The document discusses the role of higher education in developing skilled workers for the knowledge economy. It notes challenges like globalization and mismatches between expectations. Trends include internationalization and growth of private tutoring. The author presents Hong Kong University as an international institution in China aiming to reform curriculum to develop well-rounded, employable graduates through competencies, knowledge and values.
Presentation by Sheila Corrall for Staff Development Week at Coleg Prifysgol y Drindod, Caerfyrddin/Trinity University College, Carmarthen on 2 September 2009. Explains the concept of Information Literacy and why it is vital for Higher Education Institutions to engage with IL at a strategic level. Outlines developments in the sector and presents a case study of the University of Sheffield highlighting the importance of stakeholder involvement and multi-professional partnerships. Concludes with strategic questions institutions need to consider.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Presentation by Sheila Corrall for Staff Development Week at Coleg Prifysgol y Drindod, Caerfyrddin/Trinity University College, Carmarthen on 2 September 2009. Explains the concept of Information Literacy and why it is vital for Higher Education Institutions to engage with IL at a strategic level. Outlines developments in the sector and presents a case study of the University of Sheffield highlighting the importance of stakeholder involvement and multi-professional partnerships. Concludes with strategic questions institutions need to consider.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Student Information System works in the school as a powerful database management tool for all student affairs with Graphical User Interface. It enables you to take periodic, on demand and push reports. It is affordable, customizable and easy to use. Below are main features of School Manager. The systems is scalable to any size of institute.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Student Information System works in the school as a powerful database management tool for all student affairs with Graphical User Interface. It enables you to take periodic, on demand and push reports. It is affordable, customizable and easy to use. Below are main features of School Manager. The systems is scalable to any size of institute.
Blended learning in higher education: Theory and practice in FinlandTeemu Leinonen
Educational methods, pedagogy and technology used for teaching and learning, is changing. The fact that the price of communication and to deliver information is becoming close to zero requires educators to reconsider their practices.
Higher education relying only to classical lectures is coming to the end. The "digital first" approach, where all learning materials and large part of course communication such as announcements and assignments, in addition to administrative tasks, is brought to the open web will force us to reconsider how to make the classroom situations more valuable for students.
By introducing flipped classroom approach and study projects we can implement problem based learning and progressive inquiry where students are asked to to research in small groups. In introduction courses we can give for students homework, asking them to read and watch video lectures, and then use the classroom time to discuss about the content. In study projects the small group research should take place in an authentic research environments with more advantages researchers, in labs and studios where the expert work. This way students will have access to the tacit expert knowledge. On the other hand, there is a need to learn skills that will help to work in multidisciplinary groups. Essential is to learn to understand other competences — to respect them and to get excited about them. Therefore part of the studies should take place in multidisciplinary study projects focusing on to solve the real world problems.
In this slide set I start by introducing some sides of Finland and the Aalto University. I continue with a short presentation of pedagogical ideas that aim to be relevant in the network society. I conclude with the "digital first" statement and present some examples from my own courses, as well as of the latest digital tools developed as part of the research in my research group.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
Teaching people to think and work across disciplinary and professional bounda...Lina Markauskaite
Teaching people to think and work across disciplinary and professional boundaries
Organisers and invited discussants: Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon
TIME: 11:00-11:45am, Thursday 5, November, STL Research Fest 2015
Developing students’ capacities to work in multidisciplinary teams, communicate effectively with people across traditional professional boundaries, and solve complex real-world issues are a priority area for future enhancements of university teaching. But what is really involved? What kinds of capacities do students actually need for working effectively across disciplinary and professional boundaries? What kinds of interdisciplinary teaching and learning models are effective? What kinds of teaching and learning approaches are most productive for enhancing students’ capacities? How can we validly and effectively assess students’ mastery of various interdisciplinary skills?
In this session, we will share some insights from recent research and teaching, as a stimulus to discussing experiences and practical action in this space. If there is sufficient support, we envisage forming an action research group to collaborate in innovative educational R&D over the next few years.
