titi savitri prihatiningsih - gadjah mada...
TRANSCRIPT
Titi Savitri Prihatiningsih - Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada - Asean University Network for Quality Assurance- Lead Assessor and Member of AUNQA Council
Topics
1. Challenges of Higher Education in the 21st Century
2. How do we response to these challenges?
3. They way forward
5
the future
of higher education?
Is your
higher education system ready?
Importance of knowledge
Changing Higher Education practices
8
explaining the difference
between poverty and wealth
© K4D program
0
2000
4000
6000
8000
10000
12000
1960 1965 1970 1975 1980 1985 1990 1995 2000
Real G
DP
per
cap
ita (
2000 U
S$)
South Korea
BrazilDifference in output
due to growth in
labor and capital in
Korea
Difference in
output due to
TFP growth or
knowledge
accumulation
in Korea
South Korea and Brazil
79.5
41.1
17.7
13
17.8
49.8
52
46.8
2.6
9.1
30.2
40.1
0 20 40 60 80 100
1960
1980
2000
2010
91.1
86.4
60.7
48
7.6
9.3
32.6
44.4
1.2
4.3
6.5
7.4
0 20 40 60 80 100
1960
1980
2000
2010
tertiary
secondary
primary
10
creative work in the economy
How ????
Changing Education needs and pdractices
12
Why Should Universities Respond to the
job market?
• Universities no longer acceptable as ivory towers
• Universities are responsible for developing teachers and researchers to increase knowledge
• But, their prime customers: graduates and families, judge value of any university's degree by success it brings to graduates.
• In most societies, this means attractive jobs for graduates.
• So success for a university in a practical sense means jobs!
13
Shifting Center of Economic Gravity from West
to East; Implications for Future Jobs and
Higher Education • This shift is no longer news
• Longer-term forecasts by OECD suggest that today’s developing and emerging countries now contributing 40% of world GDP are likely to account for 60% by 2030.
• China is already the #2 world economy
• India, Korea, Indonesia, Viet Nam, others are all in the run
• Africa is the sleeping giant. With vast resources and young HR it represents huge potential
• Question is what are the implications for emerging economies?
14
Shifting Center of Economic Gravity from West
to East; Implications for Future Jobs and
Higher Education
• “In a highly competitive globalised economy, knowledge, skills and know-how are key factors for productivity, economic growth and better living conditions.” Mr Agnel Gurria, Sec Gen, OECD
• “One in three employers globally report experiencing difficulty filling jobs due to lack of available talent” *
• “Technicians, sales representatives and skilled tradespeople - regularly head ManpowerGroup's annual list of the hardest jobs to fill.”*
*ManpowerGroup, Annual Survey, 2011
15
Shifting Center of Economic Gravity from West
to East; Implications for Future Jobs and
Higher Education
• Huge talent shortage across the world
• Employers finding difficulty in filling jobs in:
– Japan (80%)
– India (67%)
– Brazil (57%)
– Australia (54%)
– Taiwan (54%)
– Romania (53%)
– USA (52%)
– Argentina (51%)
– Turkey (48%)
– Switzerland (46%)
– New Zealand (44%)
– Singapore (44%)
– Bulgaria (42%)
– Hong Kong (42%)
– Mexico (42%)
16
Prosperity in Emerging Economies
Requires Skills to Meet Needs of Growing
Middle Class As domestic prosperity rises, there will also be need to respond to
requirements of middle and upper economic strata.
For instance, greater demand for health care, education at all levels, domestic tourism and financial services.
These skills may well exist in the country but
The issue of their quality assumes greater importance as enlightened consumers expect these services at international standards.
17
Shift in Demand-Internationally and
in Emerging Economies
• Talent mobility is inevitable*
– Globalization is fueling mobility as more companies expand abroad
– Mobility will persist in inclusive societies, enabling equal opportunities
• At same time, continued demand for skills in emerging economies for outsourcing BUT
• Greater need for skills for industrial research & development, though at high quality that delivers cost benefits
• Sadly, most graduates in developing economies are educated unemployables
*World Economic Forum Talent and Skills Report 2010
18
Can systems of education in
developing countries deliver
appropriate response?
• The answer is known to all of us
• The fact is most education systems
around the world are not capable of
meeting future expectations
19
Can systems of education in developing
countries deliver appropriate response?
• By 2020, world over, in developed and newly industrialized countries BRIC and developing countries, highest demand will be for technicians and managers.*
• However, only 25% of Indian and 20% of Russian professionals are currently considered employable by multinationals*
• Skills for high demand jobs in 2020 must be developed now*
*World Economic Forum Talent and Skills Report 2010
20
Give graduates Core Skills with
Ability to Learn and Adapt in
Future
Sony Corp* notes that
Top 10 jobs in demand in 2010 did not exist in 2004
So we must:
teach for jobs that don’t exist today,
using technologies that haven’t been invented,
solving problems we don’t know of today
US Dept of Labor estimates that today’s learner will have 10-14 jobs by the age of 38
*Research by Karl Fisch, Scott McLeod, and Jeff Brenman, 2010
21
So What Should be Done?
• Education systems must teach not only
what jobs demand today but,
• For jobs that are not in existence today
22
Retooling of Higher Education
• Major retooling needed in teaching of most professions to meet future employment needs:
Businesses say we want some one whom we can train,
SOME ONE EDUCABLE
Give minimum core skills, so they knows little about many subjects rather than lot about one specialization (except in such fields as medicine)
Skills that equip graduates to be life long learners
Historical Perspective (4)
• Survei thd para dosen di Universitas di
Australia, Hongkong, Swedia dan UK
(Bowden, 1989) ttg: apa yang harus dicapai
mahasiswa di akhir program pendidikan?
• Contoh Jawaban:
– Understanding Electricity
– Understanding What is a field?
– Understanding concept of current, voltage
– Understanding Kirchoff’s Laws
Historical Perspective (5)
• Harvey (1993) : Survey thd employers
di UK ttg yang harus dikuasai oleh
seorang sarjana (graduates):
– Effective Communication
– Problem-solving ability
– Analytical skills
– Team work
– Flexibility and adaptability
Historical Perspective (6)
• Harvey (1993) : Survey thd employers tentang kedudukan specialist subject knowledge dibanding kriteria lain:
–Employers who see subject area as relevant to recruitment: ranking 46 out of 62
–Employers who do not see subject are as important : ranking 57 out of 62
Historical Perspective (7)
• Mengapa pengetahuan ttg disiplin ilmu
(subject knowledge) dianggap tidak
penting oleh employers?
– Ketidakmampuan lulusan untuk
mengaplikasikan (lulusan terlalu teoritis)
– Short life of factual knowledge (mudah
dilupakan setelah lulus)
Historical Perspective (8)
• Competency-based Movement
• Australian Dept of Education and
Training (1987):
The function of higher education is …to
increase individual’s capacity to learn, …to
analyse problem, …to deal with new
information
Teaching is transmitting knowledge
29
when you want…
30
where you want…
31
32
33
35
37
38
39
“In the early twenty-first century, people will be
able to study what they want, when they want,
where they want, and in the language they
prefer, electronically.“
Peter Knight, July 1994
Educational Constructivism
Educational Constructivism (Loyens, 2006)
Knowledge construction by transforming information, checking new information against old, revising rules
Knowledge construction can be fostered through interaction
The role of metacognition in knowledge construction
Knowledge construction is encouraged by authentic learning tasks
Personal or Individual Constructivism
Reality is not accessible to rational human knowledge.
All knowledge is a human construction.
Focus: the construction by the learner of schemes that are coherent and useful to them.
Cont’d
• Learning internal process occurs in the mind
• Essential learning processes are the cognitive conflict and reflection occur when one’s thinking is challenged
• The teacher’s role
Piaget’s theory
personal constructivism
Social Constructivism (Barret and Moore, 20111)
Elaboration of Knowledge
Collaborative learning
Learning is dialogical process
Social Constructivism
Knowledge is inseparable from the activities that produce it.
The classroom is a community whose task is to develop knowledge.
Knowledge is socially constructed and distributed among the co-participants.
The role of the learner is to participate in a system of practices that are themselves evolving.
Emergent Social Constructivism
It is a coordination of personal and social-
constructivist positions. Teaching is more than cognitive processes that
is influenced by social processes.
Learning may be analyzed from both the social & the individual
perspective is situations in which neither is
primary.
Apprenticeship
The seamless immersion of the learner into a community of practice with gradual movement from peripheral tasks to full participation.
No strict knowledge boundary exist between the intra - & extracranial aspects if human cognition.
Knowing is located in relations among practitioners, their practice, & the social organization in a world in which social practices may be changing.
Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
Capability
• Retrieval of stored information
Performance
• Stating or communicating the information
Example
• Paraphrasing a definition of “patriotism”
Capability
• Mental operations that permit individuals to respond to conceptualization of the environment
Performance
• Interacting with the environment using symbols
Example
• Discriminating between red and blue
Capability
• Executive control processes that govern the learner’s thinking & learning
Performance
• Efficiently managing one’s remembering, thinking, & learning
Example
• Developing a set of note cards for writing a term paper
Capability
• Capability & executive plan for performing a sequence of physical movements
Performance
• Demonstrating a physical sequence or action
Example
• Tying a shoelace
Capability
• Predisposition for positive or negative actions toward persons, objects, or events
Performance
• Choosing personal actions toward or away from objects, events, or people
Example
• Avoiding rock concert
Cognitive Perspectives: The Processing of Information
Basic Elements Definition
Assumptions Human memory is a complex & active organizer of information; the memory system transforms inform for storage (and later retrieval) in long-term memory.
Learning The processes by which information from the environment is transformed into cognitive structures.
Learning outcome Some form of cognitive structure; the prevalent view is that of semantic networks.
Summary of Information Theory
Cont’d
Basic Elements Definition
Components of learning
The processes of perception, encoding, and storage in long-term memory.
Major issues in designing instruction
Relating new learning to existing knowledge; teaching students to monitor comprehension; & structuring learning to facilitate processing.
Cont’d
Analysis of the Theory
Disadvantages Information-processing theory lacks a coordinated theoretical foundation
Computer model of cognitive processes may or may not be valid
Contribution to classroom practice
Identification of the importance of designing instruction for the cognitive processes in learning.
Cognitive Perspectives: Metacognition & Problem Solving
Stage Description
Defining the task Generate a perception of the nature of the studying the task, available resources, and constraints.
Goal setting and planning
Select or generate goals and a plan for addressing the study task.
Enacting study tactics and strategies
Implement the activities selected , and fine-tune, if necessary
Model of the Metacognitive Activities in Studying
Bandura’s Social-Cognitive Theory
Assumptions
1. The learner can abstract information for observing others and make decisions about the behaviors to enact.
2. A three-way interlocking relationship between behavior (B), the environment (E), and internal-personal events (E) explains learning.
3. Learning is the acquisition of symbolic representations in the form of verbal or visual codes.
Cont’d
Motivational Models and Theories
Assumptions Model of Theory
1. An individual’s motivation develops from a complex interaction of environmental factors and factors within a child.
Expectancy–value model Goal orientation models Attribution theory
2. The learner is an active processor of information.
3. A learner’s motives, needs, or goals are explicit information.
Assumptions
Cont’d
A summary of the key components of
the expectancy-value model
Cont’d
Causes Emotional Reactions
Positive Negative
Internal cause Pride & self-esteem Embarrassment, guilt, shame
Controllable cause Confidence Guilt
Stable cause Pride, self-worth, confidence
Shame, apathy, resignation associated with controllable cause
Uncontrollable cause
Gratitude Anger
Emotions Generated by the Properties of Attributions
Conclusion
The way forward
The role of
Quality Assurance
Bhutan
Brunei
Maldives
Russia
. .
Membership: Asia Pacific Quality Network
75 members from 28 countries
Kazakhstan
Taiwan
GLOBAL AND REGIONAL NETWORKS OF
QA AGENCIES
RIACES
AfriQAn APQN
ENQA
NOQA CEENet
ANQAHE CANQATE
ASPA
Elements of Quality Assurance
67
Quality Assurance
Monitoring
Student Evaluation
Self Assessment Peer review
Quality Control
Accountability
Improvement
Internal External
Stakeholders Satisfaction
Quality Assurance and (Inter)national benchmarking
Programme
Specification
Programme
Structure &
Content
Student Assessment
Academic Staff
Quality
Support Staff
Quality
Student
Quality
Facilities &
Infrastructure
Quality Assurance of
Teaching & Learning Stakeholders
Feedback
Pass
Rates
Drop Out
Rates Employability
Expected
Learning
Outcomes
A c h i e v e m e n t s
Teaching & Learning
Strategy
Student
Advice &
Support
Staff Development
Activities
Graduation
Time Research
68
AUN-QA Models
QA at Programme Level (Revised)
P12 AUN-QA Models