Education Systems Education Systems for knowledge societies -for knowledge societies -

issues, assumptions, reform, issues, assumptions, reform,

National Consultative Workshop National Consultative Workshop on GKIIon GKII

15th JUNE 199915th JUNE 1999

AgendaAgenda

• How to plan for life-long learning in the How to plan for life-long learning in the 21st century information society?21st century information society?

• How to plan for technology-enabled How to plan for technology-enabled learning in schools and colleges?learning in schools and colleges?

• How to reform the education system as the How to reform the education system as the hub of the information society?hub of the information society?

• ConclusionConclusion

How to plan for life-long learning in the 21st How to plan for life-long learning in the 21st century information society?century information society?

– the shape of the learning landscapethe shape of the learning landscape– rights, roles, responsibilities of sectorsrights, roles, responsibilities of sectors

– designing policies to use information as a tool designing policies to use information as a tool

for overall development - Malaysia as a case for overall development - Malaysia as a case

studystudy

Transformation of society by Transformation of society by ICTICT

An Information Society with its main featuresAn Information Society with its main features

InformationInformationSocietySociety

Information at the Information at the core of society’s core of society’s economic needseconomic needs

Production of informationProduction of informationvalues and not materialvalues and not material

values as the values as the main driving forcemain driving force

Importance of information as anImportance of information as aneconomic product will exceed that economic product will exceed that

of goods, energy and servicesof goods, energy and services

The dual convergence of ICT modes The dual convergence of ICT modes - its effects on the knowledge economy - its effects on the knowledge economy

• Internet, the final converging technology, will combine ICT, i.e. telecommunications, broadcasting and publishing to create– digital households– web lifestyles– digital ( learning) infrastructures to enable – tele-learning, tele-shopping, tele-working

• New convergences between computing, content, communications and consumer electronics will rule future markets

Emergence of new ways of learningEmergence of new ways of learningon the learning landscape on the learning landscape

• Myriad individually customized learning programs (multiple strategic paths)

• Education is available direct (without mediators) modularised through knowledge management (disaggregated and re-aggregated), widely accessible

• Learning will be about not just learning but about the world

Changing education and work patternsChanging education and work patternsThe Traditional Sequential PatternThe Traditional Sequential Pattern

Life-long LearningLife-long Learning

The future global grid for learningThe future global grid for learning

How to plan for life-long learning in the 21st How to plan for life-long learning in the 21st century information society?century information society?

– the shape of the learning landscapethe shape of the learning landscape– rights, roles, responsibilities of sectorsrights, roles, responsibilities of sectors

– designing policies to use information as a tool designing policies to use information as a tool

for overall development - Malaysia as a case for overall development - Malaysia as a case

studystudy

Prequel (planning for) to the new Prequel (planning for) to the new learning agelearning age

- the government sector- the government sector• Government

– making lifelong learning its topmost priority– re-engineering educational infrastructure– re-aligning cluster of policies focussing on

education with larger goal of reforming society– empowering needed changes throughout all of

society– adopting a realistic time-line for implementation

Prequel (planning for) to the new Prequel (planning for) to the new learning agelearning age

- educational institutions- educational institutions

• Educational institutions– provide organisational context for lifelong

learning– focus on excellence (maintain and raise

quality), partnerships and collaboration using new technologies for networked learning

– re-think and pioneer new qualifications and credentialing framework

Prequel (planning for) to the new Prequel (planning for) to the new learning agelearning age- individuals- individuals

• Massive culture change– Individuals

• new attitudes to learning e.g. learning as normal continuous activity

• develop identity as life long learners

• acquire basic education consisting of basic skills for self-learning

• learning as a social and community activity

What new work skills are needed What new work skills are needed in an information society?in an information society?

• Wide range of ICT skills

• Multi-skill-ing to mirror media convergence

• Belief in and ability to work virtually and with virtual teams as a result of connectivity

• Premium on creativity - adding value to - in work output

The 21st Century transformed The 21st Century transformed schoolschool

• Computerization and digitization of all school processes

• Universal connectivity of all classrooms throughout the world

• Authentic collaborative work throughout all school communities, networked world wide

• Learning defined as opportunities which are easily accessible, pervasive and enriching

The 21st Century CollegeThe 21st Century College and University and University

• Institutions radically realigned as coalitions or consortia replacing them as individual silos of knowledge

• Rise of networks of core centers of excellence supported by others acting as learning centers with personal learning advisers

• Central nodes of tele-learning providers compete for best variety of programmes, having social + economic value

• How to plan for life-long learning in the How to plan for life-long learning in the 21st century information society?21st century information society?