If you are interested in this challenging area but can’t attend the event, please send us an email and we will keep you informed.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Keynote –4th Pedagogy for Higher Education Large Classes (PHELC) Symposium, D...Frederic Fovet
Including learner diversity in large class teaching: Using Universal Design for Learning to sustain a systematic proactive reflection on social justice and accessibility
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Higher Education for the Knowledge Economy - Professor Lap-Chee Tsui
1. Higher Education for the
Knowledge Economy
Prof Lap-CheeTsui, Vice-Chancellor and President, HKU
OECD – IMHE General Conference
1
17 September 2012
2. Overview
Brief description of HKU
Highly qualified personnel for knowledge economy
Role of higher education
Developed vs developing countries
Challenges for HE
Globalization
Mismatch of expectations
Trend of HE
Internationalization
Private supplementary tutoring
HKU as an international university in China
Our educational aims
Curriculum reform
2
3. HKU
Founded in 1911
The HK College of Medicine (established 1887)
One of the oldest higher education institutions in Asia
3
4. A Brief Introduction
10 Faculties
Architecture
Arts
Business & Economics
Dentistry, Education
Engineering
Law
Medicine
Science
Social Sciences
15,000 undergraduates (from ~50 countries)
12,000 postgraduates (Research PG, Taught PG)
HKU School of Professional and Continuing Education
(SPACE, including Community College)
4
5. Highly qualified personnel for the
knowledge economy
• Role of higher education
• Developed vs developing
countries
5
6. Role of higher education
Development of talents and leaders
High quality students
Range of disciplines + breadth of curriculum
Employability
Advancement of scholarship
Research and discovery
Academic excellence
Knowledge sharing
Active engagement in knowledge
transfer/exchange + serving the community
6
7. Pyramid of human talents
Shape of the pyramid varies with needs of the
country
Top level decision
makers Universitie
s
Middle management
post-
High-skilled labor, secondary
office education
workers, …
7
8. Challenges for higher education
worldwide
• Globalization
• Mismatch of expectations
8
9. Challenges of Globalization (1)
Interconnectivity, intensity, simultaneity, multi-
dimensionality, accessibility and instantaneity,
rapid generation of new knowledge
The world is getting smaller, but the scale and
complexity of issues and problems are getting
bigger
New forms of activity are learnt as they are being
created
Confronted with more and more novel situations
and ill-defined problems
Fewer moral certainties and more moral
9 dilemmas
From HKU Curriculum Reform chaired by PVC T&L Amy
10. Challenges of Globalization (2)
The global environment
Massification of higher learning and need for
innovation
Globalization and greater demands for
programs with a strong international
component and for graduates with intercultural
skills
Financial crises
University rankings …
10
11. The rise of rankings
THE / QS / Shanghai Jiaotong
Different league tables have different methodologies
and performance indicators
But, changing methodologies / criteria / weighing /
goalposts
„Itemisation‟ of parts of the ranking
Impacts on institutions
Good – recruitment, funding, donation, …
Bad – ill-informed decisions, vicious competition, …
Nonetheless, rankings boast huge „market‟, which is
here to stay
One size fits all?
11
Modified from Michelle Li, HK SAR EDB
12. One size fits all?
Stefan Collini, The Guardian, UK wrote in The threat to
our universities:
… Universities are said to serve two purposes –
and two purposes only. The first is to
"equip" "young people" to get jobs in "the fast-
moving economy of tomorrow”,
and the other is to
contribute to "growth", to develop the "cutting-edge
products" needed in "today's competitive global
marketplace" (and preferably to discover the odd
miracle drug, too) …
12
13. How do we define quality for universities?
Quality = Large, comprehensive and elitist?
Small colleges → large comprehensive universities
Vocational / technical / teaching universities → research
universities
Three types of HEI according to pursuit and objectives
(Chen Yu-kun on undergraduate teaching evaluation in China,
2008)
(1) Top universities (to become world class universities)
Quality = “pursuit of excellence”
“Pursuit” = to be ranked as top 100 in the world”
(2) Vocational & technical colleges and universities
Quality = “client satisfaction” = high employment rates.
“Being trusted by employing sectors means high quality”
(3) Colleges & universities between (1) & (2) – majority 13
13
“Quality means the extent to which their objectives are fulfilled”
