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MINISTRY OF HIGHER EDUCATION
Transformation of Higher education: A holistic approach to enhance
quality teachers
15 SEPT 2015
DATO’ PROF. DR ASMA ISMAILDIRECTOR GENERALDEPARTMENT OF HIGHER EDUCATION MALAYSIA
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Contents
Challenges in the 21st century: The need to change
Higher Education Blueprint: From challenges to Aspirations
The need for transformation of education from cradle to career
Getting the best education in Malaysia: Achievements of Malaysian universities
The need for transformation
Challenges of ensuring quality teachers
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Challenges in the 21st Century
Global economic crisis
Accelerated pace of change due to digital era
Increased competition due to globalization
The world is changing rapidly
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Status of higher Education
• First university in the world is the University of Karaouine, established in 859 AD in Fez, Morocco by Fatima al-Fihri.
• The university started in a mosque and is renowned for fundamental sciences.
• The second oldest university is Al-Azhar University, Cairo, Egypt, established in 970 AD for Islamic studies and law.
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Status of higher Education
• The third oldest university is University Nizamiyya, Iran.
• 200 years after the establishment of universities by the Islamic society then came the University of Bologna, Italy (1088), the oldest university in Europe.
The world is changing rapidly but after 1000 years there is
very little change in the universities
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It has been predicted that if the universities do not undergo change many will be closed in less than 50 years
An avalanche is coming. Higher Education and the Revolution ahead. Sir Michael Barber et al. Institute for Public Policy Research, UK
University of the Future ,Ernst and Young , 2012
The end of the university as we know it. Nathan Harden. The American Interest. Dec 11,2012
Wake up call to the
universities
University transformation in Malaysia is a MUST!
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0520 Public IHLs (12 Autonomy)510 Private IHLs• 406 Private Colleges• 104 Private University/ Uni.
College *as of Feb 2015
33 Polytechnics92 Community Colleges
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Education
Malaysia
Offices
20 Public Univ5 Research Univ4 MTUN (TVET)11 Comprehensive Universities14 HiCOEs
International students Undergraduate – 78,756Post-graduate – 27,597TOTAL – 106,353*as of 30 Jun 2015
Enrollment (1,253,501)Public IHLs (618,180 )Private IHLs (524,350)Polytechnics (89,503)Community Colleges (21,468)
79,122 ACADEMICS(PhD 17,882) (23%)Public IHLs 32,866 (PhD 12,166)Private IHLs 36,185 (PhD 5,670)Polytechnics 7,256 (PhD 43)Community Colleges 2,815 (PhD 3)
Malaysian Higher Education Profile
RM 4.5 Billion market
70% contribution by IPTS
“Malaysians deserve the best education system that the country can offer” Idris Jusoh, Minister of Higher Education
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Ranking Sistem Pendidikan Tinggi Negara-Negara 2015
27 Dari 50 negara terpilih 2014: Ke-28
No. 6:Knowledge Transfer with Industry
Country education landscape
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Universities
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Dimana kita sekarang
Sasaran
Universiti yang telah kita atasi
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#151
#201
#251
510 Private
IHLs
406 Private Colleges
104 Private University/Uni. College
7 Private IHLs
2 Private IHLs
Engineering• Chemical #151• Electrical & Electronic
#201• Mechanical & Aeronautical
& Manufacturing #201• Computer Science &
Information System #301
• Computer Science & Information System #201
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AWARDS & RECOGNITION
5 Private IHLs
1 Private IHL
1 Private IHLs
1 2 2 Top ACCA Affiliate Award (Malaysia) & Silver Medal
Award in world ranking
#1 in Asia for employability
by The Student Barometer 2014
Survey
2RECOGNITION
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Accelerating PACE of CHANGE due to DIGITAL age
GLOBAL Competition due to GLOBALIZATION
GLOBALEconomic crisis
Addressing current and future Challenges:
Graduates for economic vs societal needs (KPI vs KIP)
Challenges facing higher education
Equitable Access
industry-academia collaboration
financial sustainability
return on investment
Institutional Autonomy vs Accountability
R&D input vs outputs
Responsible citizen viz Global citizen
Graduates 21st Century Skills
Information overloads(need for critical thinking)
Institutional Reputation
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The MEB (HE) sets out clear System and Student Aspirations
System aspirations
Studentaspirations
Access Quality Equity Unity Efficiency
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Why it matters
Where we are
Objectives
Principles
Strategies and initiatives
Initiatives implementation roadmap
10 Shifts to support the attainment of System and Student Aspiration
KEMENTERIAN PENDIDIKAN TINGGI
Malaysian Education Blueprint (Higher Education) 2015-2025
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Challenges to enhance quality teachers
To transform education it has to be from cradle to grave.