– the shape of the learning landscapethe shape of the learning landscape– rights, roles, responsibilities of sectorsrights, roles, responsibilities of sectors

– designing policies to use information as a tool designing policies to use information as a tool

for overall development - Malaysia as a case for overall development - Malaysia as a case

studystudy

Case Study: how Malaysia reforms Case Study: how Malaysia reforms governance of IT for developmentgovernance of IT for development

•on policies concerning ICT

•on creating an ICT testbed

•on using ICT as an engine for development

•on using ICT in smart schools

•on incentivising more ICT graduates

Malaysia has identified IT and Multimedia Malaysia has identified IT and Multimedia as new engines for national growthas new engines for national growth

• Traditional industrialization strategies cannot provide the required growth rates to achieve Malaysia’s Vision 2020 per capita income targets

• Need for new “engine of growth”• Engine identified is IT and multimedia • This poses additional challenges for getting

knowledge workers in disciplines that are traditionally in relatively short supply

• Chaired by the Prime Minister

• Comprises representatives from public, private and industry sectors

• National level strategic planning for the application and development of IT

Community Community interestinterestSectorSector

Public Public Sector Sector

PrivatePrivateSectorSector

National Information Technology Council:National Information Technology Council:formulation of meta-policies for all sectorsformulation of meta-policies for all sectors

The National IT Council’s Overarching The National IT Council’s Overarching Strategies and ObjectivesStrategies and Objectives• to transform Malaysia into a knowledge and values-

based society according to Vision 2020

• to focus on comprehensive human resource development

• to mobilize the entire nation

• to view ICT as a strategic development tool

• to leverage tri-sectoral partnership as well as top-down and bottom-up planning approaches

• To provide a focused test-bed area for MSC ideas and ideals

• To create a special environment for learning-by-doing with ICT where the world is invited to participate, experiment and share in the experiences

• To create “a state-within-a-state” with special rules and incentives

Implementing the Vision through the Implementing the Vision through the Multimedia Super Corridor (MSC)Multimedia Super Corridor (MSC)

MSC Incentives to meet the challengeof providing knowledge workers

Allow unrestricted entry of knowledge workers into the MSC

Attract Malaysians with specific skills who are working overseas to come back into the country

Grant MSC Status for qualified Institutes of Higher Learning.

Encourage in-house training by MSC companies

Malaysia’s solutions to information Malaysia’s solutions to information policies for developmentpolicies for development

• Design meta-policies driven by a clear vision to frame educational development

• Working to fulfil stakeholders’ desirable profiles:

– a pro-active government

– private sector actors driven by technology applications and efficiency

– academia willing to change and adopt to new paradigms

Is there a missing ‘Is there a missing ‘XX’ factor?’ factor?

• Can creativity be planned for?

• Can entrepreneurship be instilled?

• Does the difference between Route 128 in Boston and Silicon valley in California suggest any ‘X’ factor?

• How can we make the sum greater than the the total of all its parts?

• How can we plan and implement accompanying culture change?

Agenda…2Agenda…2

• How to plan for technology-enabled learning in How to plan for technology-enabled learning in schools and colleges?schools and colleges?– to redress the mismatch between skills required and those to redress the mismatch between skills required and those

taught in traditional schools taught in traditional schools – to ensure rapid acceptance of technology-enabled learning to ensure rapid acceptance of technology-enabled learning

• How to reform the education system as the hub of How to reform the education system as the hub of the information society?the information society?

• ConclusionConclusion

–

Changes in work competencies Changes in work competencies as a result of ICT convergenceas a result of ICT convergence

TraditionalMedia

New MediaImpact on Media Professions

and training institutions

Separate media Converged media(convergence ofmodes)

Rise of new multimedia fields

Demand for multi-taskingprofessionals who have severalcombined competencies, e.g.

• Web knowledge + Marketing = Web Marketers• Graphics + Art = Web designers• Teaching + IT = Smart School Teachers

Re-engineering of training institutions; reshaping of curriculum; premium on creative graduates

One-to-oneOne-to-many

Many-to-many (riseof networks ande-communities)

Mass media,undifferentiated

Media can be de-massified, i.e.personalised,customised, andgrouped by interest(e.g. chat groups)

Impact of ICTImpact of ICT

Time Span

De

gre

e o

f cha

nge

Organisations

School and Colleges

adds value to information used by knowledge workers reduces time & distance costs allows storage of organisational memory

threatens school structure only those complementing existing practices accepted, others resisted

IT

IT

The effect of ICT on schools, The effect of ICT on schools, colleges & learning colleges & learning

• ICT adoption slower than in rest of society.

