transformation and its inevitability professor dr nirwan idrus assoc vice-president (r & d) and...

Transformation and its inevitability

Professor Dr Nirwan Idrus

Assoc Vice-President (R & D) and Dean of Engineering

INTI International University College

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Global Changes Continuous Pervasive Irreversible Waiting for no one Wait and refuse at your own perils Changing at increasingly higher speeds Impacts are controversial

What global changes created? Increased creativity Increased innovation Increased entrepreneurship Increased awareness on the pivotal roles of

quality in everything we do Increased competition Increased knowledge K-era

Technology – some facts Allowed rapid expansion of knowledge

wealth Knowledge acquired during the last 30

years = the sum of knowledge acquired in the past 2000 years

By 2050, the sum of knowledge acquired by human beings = 100 x current amount

E-commerce deflationary effects

Technology - 2 Banking: $1.27 (teller); $0.27 (ATM): $0.01

(internet) Moore’s Law [capability doubles every 18

months while prices halved] Global e-commerce

1994 US$ 1.2 B 1997 2.6 B 1998 50.0 B 2000 377.0 B (2010 1,000.0 B) = 1/3 international trade

Technology - 3 Internet Usage:

1992 < 90,000 1996 40 million 1999 170 million 2000 414 million (2005 1 Billion & growing at 1 million/mth)

Source: in Cheng Siwei (2001) Economic Reforms and Development in China, OUP Hong Kong

Industry Shift in Southeast AsiaCountry Agriculture

1965 1997

Industry 1965 1997

Services 1965 1997

Vietnam

Thailand

79.0 71.5 82.0 57.8

6.0 14.0 5.0 20.0

15.0 14.5 13.0 22.0

Indonesia

Philippines

71.0 39.4 57.0 37.3

9.0 18.0

16.0 15.8

20.0 42.6 27.0 46.9

Malaysia

Singapore

60.0 27.3 6.0 -----

13.0 23.0

26.0 33.1

27.0 49.7 68.0 66.9Source: World Bank % of Labour Force in various sectors [2001]

Industry Shift in Southeast Asia - 2Country Agriculture

1965 1997

Industry 1965 1997

Services 1965 1997

Vietnam

Thailand

– 7.5

–24.2

+8.0

+15.0

–0.5

+9.2

Indonesia

Philippines

-31.6

–19.7

+9.0

– 0.2

+22.6

+19.9

Malaysia

Singapore

–32.7

*

+10.0

+7.1

+22.7

–1.1Source: World Bank % of Labour Force in various sectors [2001]

Education in Asia Pacific region 90% attend primary schooling 68% attend secondary schooling 20% attend higher education

Doubled between 2000 and 2005

Higher Education in Malaysia Enrolments in private IHEs 60% (1998-

2000) and 20% (2003-2005) Enrolments in public IHEs 37.6% (2000-

2003) and 20% (2003-2005) 30% of 18-24 age group are enrolled in

IHEs

Other findings Knowledge will rule the labour market World

Bank 2002

Essential reform measures: Management reform to allow universities to be more flexible, creative,

entrepreneurial, and respond quickly to the changing training needs 

New financing models to allow universities to diversify funding sources and reduce dependence on public financing 

More competitive salaries to attract star professors 

Teachers made to be more accountable to the students 

Increasing university-industry partnership 

Quality assurance [World Bank, 2002]

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Roles of Education (in responding to globalization)

Must change Curricula and their development Delivery methods

Lifelong learning underscored New generation of learners computer very

literate, digital-minded, fearless re technology Existence of technology that can be used to

increase educational effectiveness

Roles of Education (in responding to globalization) - 2 Must contemplate change Must anticipate change Must initiate and lead change Must accept change

change mindsets change the way of looking at things never say “No” increase critical thinking, be proactive instill the belief that there is always a better way of

doing things

Recent changes (UK examples) in THES 21 Feb 2008 Sussex University

“…too many programmes determined by staff preference rather than what students need…”

“…focus its research on ‘key target areas’ under general cross-disciplinary themes….”

“…all income generating units to have a 4% surplus on turnover…”

“…research focus groups…and global transformation…”

Recent changes (UK examples) in THES 21 Feb 2008

University of Salford cut down 90 committees to 8 (eight) attempt to get things done rather than just

discussed “…the new structure will ensure people know

what they are accountable for, and the line of management will be clearer…”

Recent changes (UK examples) in THES 21 Feb 2008 Thames Valley University

University-wide consultation Vision, Mission Identified strengths and weaknesses

uniqueness Future growth areas: creative industries,

enterprise and entrepreneurship “…every teaching act at some level should be

informed by scholarship…” must do research “…successful education providers would have to

do things differently.”