Teachers will play the biggest role to do so.
Quality teachers with passion and dedication to the profession will make a difference to the education system in the country.
What can we do to enhance
quality teachers?
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Challenges to enhance quality teachers
To enhance quality teachers require that the Universities do the following:
▪ Intake of potential teachers need to be among the top 30%.
▪ The students selected must be interviewed and find those with passion and dedication to the profession
▪ When they are in the universities teach them to Learn, Unlearn and Relearn.
▪ Teach them critical thinking and HOW to teach critical thinking.
▪ Teach them also HOW to teach
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Challenges to enhance quality teachers
▪ Points to ponder.
▪ Should we provide the SAME education system ie the same curriculum to teach the would be teachers when the students that they in turn will be teaching are also changing
▪ WHO are designing the curriculum?
▪ Perhaps we should start being sensitive to generational needs
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( 51 -69 yrs)
@ 2015
(35 -50 yrs)
( 21 -35 yrs)
( 10 -20 yrs)
Challenge: Being sensitive to generational needs
Traditionalists>70 years
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Characteristics of the different generations
Who is designing the
curriculum and for whom?
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Characteristics of the different generations
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Learning lifestyles of the different generations
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Education today for tomorrow
• The X and Y generation enjoy the best information inputs.They are nettizens and are technology savvy. Information is immediate and at their finger tips.
• Teaching them using powerpoint/lectures are a bore to them.
• They need more visual input and technology savvy curriculum. They multi-task while they learn.
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Challenges to enhance quality teachers
▪ The university curriculum, environment and administration (probably designed by traditionalists and baby boomers must also be sensitive to generational needs of X and Z (millenials).
▪ Address the fact that the lecturers are traditionalist or baby boomers while the students are in the X and Z generation. Hence how each generation teach and how each generation is learning must also be addressed in order to prevent communication gap.
▪ In the private universities, the understanding of diversity among their students are realised. They create a conducive environment for the millenials. They also provide training for the lecturers to understand the future generation better so that they can create a better technology savvy curriculum
Are we addressing the needs of the Millenials in the
UAs?
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The university in order to transform must plan the curriculum to teach FUTURE teachers to prepare and cope with the X and the millenials.
There should also be able to address divergent thinking among the graduates
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Divergent thinking
This is especially so among those who want to teach STEM
Not all questions have only 1 answer
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Divergent thinking
There are many ways to answer to the questions and there also many ways to interpret the questions posed
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Sir Ken Robinson, chair of the UK Government's report on creativity, education and the economy, described research that showed that young people lost their ability to think in "divergent or non-linear ways", a key component of creativity. Of 1,600 children aged three to five who were tested, 98% showed they could think in divergent ways. By the time they were aged eight to 10, 32% could think divergently. When the same test was applied to 13 to 15-year-olds, only 10% could think in this way. And when the test was used with 200,000 25-year-olds, only 2% could think divergently. . . . Education is driven by the idea of one answer and this idea of divergent thinking becomes stifled.' He described creativity as the 'genetic code' of education and said it was essential for the new economic circumstances of the 21st century.” (TESS, 25 March 2005)
Divergent thinking
K-economy cannot take place if our future generation is not
creative
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ONE of MANY reasons for Transformation
Ministry1
Public universities
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Academic staff33k
Students600k
The ministry leverages UniTP as the conduit to drive transformation through public universities to implement all dimensions of MEB (HE) to impact 600K students
KPTNeed to create impact
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Education and economic development: Korean Model
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Education & Economic development
1948 - 1960 1961 - 1980 1981 - 1997 1998 - PresentKOREAN MODEL
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