• Technology threatens more than supports the bureaucratic and hierarchical culture of schools

• Only technology complementing existing practices are embraced; technologies requiring change are resisted.

• Technologies have little chance to engender new values and bring about real change.

Solutions to slow ICT acceptanceSolutions to slow ICT acceptanceby schools and colleges by schools and colleges

• Understanding resistance

• Fostering proper and genuinely reformed educational uses of the technology

• Fostering holistic educational change so reform can be genuine

Increasing acceptance for technologyIncreasing acceptance for technologyamong teachersamong teachers

• Technology should be integrated with teacher preparation– teachers tend to teach as they are taught– teachers have a narrow fact-based

understanding of their subject areas– ICT both unfamiliar and threatening to the

teacher who spent majority of career in technology poor environments

What happens when technology What happens when technology fuses with education reform ?fuses with education reform ?

TECHNOLOGY - ENABLED TECHNOLOGY - ENABLED EDUCATION REFORMEDUCATION REFORM

Fostering genuinely educational Fostering genuinely educational uses for technology..1uses for technology..1

• Replace normal teaching approaches with new approaches such as those associated with– differentiated ability grouping– collaborative learning– inquiry-oriented instruction– project-based curricula

• Introduce integrated media materials, approaches, technology

Fostering genuinely educational Fostering genuinely educational uses for technology..2uses for technology..2

• Teachers to be dominant players choosing technology applications e.g. software to meet their goals

• Teachers to be given time to experiment without risking their jobs

• Teachers helped to meet new demands such as – thorough command of subject– self confidence to be questioned – intellectual confidence to reveal lack of knowledge

whenever necessary

Fostering more holistic Fostering more holistic educational change educational change

• Introduce reformed instruction approaches so students work on authentic meaningful tasks where– multidisciplinary work needed for sustained tasks– schedules arranged around student projects

• Introduce performance based assessments so students define, organize and regulate their own learning

Should schooling be based on social experiences?Should schooling be based on social experiences?Excerpts from the US debateExcerpts from the US debate

• Mental powers cannot be isolated from other factors of development like social experiences

• Since proper conduct are attitudes handed down from the past, students’ attitudes must be docile, receptive and obedient

• Teachers are agents through which knowledge and skills are communicated and rules of conduct enforced

• Intellectual skills or mental powers must be developed for the full realization of human potential

• Students are given liberal education which aims to develop powers of understanding and judgement

• Teachers are able to help students understand their hierarchy of values, establish it and live by it

John Dewey (yes) Robert Hutchins (no)

Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

How to reform the education system as the How to reform the education system as the hub of the information society?hub of the information society?

–

Present Malaysian School System - Present Malaysian School System - Assumptions built into current governance practicesAssumptions built into current governance practices

Governance Practices• rigid structure

6-3-2-2

• entry into primary school strictly at age 6+

• same curriculum for all

Underlying assumptions• individual differences

are unimportant• all students learn at the

same rate• school readiness

occurs at the same age for all children

A lack of flexibilityA lack of flexibility

Should curriculum be standardised for all?Should curriculum be standardised for all?Excerpts from the US debateExcerpts from the US debate

• Democracy best served by public school system with uniform curricular objectives for all students

• Imposed curriculum damages the individual and usurps a basic human right to select one’s own development path

• Children should have the right to control and direct their own learning

Montimer T. Adler (yes) John Holt (no)

• Basic learning must be general and liberal to meet three basic objectives – that all children be given ample opportunity for personal development, that all children will become full-fledged citizens and that basic schooling must prepare students for earning a living in the future

• Paideia Proposal - calls for uniform curriculum and methodological approach and a common schooling for a truly democratic society

Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

Present Malaysian School System - Present Malaysian School System - Assumptions built into current governance practicesAssumptions built into current governance practices

Governance Practices• centralized system of

education in terms of:– curriculum

– examinations

– training and provision of teachers

– school buildings

Underlying assumptions• “one size fits all”

• bureaucratic control is preferred to school autonomy

• regional, district and school factors can be overlooked

• equality of educational opportunity is primary (whatever the outcomes)

