Changing trends in higher education in the Pacific and the international contextPlato: Eliza Tokataake, Rotina Tebuaka, Tekonnang Timee, Teneara Kirarima and Temaiti Teramarawa Overview of the Presentation Trends and implications Education for sustainable development and Longlife partnership with studentsGeneral to Liberal Education Non-traditional students and ICT as a teaching and learning tools Regional trends in higher education Introduction The trends in higher education regionally and internationally has proved to be increasing irrespective of social, economic, cultural and political complexities.

Some of the critical points to be discussed include the following: Education for sustainable development Curriculum:Kiribati teachers college lecturers do the TPD(Teacher Professional Development) on the new curriculum for year 1-4. After the discussion with CDRC people we do the training to all teachers on every islands. In the workshop we demonstrate the strategies and pedagogies that teachers in the workforce can assist them in their teaching. Every week I went to the CDRC working on the year 5 and 6 Mathematics scope and sequence.

Teacher Training:In the foundation of Mathematics course I teach the preservice students to understand what Mathematics is and the strategies that can use to teach Mathematics. To teach what is working mathematically.In the course we look at the new curriculum we teach preservice students the content and pedagogies.

Rotina At KTC we partnership with students after graduating.After five or six years students came back again to upgrade their standard.KTC offer TESOL and ESL and other program depending on the needs of teachers in each year.Most of the time students spend just one term or a year depending on the program they take.Teachers improve their standard and knowledge on other things like technology and other concept from UNICEF.sometimes students selected to be part of the team to help out in teaching their best subject.Lifelong partnership with students. RotinaRegional (Pacific) trend in higher education Eliza.THigher education and economic growth are closely linked (Teichler, 2006, p. 451).

The USP established in 1968 as a driver of the Pacific island countries independent and growth (Thaman, 2008, p. 7).

Pacific student was growing from a few hundred in 1970s to more than 20,000 in the year 2,008 at the USP.

In New Zealand 4% of the total tertiary student are from Pacific Island Countries again in the year 2000 (Anae et al, 2002, pp. 27).

It is believed by many commentators in the mid 20th century such as Teichler that higher education is closely link with economic growth, since then, many countries have increased the number of enrolment at the tertiary level (Teichler, 2006, pp. 450-452). In the Pacific, the University of The South Pacific (USP) is however established in 1968 to act as a driver for independence and economic growth here in the region (Thaman, 2008, p. 7). since it is a region premier institution for higher education the number of enrolment was growing from a few hundred in the 1970s to more than 20,000 in the year 2000. In New Zealand, the Pacific student made up a total of 4 percent of the total tertiary student in the year 2000 and that number will be expected to increase (Anae et al, 2002, p. 27)every year.Cont Eliza.T7% increase rate of student enrolment at USP in the mid 2,000 (Thaman, 2008, p. 12).

But with the existing facilities and limited funding, this might have an impact on the quality of learning and teaching.

In addition, the overall Pacific participation to tertiary education is low as less than 5% of it respective young age group (USP strategic plan, 2013-2018, p. 16).Moreover, the annual growth rate of student studying at USP is growing at the rate of 7 percent in the past 5 years which is again expected to increase in the near future which can affect the quality of learning and teaching (Thaman, 2008, p. 12). According to this source, the quality of education delivered might be affected if the number of student will rise with the existing facilities and the lack of funding to adjust to the change, this might undermine the importance of quality education. Despite that fact, USP has struggle trying to seek funding from the 12 member countries, it recurrent and it major donors such as Australia, New Zealand and Japan. In addition, the overall Pacific participation to tertiary education is quite low as 5 percent of average within the region because of it disadvantage in geographical allocation and lack of facilities like ICT (USP strategic plan 2013-2018, p. 16).General to Liberal education Teneara. KirarimaGeneral education or core curriculum globally used (19th C) - curriculum basedteacher oriented - mandating class to broadening the mind eg, history, arts and science classeslimit preparations to students career pathways (D.J. Staley)

Liberal educationinvolves general education + interpersonal skills + values = (skill/task based curriculum)trains the intellect to raise questions and to hazard answers (W.Edward Farrison), eg, vocational colleges provide wide range of choices such as Options in Secondary schools and directing students to their future careers (KTC, KIT)

trains the Teneara. KirarimaImplications- knowledges and skills delivered in the general education is inadequate for career purposesthe provision of the curriculum content is not integrally with ESD and with ICTtraditionally oriented (setting, assessment and instructional strategies)Recommendations- a need to redesign and restructure the curriculum from traditionally and content based to progressive and task based a shift frominstructivism to developmentalism,(Scardamalia, M., & Bereiter, C. (2006).a need to integrate space,variety of assessment and instructional pedagogies to make the learning more meaningful and to foster education for sustainable development (ESD)The emergence of global sustainability suggests that HE should be a catalyst for sustainability progress in academic and practical innovation. ( Corcoran P.B et al 2010) KTC is one such tertiary that embed its curriculum in the liberal education to meet this changing trend in HE through its courses such as TESOL, ESL and with the outer island TPD programsTraditional to non-traditional students Traditional student: students who enroll in tertiary schools straight after graduation from school. Non traditional students: matured learners who re-enter the institution again for acquiring qualification; diploma ( Eileen, 1997) For instance, KTC intake criteria considered graduate (50%) and matured (50%)students.

What causes the transformation?Globalization and Internalization ( Altbach et al 2009,pg 23)

Positive impact on ESL course Experienced, knowledgeable, resourceful with real life situations. Some understand the English language such as ex-seminarians and Primary school monitors.

Negative impact on the course Most have come with social, economic and academic complexities Hinder the learning

Recommendation The course need to be redesigned to be inquiry based Respected to be valued

Temaiti The increase in number of nontraditional students in higher education has experienced and proved to be genuine. More than 60% are studying now. These learners need to be well served and that their needs are all attended. It is true that to best work and serve the need of adult learners like this, policies and literature reviews should be used as a way forward ( Staley and Trinkle, 2011, pg 24) Continued ICT as a teaching tool ( Oliver, 2002 pg 1-7) one of the agents of changes effective means of educational practices in the 21st century Impacts on what is learned ( ESL, TESOL, Content Based Area) competency and performance based curricula information literacy Impacts on how students learn students centered, inclusive, knowledge construction is highly supported and internet based The learning with ICT can happen any place and any timeHowever, ICT transform teaching and learning take teachers responsibilities/roles in future but makes the students learning easier RecommendationICT should be continuously enhanced but didactic method and student centered instruction should be maintained

Temaiti ReferencesAltbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution.[Online] UNESCO. .http://atepie.cep.edu.rs/public/Altbach,_Reisberg,_Rumbley_Tracking_an_Academic_Revolution,_UNESCO_2009.pdf [Accessed on 25/01/2015

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Farrison, W. E. (1946). General and Liberal Education. Phylon (1940), 375-381. http://www.jstor.org/discover/10.2307/271261?sid=21105261618901&uid=4&uid=3738360&uid=2 accessed 23/01/2015.

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Oliver, R, 2002, The role of ICT in higher education for the first 21st century: ICT as a change for education, viewed 23 January 2014, accessed http://bhs-ict.pbworks.com/f/role%20of%20ict.pdf

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences New York: Cambridge University Press. (pp. 97-118).

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