Education Systems for knowledge societies - issues, assumptions, reform,

1. Education Systems for knowledge societies -issues, assumptions, reform, National Consultative Workshop on GKII 15th JUNE 1999

2. Agenda • How to plan for life-long learning in the 21st century information society? • How to plan for technology-enabled learning in schools and colleges? • How to reform the education system as the hub of the information society? • Conclusion

3. How to plan for life-long learning in the 21st century information society? • the shape of the learning landscape • rights, roles, responsibilities of sectors • designing policies to use information as a tool for overall development - Malaysia as a case study

4. Transformation of society by ICT An Information Society with its main features Information at the core of society’s economic needs Production of information values and not material values as the main driving force Information Society Importance of information as an economic product will exceed that of goods, energy and services

5. The dual convergence of ICT modes - its effects on the knowledge economy • Internet, the final converging technology, will combine ICT, i.e. telecommunications, broadcasting and publishing to create • digital households • web lifestyles • digital ( learning) infrastructures to enable • tele-learning, tele-shopping, tele-working • New convergences between computing, content, communications and consumer electronics will rule future markets

6. Emergence of new ways of learningon the learning landscape • Myriad individually customized learning programs (multiple strategic paths) • Education is available direct (without mediators) modularised through knowledge management (disaggregated and re-aggregated), widely accessible • Learning will be about not just learning but about the world

7. Changing education and work patterns The Traditional Sequential Pattern Life-long Learning

8. The future global grid for learning

9. How to plan for life-long learning in the 21st century information society? • the shape of the learning landscape • rights, roles, responsibilities of sectors • designing policies to use information as a tool for overall development - Malaysia as a case study

10. Prequel (planning for) to the new learning age- the government sector • Government • making lifelong learning its topmost priority • re-engineering educational infrastructure • re-aligning cluster of policies focussing on education with larger goal of reforming society • empowering needed changes throughout all of society • adopting a realistic time-line for implementation

11. Prequel (planning for) to the new learning age- educational institutions • Educational institutions • provide organisational context for lifelong learning • focus on excellence (maintain and raise quality), partnerships and collaboration using new technologies for networked learning • re-think and pioneer new qualifications and credentialing framework

12. Prequel (planning for) to the new learning age- individuals • Massive culture change • Individuals • new attitudes to learning e.g. learning as normal continuous activity • develop identity as life long learners • acquire basic education consisting of basic skills for self-learning • learning as a social and community activity

13. What new work skills are needed in an information society? • Wide range of ICT skills • Multi-skill-ing to mirror media convergence • Belief in and ability to work virtually and with virtual teams as a result of connectivity • Premium on creativity - adding value to - in work output

14. The 21st Century transformed school • Computerization and digitization of all school processes • Universal connectivity of all classrooms throughout the world • Authentic collaborative work throughout all school communities, networked world wide • Learning defined as opportunities which are easily accessible, pervasive and enriching

15. The 21st Century College and University • Institutions radically realigned as coalitions or consortia replacing them as individual silos of knowledge • Rise of networks of core centers of excellence supported by others acting as learning centers with personal learning advisers • Central nodes of tele-learning providers compete for best variety of programmes, having social + economic value

16. How to plan for life-long learning in the 21st century information society? • the shape of the learning landscape • rights, roles, responsibilities of sectors • designing policies to use information as a tool for overall development - Malaysia as a case study

17. Case Study: how Malaysia reforms governance of IT for development on policies concerning ICT on creating an ICT testbed on using ICT as an engine for development on using ICT in smart schools on incentivising more ICT graduates

18. Malaysia has identified IT and Multimedia as new engines for national growth • Traditional industrialization strategies cannot provide the required growth rates to achieve Malaysia’s Vision 2020 per capita income targets • Need for new “engine of growth” • Engine identified is IT and multimedia • This poses additional challenges for getting knowledge workers in disciplines that are traditionally in relatively short supply

19. Chaired by the Prime Minister Comprises representatives from public, private and industry sectors National level strategic planning for the application and development of IT Community interest Sector Public Sector Private Sector National Information Technology Council:formulation of meta-policies for all sectors

20. The National IT Council’s Overarching Strategies and Objectives • to transform Malaysia into a knowledge and values-based society according to Vision 2020 • to focus on comprehensive human resource development • to mobilize the entire nation • to view ICT as a strategic development tool • to leverage tri-sectoral partnership as well as top-down and bottom-up planning approaches

21. Implementing the Vision through the Multimedia Super Corridor (MSC) • To provide a focused test-bed area for MSC ideas and ideals • To create a special environment for learning-by-doing with ICT where the world is invited to participate, experiment and share in the experiences • To create “a state-within-a-state” with special rules and incentives

22. MSC Incentives to meet the challenge of providing knowledge workers • Allow unrestricted entry of knowledge workers into the MSC • Attract Malaysians with specific skills who are working overseas to come back into the country • Grant MSC Status for qualified Institutes of Higher Learning. • Encourage in-house training by MSC companies

23. Malaysia’s solutions to information policies for development • Design meta-policies driven by a clear vision to frame educational development • