Post on 30-Dec-2015
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Curriculum change - opportunity for changing perspectives
Dr. sc. Blaženka Divjak, asist. prof.
bdivjak@foi.hr
University of Zagreb
Faculty of Organization and Informatics
www.foi.hr
ContentContent Tempus project Tempus project
where this “little research” startedwhere this “little research” started Information society Information society
new global economynew global economy Underrepresented groups in ICTUnderrepresented groups in ICT
In Croatia and worldwideIn Croatia and worldwide Good practice Good practice ConclusionConclusion
Tempus projectTempus project Aspects of Organization and Information Systems: Aspects of Organization and Information Systems:
Curriculum DevelopmentCurriculum Development
http://www.foi.hr/znanstruc/tempus/index.html
Coordinator: Doc.dr.sc. Blaženka Divjak
University of ZagrebFaculty of Organization and Informatics
Contractor: Prof.dr.sc. Wolf Rauch
Karl-Franzens University Graz Institut für Informationswissenschaft
Tempus project partnersTempus project partners Karl-Franzens UniversitKarl-Franzens Universitäät, Grazt, Graz Albert-Ludwigs-UniversitAlbert-Ludwigs-Universitäät, Freiburg t, Freiburg South Bank University, LondonSouth Bank University, London City University, LondonCity University, London The Amsterdam School of the Arts, AmsterdamThe Amsterdam School of the Arts, Amsterdam University of ZagrebUniversity of Zagreb University of RijekaUniversity of Rijeka University of OsijekUniversity of Osijek Microsoft Croatia d.o.o.Microsoft Croatia d.o.o. Croatian Operational Research SocietyCroatian Operational Research Society
Tempus project wider objectivesTempus project wider objectives To provide the students in the region with To provide the students in the region with
appropriate education which is targeted towards appropriate education which is targeted towards the fast changing needs of the IT and economic the fast changing needs of the IT and economic environmentenvironment
TTo provide collaboration among the universities o provide collaboration among the universities in the region.in the region.
To tTo takakee part in the European process of part in the European process of university education – cooperation with EU university education – cooperation with EU uuniversitiesniversities
Curriculum change in narrow viewCurriculum change in narrow view
Focused on study content Additonaly
Teaching methods New textbooks New laboratory and library facilities
Bologna process structure of high educational system
Curriculum change in broader sCurriculum change in broader scopecope Enviroment
New global economy Market ICT needs
Working in information society (society of knowladge) State of the art in the profession and university Future needs
Focused on students Includes social aspects
Underrepresented groups
source: http://www.meg.uct.ac.za/martin
Information society – global economyInformation society – global economy M. Castells’ concept
nature of work in the new global economy distinction between “individualised” work and
“generic labour” “The Rise of the Network Society”
“The critical factor in determining who has the opportunity to join the information elite and who is restricted to the pool of generic labour is education.”
Martin Hall, “Education and the Margins of the Network Society”, Cape Town
Market - employment Increasing chances for the lowest and
highest educational level professionals No secure job – no job for whole life –
multiple job careers “learn how to learn”
source: http://www.hzz.hr
Structure of Unemployment by Education
Structure of Unemployment by Education - Croatia 2002
unsk illed19%
semisk illed17%
sk illed33%
secondary24%
college3%
university4%
Ultimate goal: more studentsCroatia - Educational Levels
primary (< 8 years)16%
primary22%secondary
school47%
university8%
0%college
4%
no school3%
More Successful Students
0
5
10
15
20
25
enrolled per 1000 inh. 21,81 22,6 24,32
graduated per 1000 3,11
1999/2000 2000/2001 2001/2002
Groups that must also be taken into Groups that must also be taken into account:account:
Female students Mature (older) students Disabled students Foreign students (international exchange) Ethnic minorities Students from rural areas/ low income and low socio-
economic status groups Refugees
in Croatia still 21 000 – before 300 000 + refugees from BH
source: www.dzs.hr
Female studentsFemale students
Percentage of women: 51.87% Illiterate (1.77%): 0.67% male, 2.77%
women (mostly over 65) Unemployment rate: 15.1%; women: 16.3% Ratio in higher education: 60% Women’s participation decreases as
academic rank increases
source: http://www.itaa.org
Female students Women are underrepresented in most
technical fields, engineering; specially in ICT.
Ratio of women in ICT: 30% in Croatia Similar in the rest of Europe and USA In USA only 25% of the professional IT force FOI ratio of enrolled female students 20%
Solution:
Mature students Students over the age of 30 (not 25 like in EU) Age range 40 and over – underrepresented in ICT
work force 80% of ICT professionals younger than 40 At the same time
high percentage of unemployed in the age range of 40-50
difficulties to find job again Solution: special programs at higher educational
institutions for older population Life long learning + e-learning (blended learning)
Students with disabilities Disabled population: 430 000 - 10% of the
Croatian citizens Often have lower level of education Teleworking, characteristic for ICT, specialy
appropriate for people with physical disabilities Employees work at home (employers are still
uncomfortable with it) More Renata & Violeta
Project: Adoptive Educational Software for the Handicapped Children
The ultimate goal: to enhance instruction and to modify the way in which a child hears, responds, replies, or implements the instructional process by using the assisted technology
Cooperation between University of Rijeka and nearby primary school for children with disabilities
source: www.ntia.doc.gov/ntiahome/dn
Students from rural areas / low socio-economic status groups
The worst situation with litracy and IT litracy In rural areas – no internet access Digital divide – “Falling Through the Net: A Survey
of the Have Nots in Rural and Urban America”, USA 1995
Lack of tradition of education Government and local government: scholarships,
internet access, open laboratories at schools, e-learning programs – virtual classrooms, portals in Croatian
Benefits for ICT Women, disablade and olders are a big
pool of potential work force for ICT. Problems:
Additional funds Absence of computer literacy and internet
access Only 28% of homes in Croatia have computers
(more than 50% mobiles)
Public level Changing public image
Role models for ICT & science – popularization of science Nationwide accountability Encouragement at home (disabled) Investment in computer-related education Encouragement of success in math & science in
secondary education Providing equitable and meaningful access to
technology – bridging “digital gap” Establishing networks
University level Underrepresented groups often
demonstrate different learning styles How to evaluate their learning? Use of e-learning Quotas for underrepresented groups
Tempus includes Content
Include soft skills courses, seminar groups Help students to become successful
Teaching methods Different types of students – different learning styles “learn how to learn”
E-learning materials Disabled, low income group, mature students Quality!
Language courses Foreign students – international exchange
Conclusions Solution for better position of
underrepresented groups in ICT field is the wise use of ICT itself.
Mutual benefits for underrepresented groups, ICT industry and society in general.
Little warning: try to keep the essence of education – something we can recognize in the competence of good teachers