Planning for Global Learning

Dr. Alan BruceULS DublinVisiting ProfessorNCUE Taiwan16 March 2016 13:00-14:00

NCUE Global Learning Seminar 4:

Setting the Scene

Educational change Impact of socio-economic transformationNew learning needsSetting prioritiesGlobal learning and mutual benefit

Anticipating the future (OECD 1994)Future learning and employment needs (Jobs Study)•Policy change•Flexibility•Entrepreneurship•Internationalization•Technology

The future is now…

• Potential provision of universal schooling is now realized• Internationalization is the norm• Technology is pervasive but unevenly

accessible or applied• ‘Flexibility’: weapon or tool?• Entrepreneur: leader or false god?• Policy: shaping or copying?

Defining directions

• Excellence• Innovation • Leadership• System change• Reform• ‘The chemistry of widespread

improvement’ (Michael Fullan)

Comparative analysis (McKinsey 2010) – 20 countriesKey interventions:1.Revise curriculum and standards2.Set appropriate pay for teachers/principals3.Enhance technical skills for teachers4.Improve student assessment systems5.Quality data systems6.Improve policy and laws

Student demandUNESCO 2009

How do we plan?

• Gathering the evidence• Gathering the right evidence!• Analyzing evidence• Projecting trends• Demographic data• Social indicators• Education relevant information

When do we plan?

• Continuous need for data collection• Need for regular cycles of planning• Embedding planning in strategic

management• Planning as a living tool• Using milestones

What do we plan?

• Resources needed (human and financial)• Facilities needed• Capacity needs• Linkage• Networking• Income generation• Setting targets for everything• Anticipating change

Why do we plan?

• To be prepared• To anticipate • To take advantage• To maintain motivation• To flow with needed change• To target excellence• To cretae a dynamic organization driven

by quality and innovation

Participation to inclusion

• Impact of universal schooling• The university revolution – from distance

learning to MOOCs• Impact of legislation and policy• Technological revolution only starting• From psychology to engineering – the

altered environment• Shaping the mind – struggles with attitudes

Education and Global CitizenshipTo enable learners

•To develop a sense of shared destiny through identification with their social, cultural, and political environments.•To become aware of the challenges posed to the development of their communities through an understanding of issues related to patterns of social, economic and environmental change.•To engage in civic and social action in view of positive societal participation and/or transformation based on a sense of individual responsibility towards their communities.Sobhi Tawil (2013)

OER: impact on education research and policy• Widened access• Improved cost-efficiency• Quality of teaching and learning• Three impact areas:

• Lifelong Learning• School Education• University Education

IPTS Institute for Prospective Technological Studies (Sevilla)

Open Education 2030 (IPTS)

• Communication with Self; Other; World• Personalized learning management to navigate to

future competencies• Demonstrated capability and ability in context of

change• From teaching to facilitation• Ubiquity; telepresence; interoperability• Competency based assessment• Waves of innovation• Adult learning networks

Age of the MOOC?

• Critical shift in distance and e-learning• Major impact: scale and impact of online

learning• Questions remain on pedagogical approaches• Shift from dedicated structures of past (OUs;

media labs; academic departments) to broader universal non-expert actors• Quality, values, standards• Ownership and control

Supporting learning

• Focus of motivation• Problem solving focus• From curriculum to competence• Content to meaningful action• From formal teaching to creation of bonds

and links• Mentoring • Models of best practice

Embedding learning

• Modeling• Empathic analysis in transition support• Social analytics for multidisciplinary work• Roles and responsibility• Advanced digital competence/assistive

technologies• Universal Design • Comparative research methods• Independent living/rights based models

Further steps

• Increased application on new knowledge• Open and distance learning technologies

facilitating learners and staff competence• Transformation of traditional teaching role

to mentoring, guiding and facilitation• Development of network of innovative

best practice at international level

Planning for change in global learning• Skillbeck Report (2001)

• Challenges and changes are within institutions• Changes are ubiquitous• Changes are systemic• Changes are radical

• Evolving Corporate Universities Forum (Istanbul 2012)• attract, retain and enhance highly skilled employees• invest in developing a culture of learning throughout the organization • spread a common culture as engines of strategic change• ability to promote importance, value and contribution of a learning culture• ensure integration of HRM systems and policies with learning initiatives • build genuine partnerships with world-class learning institutions

Planning a vision

• Stakeholders in universities are wide-ranging, both internal and external• Pressures on corporate and academic worlds are similar, if different in detail• Universities to survive must be relevant and visionary• Universities are now expected:

• To be more outward looking• To provide leadership and service• To make efficiency gains• To maintain standards and quality• To obtain new and additional revenue sources

Policy opportunities for Global Learning• Engaging with diverse communities• Developing massive outreach to sectors• Community empowerment• Outreach, access and validation • Legislative foundations• New technologies – mobile telephony• Shared learning and linkage to other

universities

謝謝Dr. Alan BruceULS Dublin

abruce@ulsystems.com

Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO