Titi Savitri Prihatiningsih - Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada - Asean University Network for Quality AssuranceLead 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

the future of higher education?

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Is your higher education system ready?

Importance of knowledge

Changing Higher Education practices

explaining the difference between poverty and wealth South Korea

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Real GDP per capita (2000 US$)

10000

Difference in output due to TFP growth or knowledge accumulation in Korea

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Brazil Difference in output due to growth in labor and capital in Korea

2000

8 0 1960

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© K4D program

South Korea and Brazil 40.1 2010

7.4 46.8

2010

44.4

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48

30.2

6.5

2000

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2000

32.6

17.7

60.7 tertiary secondary

9.1

primary

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1980

49.8

1980

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41.1

86.4

2.6 1960

1.2 17.8

1960

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40

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creative work in the economy

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Changing Education needs and pdractices

How ????

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!

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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?

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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

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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%)

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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.

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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

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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 18

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

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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 20

So What Should be Done?

• Education systems must teach not only what jobs demand today but, • For jobs that are not in existence today

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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 22

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

when you want…

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where you want…

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“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 39

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

personal constructivism

Piaget’s theory

• 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

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 coparticipants. 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 socialconstructivist 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

Attitudes

Motor skills

Intellectual skills

Cognitive strategies

Capability

• Retrieval of stored information

Performance

• Stating or communicating the information

Example

• Paraphrasing a definition of “patriotism”

Capability

Performance

Example

• Mental operations that permit individuals to respond to conceptualization of the environment

• Interacting with the environment using symbols

• 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

Performance

• Capability & executive plan for performing a sequence of physical movements

• Demonstrating a physical sequence or action

Example • Tying a shoelace

Capability

Performance

• Predisposition for positive or negative actions toward persons, objects, or events

• Choosing personal actions toward or away from objects, events, or people

Example

• Avoiding rock concert

Cognitive Perspectives: The Processing of Information Summary of Information Theory

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.

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 Model of the Metacognitive Activities in Studying

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 Implement the activities selected , and fine-tune, if and strategies necessary

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 internalpersonal 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

Assumptions 1. An individual’s motivation develops from a complex interaction of environmental factors and factors within a child. 2. The learner is an active processor of information. 3. A learner’s motives, needs, or goals are explicit information.

Model of Theory Expectancy–value model Goal orientation models Attribution theory

Cont’d

A summary of the key components of the expectancyvalue model

Cont’d Emotions Generated by the Properties of Attributions

Causes Internal cause

Emotional Reactions Positive Negative 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

Conclusion

The way forward

The role of Quality Assurance

Russia Kazakhstan

Bhutan

Taiwan

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.Brunei Maldives

Membership: Asia Pacific Quality Network 75 members from 28 countries

GLOBAL AND REGIONAL NETWORKS OF QA AGENCIES

NOQA ENQA

CEENet

ASPA CANQATE

ANQAHE

AfriQAn RIACES

APQN

Elements of Quality Assurance Quality Assurance

Internal

External

Monitoring Student Evaluation Self Assessment

Quality Control Peer review

Accountability Improvement

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AUN-QA Models QA at Programme Level (Revised) Stakeholders Satisfaction

Programme Specification

Expected Learning

Programme Structure & Content

Academic Staff Support Staff Quality Quality

Outcomes

Quality Assurance of Teaching & Learning

Pass Rates

Drop Out Rates

Teaching & Learning Strategy

Student Quality

Student Advice & Support

Staff Development Activities Graduation Time

Student Assessment Facilities & Infrastructure

Stakeholders Feedback

Employability

A c h i e v e m e n t s

Research

Quality Assurance and (Inter)national benchmarking 68

AUN-QA Models

P12