Closer to home…. Multimedia University, Cyberjaya

Replaced (in group) senior management of the university, i.e. Vice-Chancellor/President, SVP, Deans, etc

Appointed a VC from a “competing” organization and on basis of performance

Closer to home. . . . Wan Zahid’s Report on higher education in

Malaysia Suggestions on some reforms Some felt that the recommendations were too

revolutionary, others thought that there were not enough

Implementation had not started although MQF had now begun

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Altruism “…Those who can’t teach…” So… Are we a bunch of can’t doers? How do we show them that we are not can’t

doers? Simple answer: Do what they can’t do!! Dedication is NOT enough! Hard work is NOT enough! So…?

Altruism Teaching is not just an occupation Teaching is not just a profession Teaching is not just dedication Teaching MUST be altruism! Altruism = humanity, philanthropy,

selflessness, self-sacrifice, unselfishness… So…?

Altruism Proactive

There is always a better way in everything Internalize QUALITY

Receptive To changes To constructive criticisms To novel ways of doing our altruistic endeavours The ONLY constant is change

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

The MQF requirements1. Vision, Mission, Educational Goals and

Outcomes2. Programme design and delivery3. Assessments of students4. Student selection and support services5. Academic staff6. Educational resources7. Programme monitoring and review8. Leadership, governance and administration9. Total continual improvement

Curricular design and teaching learning methods Basic standard

For each programme, the curriculum approach and structure as well as the teaching-learning and assessment methods that will support the approach must be determined.

The Institution must show that the curricular approach, the educational content and teaching-learning methods are appropriate, consistent with and support the attainment of the learning outcomes/objectives.

Curricular design and teaching learning methods (contd): There must be a variety of teaching-learning

methods that are enjoyable which will enable students to develop the range of intellectual and practical skills as well as positive attitudes.

The teaching-learning methods must ensure that students take responsibility for their own learning and prepare them for life long learning. Total dependence on the lecture method is not encouraged.

Curricular design and teaching learning methods (contd):

In keeping with the explosive growth of knowledge and the rapid changes in the world order, emphasis should be placed on the understanding and acquisition of basic principles and skills of a discipline rather than detail memorization of facts.

Learning Transformation

ROTEUNDERSTANDING

RECONCEPTUALISATION

ACCEPTANCE

NOW HERE

SHOULD BE HERE

What is required for that transformation? Change the way of teaching/learning

Change assumptions about students Reduce/eliminate spoon-feeding Empower students and empower early Teach/learn for understanding not for

reproducing facts Teachers must engage students Change the way students’ performances are

assessed

What is required? (2) Change the way we manage education

Re-training of teachers, lecturers, professors for the changes in teaching and learning

Re-training of education managers to meet the requirements of new teaching/learning and new technology

Re-training of everyone involved in education to cater for the new types of learners (new generations and mature learners)

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Towards Self-Accreditation? If things are changing at the speed of thoughts Bill

Gates we must do away with bureaucracy and control

Bureaucracy and control can only be subjugated when we are trustworthy and capable which means? We do not cheat, we do not sweep things under the

carpet, we do not breach the laws, we do keep ourselves updated with the latest whatever,

we do care about our stakeholders and try our utmost to do so

Then and only then will we realize self-accreditation

Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk

only Conclusion

Conclusion As Asia has the largest HE system in the

world, the management of HE institutions there will have an indelible impact on human capital worldwide

As Asia has the world’s highest rate of growth in HE, it is imperative that it is growing in the right direction for the right reasons

Conclusion - 2

As Asian HE produces twice the number of scientists and engineers than the US’s, it is very important that these are of the right quality, discipline areas and commitment

As Information Technology explosion is pervasive and unstoppable, its impacts on HE have to be reckoned with and anticipated

Conclusion 3 Ask ourselves:

Are we fair dinkum? Are we really serious of being lecturers? Are we willing to be capable? Are we willing to be trustworthy? Do we care?

What we do and don’t do will determine whether you have sinned or not, for you will make or break the lives of so many.

Have a Grrreat Workshop!!!