible, affordable inclusive, equitable and offer the quality education we want? Having artificial intelligence, cognitive technology, robots and big data in mind, how can we ensure that the future development in education will be in the interest of humanity, in the interest of people, will follow sound ethical standards and defending education as a public good? For education the situation is that while our leaders have agreed in ambitious goals, SDG Education 2030, the first status shows we are far from achieving them if things continue as now. Key targets set to be met by 2030 ,like “Universal Upper secondary completion”, will in Sub-Saharan Africa first be reached after 2100. The situation is so serious the UNESCO calls for a “fundamentally change if we are to reach our global development goals”. The Globe has got a framework for joint actions for Education 2030 – now we need to see that the issues we are up against are understood, the directions are right and a number of sound actions can create that educational revolutions we need – for the sustainable future we want. This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized: A call for an Educational Revolution for the sustainable future we want Quality first: quality digital, open and flexible education Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation…. Take leadership for change: for the future we want – lead educational transformation
- What before was in the margins, open and distance learning, is now going mainstream in large parts of the world, materialised as online, blended, open, flexible, technology enhanced and e-Learning. Convergence is here, followed by increasing competition (and collaboration) and diversity in higher education. While this is the main trend, the situation in some regions will provide a different picture, e.g. in parts of the south. Digital transformation is challenging the relevance of educational institutions and services all over the world, so also for ICDE members and those that have been in the distance and open field for a long time. While digitalisation is penetrating all fields and all regions, the pace and situation is different among regions, between developed and developing countries and within nations. Skills and the relation education - employment, is becoming an increasingly hot topic around the world and in different contexts. The new SDG 4 puts utterly pressure on massification and the relevance of sustainability for education, to achieve the SDG goals. Lack of resources or lack of understanding of the concept of online, open and flexible education is observed in some parts of the world as a major threat to scalable quality higher education both on a national and institutional level, and therefore also as a threat towards SDG 4. Quality, quality assurance and accreditation have become more important than ever and are top priority issues – having the alternative in mind. New developments as OER and MOOCs have been championed by ICDE member institutions, e.g. Athabasca University, Canada, coining the term MOOC in 2008, and Maryland University College introducing an OER based curricula up to Bachelor degree, August 2015. Through new methodologies and concepts becoming mature, such as learning analytics, Big Data, MOOCs and new online education systems, a real shift to adapted, personalised learning and assessment – with great progress for student success – is becoming realistic, though – it is not a quick win or low hanging fruit. This development opens up for pedagogical changes and improvements in a number of other areas, e.g. curriculum content and design. Open University, UK, provides an annual overview “Innovating Pedagogy”, exploring new forms of teaching, learning and assessment, to guide educators and policy makers. In the report “Online Education: A Catalyst for Higher Education Reforms” (2016), the MIT Online Education Policy Initiative suggests that education is on the brink of a revolution caused by convergence of outside-in and inside out research. Ref. the figure below. Collaborating on learning-related work across disciplines through an integrated research agenda could yield powerful advances in optimizing online learning experiences, the report suggests. ref: http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401