Courtesy of Amy Tsui, HKU PVC T&L
14. What is expected of higher education?
Research, education and service to community
Different expectations from
Tax payers
Governments
Parents
Students
Employers
However, there is increasing emphasis on the
importance of whole person education
14
15. Work attitude 4.72
Emotional stability 4.64
Ask the Employers …
Ability to grow and learn on one‟s own
Analytical reasoning
4.54
4.43
Interpersonal skills 4.42
According to HKU‟s employer survey on about 40
English Writing 4.35
Cantonese speaking 4.35
attributes that university graduates ought to have
Presentation skills 4.30
today
English Reading 4.29
Planning skills 4.26
English Listening 4.26
Practical course-work 4.26
Lateral thinking 4.24
The informal curriculum 4.23
Guidance on whole person development 4.21
English Speaking 4.19
Application to real life problems 4.17
Group course-work 4.15
Depth of knowledge in <discipline> 4.10
Applied course-work 4.10
Discipline-specific knowledge 4.08
Chinese Reading 4.07
Technical and practical skills in <discipline> 4.07
Chinese Writing 4.06
Working experience / internship 4.05
Guidance on Career 4.05
15 Breadth of knowledge around the general area of <discipline> 4.02
16. The goals of education
Values
Competencies
Knowledge
16
17. Trend of higher education worldwide
• Internationalization
• Impact of private supplementary
tutoring
17
18. Internationalization
Internationalization of universities
Research collaboration
Teaching and learning
International student body
Enrich learning environment; cultural diversity adds to
understanding; tolerance of difference
Students going abroad
Learning experience; global perspectives; cultural understanding
Curriculum
Staff and student exchanges
Knowledge Exchange
Cooperation with other universities to advance human
knowledge and higher learning
Global socioeconomic development would be the ultimate gain
for human kind
18
Sharing of knowledge, information, good practice, …
19. 19
Courtesy of John
Source: New trends in international student mobility . Hendrik van der Pol, Director, UIS Spinks, HKUSr Advisor to
20. By percentage of population
(0.6%)
6
5
4
3
2
1
0
20
Courtesy of John Spinks, HKUSr Advisor to
21. 21
Source: New trends in international student mobility. Hendrik vanof John Spinks,
Courtesy der Pol, Director, UIS HKUSr Advisor to
22. Changes in student mobility
1998 2008
Proportion of mobile 32.0% 18.7%
students going to the U.S.
Proportion of U.S. students 6% 11%
coming to Asia
22
Courtesy of John Spinks, HKUSr Advisor to
23. International Student Mobility
Subcontinent
USA
Japan Germany
ASEAN EAST Canada France
China
COUNTRIES Korea ASIA UK
Malaysia Australia
New Zealand
The traditional educational destinations, USA, UK etc.
Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan
23
Courtesy of John Spinks, HKUSr Advisor to
24. International Student Mobility
Europe (Bologna)
Subcontinent
USA
Japan Germany
ASEAN EAST Canada France
China
COUNTRIES Korea ASIA UK
Malaysia Australia
New Zealand
The new Global Regionalism (Don Olcott), EU
Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan
24
Courtesy of John Spinks, HKUSr Advisor to
25. International Student Mobility
Europe (Bologna)
Subcontinent
USA
Japan Germany
ASEAN EAST Canada France
China
COUNTRIES Korea ASIA UK
Malaysia Australia
New Zealand
The new Global Regionalism (Don Olcott), Asia
Malaysians UK dropped from 18K (1997) to 11K (2006); Egypt were 5.5K (2006)
25 Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
Miki SUGIMURA, Ph.D. Department of Education, Faculty of John Spinks, HKUSr Advisor
Courtesy of Humanities, Sophia University, Japan to
26. External Obstacles to Internationalization (of
student bodies) - 2nd & 3rd most important
Wld Recognition of qualification / 15%
Language barrier
programme 13%
AF Visa restrictions on our students 11%
Recognition of qualification / 10%
programme
AP Recognition of qualification / 16%
Language barrier 13%
programme
EU Recognition of qualification / 17%
Language barrier 15%
programme
LAC Recognition of qualification / 17%
Language barrier
programme 14%
ME Visa restrictions on our students 19%
Recognition of qualification / 12%
programme
NA Visa restrictions on foreign students 14%
Internationalization not national priority 14%
Sample size N=745
Source: Ross Hudson (2010). Internationalization of Higher Education the 3rdIAU Global
26
Survey Report . Courtesy of Amy Tsui, HKU PVC T&L
28. Shadow Education (Mark Bray, HKU Education)
Additional to the provision of mainstream schooling
As the size and shape of the mainstream
changes, so does that of the shadow
May be one-to-one, in small groups, large
classes, or huge lecture theatres; and now includes
internet tutoring
Long been vigorous in East Asia and parts of South
Asia
Lower numbers but also deep roots in Eastern
Europe and Central Asia
Emerging in Africa and Arab States
Also in Western Europe, North & South
28
America, Australia
29. Scale of private tutoring