The Centralization IssueThe Centralization Issue

Present Malaysian School System - Present Malaysian School System - Assumptions built into current governance practicesAssumptions built into current governance practices

Governance Practices• hierarchy of federal-

state-district-school• one way flow of

information• no autonomy in school

management• no provision for site-

based councils

Assumptions

• management decisions can be made at the top and handed down

• schools only need to provide information

• ignores benefits from school, parents and community working together

Top-Down ManagementTop-Down Management

Present Malaysian School System - Present Malaysian School System - Assumptions built into current governance practicesAssumptions built into current governance practices

Governance Practices• 3 types of schools

(national, national-type Chinese, national-type Tamil)

• students in national-type schools do a transition year prior to beginning secondary school

Assumptions• for students to master a language,

it must be the medium of instruction

• effects of segregation can be overcome by placing students together at the secondary level of national schools

• an extra year is needed for non-Malay medium students to join the mainstream national schools

Multi-ethnicity and SegregationMulti-ethnicity and Segregation

Should Multiculturalism Permeate the Curriculum?Should Multiculturalism Permeate the Curriculum?Excerpts from the US debateExcerpts from the US debate

• Multicultural education is designed to help unify a deeply divided nation

• Multicultural education focuses on the characteristics of children’s racial attitudes and on strategies that can be used to help students develop more positive racial and ethnic attitudes

• Schools should be restructured so that all students will acquire the knowledge and skills necessary to function in an ethnically and racially diverse world

• Multicultural education fulfils a political agenda to culturally divide citizens in a multiracial multicultural country

• Multicultural education magnifies differences in ethnic identities and race which leads to a segregation of the culture of the country

James Banks (yes) Linda Chambers (no)

Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

Proposed Malaysian Smart School SystemProposed Malaysian Smart School System

• a flexible education structure where students progress at their own pace

• individualized assessment

• hierarchy of centralized system modified with communication technology

• interactive IT and network resources at core of teaching-learning and management processes

• technology to enable school to draw on a variety of external resources

• greater participation of stakeholders in the school decision-making process

Summary of some promises

Proposed Governance Practices

• central agency responsible for architecture of technology

• create new positions in school, district, state and federal level

• increase student per capita grant

Technology as EnablerTechnology as Enabler

Underlying Assumptions

• since education is still centralized, need to drive the implementation, monitor and support technology

• schools need more funds to maintain technology rich environment

Proposed Malaysian Smart School SystemProposed Malaysian Smart School System

Smart Schools: Smart Schools: Some Very Real ConcernsSome Very Real Concerns

Supposed to be .....• better able to cater to

individual needs • technology-rich but

enabler not driver nor merely deliverer of information

• empower stakeholders• increase in school

autonomy

Should not become...

• Curriculum no different from the traditional curriculum

• technology-driven and reinforcing old CAI drill & practice paradigm

• where no meaningful change in policy

• where locus of authority at federal level

Private

Public

G

)

Community-interest

Participation of Stakeholders in School reforms:Should they be given more rights? And roles?

PTA members School board of governors

Professionals NGO’s

Neighbourhoodbusinesses

Where interests co-incide:

Sschoolchildrenteachers

education officialslegislators suppliers

Those outside of sphereof influence

Should there be more sharing of resources?Should they leverage

on one another’s skills? Experience?

ConclusionConclusion

Ideal final conditions: when ICT Ideal final conditions: when ICT planning results in equilibrium planning results in equilibrium

between countriesbetween countries• When information, educational and skilled

labour flow equally in and out of the country

• When capital flows are free but orderly and not inimical to any domestic agenda

• when investment flows respond readily to catalytic innovative multimedia projects within developing societies such as Malaysia’s Multimedia Super Corridor

Utopian features of education when a Utopian features of education when a knowledge society is achievedknowledge society is achieved

• Connected Students all with basic self-study skills

• Wired societies

• Individual self-learning paths

• parallel alternating not sequential paths of study and work

• life-long learning

Some provoking questions...Some provoking questions...

• When all education is virtual and competency based, how should we value humanitistic and cultural education?

• If all education becomes homogenised, who will see to heterogeneity and survival of languages, diversity of art forms?

• In the future virtual work place, how is job security provided? How is training and re-training funded?

Will you be a part of a future Will you be a part of a future global grid for learning?global grid for learning?

Thank YouThank You