Titi Savitri Prihatiningsih - Gadjah Mada...

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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

the future

of higher education?

Is your

higher education system ready?

Importance of knowledge

Changing Higher Education practices

explaining the difference

between poverty and wealth

1960 1965 1970 1975 1980 1985 1990 1995 2000

Real G

2000 U

South Korea

BrazilDifference in output

due to growth in

labor and capital in

Difference in

output due to

TFP growth or

knowledge

accumulation

in Korea

South Korea and Brazil

0 20 40 60 80 100

tertiary

secondary

primary

creative work in the economy

How ????

Changing Education needs and pdractices

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!

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?

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

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%)

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.

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

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

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

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

So What Should be Done?

• Education systems must teach not only

what jobs demand today but,

• For jobs that are not in existence today

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

• 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

• 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

• 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)

• 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…

where you want…

“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

NOQA CEENet

ANQAHE CANQATE

Elements of Quality Assurance

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

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

AUN-QA Models

QA at Programme Level (Revised)

P12 AUN-QA Models

Titi Savitri Prihatiningsih - Gadjah Mada...

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