Azerbaijan: 92% of senior secondary
China: 29% lower secondary
Egypt: 52% rural primary; 64% urban primary
France: 25% lower secondary, 33% upper secondary
Hong Kong: 45% primary, 72% upper secondary
India: West Bengal, 57% primary; Kerala, 72%
secondary
Japan: 16% Primary 1; 65% Secondary 3
Korea: 88% elementary, 72% middle, 60% high
Sri Lanka: 92% Grade 10; 98% Grade 12
UAE: 65% of Emirati students in Grade 12
29
Courtesy of Mark Bray, HKU Education
30. Costs
France: US$2.8 billion
India: US$6.4 billion
Japan: US$12 billion
Korea: US$17.3 billion; equivalent to 80% of
government expenditure on primary and
secondary education
Greece: US$2.1 billion; equivalent to 20% of
government expenditure on primary and
secondary education
Egypt: 1.6% of GDP
30
Courtesy of Mark Bray, HKU Education
31. Implications Bad
Good Distorts the teaching and
learning processes
Helps student Create peer pressure and
learning and pass anxiety, both among students
examinations and among parents
Provides incomes and Mainstream teachers
employment for reducing effort in
professional tutor classroom, especially when
providing tutoring to their own
Contribution to pupils
knowledge economy Affects admissions policies
Hard to tell high grades from high
achievements
Narrowly examination driven vs
selection of well-rounded
31 individuals
Modified from Mark Bray, HKU Education
32. It is coming your way
32
Courtesy of Mark Bray, HKU Education
33. HKU as an international university
in China
• Our Education aims
• Curriculum reform
33
34. Challenges to HE in Hong Kong
Concerns of the community and employers with quality of
university graduates
Increasing demand for graduates with generic
capabilities and global outlook
Constraints imposed by government funding approach on
curriculum structure
Less mature university entrants; need for guidance in
academic pursuit and personal development
Pragmatic and utilitarian orientation of
parents, students, and the community as a whole
Students more vocationally oriented and less
academically oriented
Ethics and moral and civic values have assumed less
importance in the undergraduate curriculum
Admission largely based on examination results and
students‟ reliance on private tutoring
34
From HKU Curriculum Reform chaired by PVC T&L Amy
35. HKU rearticulated Educational Aims
To enable students to develop capabilities in:
the pursuit of academic/professional
excellence, critical intellectual inquiry and life-long
learning
tackling novel situations and ill-defined problems
enacting personal and professional ethics, self-
reflection and greater understanding of others
intercultural understanding and global citizenship
communication and collaboration
leadership and advocacy for the improvement of the
human condition
35
From HKU Curriculum Reform chaired by PVC T&L Amy
36. Seven Distinctive Features
of the New Curriculum
Developme Flexible
nt of moral Curriculum
and civic structure
values
Engagement Inter-
with local and disciplinary
global enquiry and
communities collaboration
Multiple Inquiry in
modes of multiple
learning and contexts
assessment
Experiential
learning
36
37. Common Core Curriculum
Centre piece of our curriculum reform
To help students to see interconnectedness and the
interdependent nature of human existence through
exploring some common human experiences
Four Areas of Inquiry
Scientific and Technological Literacy
The Humanities
China: Culture, State and Society
Global Issues
(6 courses to be taken in Years 1 and 2, at least one from
each area, making up 15% of the whole curriculum)
37
38. Experiential Learning
Learning in authentic work environment
Novel situations
Problems are not well-defined
Need to consider many contextual factors and the
interconnection between them
No perfect solution – live with dilemmas
Synergy between theory and practice
Degree-related internships
Research mentorships
Personal mentorships
Study tours
Summer schools
General education
38
39. Service learning
HKU students have been working in the Thai-Burma
border refugee camps each vacation for several
years
“Social innovation” and “Global Citizenship” as
graduation requirements
.
39
40. Knowledge exchange in Myanmar
Working with NGOs and donors to provide scholarships
for Burmese students each year
Partnership with universities (library book
donations, visiting students to HKU, HKU students
teaching in Yangon, places in M.S.W. & M.Ed.
Programmes, Ph.D. places for faculty)
Partnership with education ministry (workshops on IT in
education, teacher education)
Partnerships with donors for funding
Working with other Consul-Generals and
MoE‟s, e.g., Vietnam, Sri Lanka, Mongolia …
40
41. Concluding remarks
Role of higher education for knowledge economy
Highly qualified personnel for different needs
Challenge of globalization
Mismatch of expectations from stakeholders
Internationalization a trend of HE
Private supplementary tutoring something to watch
out
HKU as an international university in China
Our educational aims
Curriculum reform
41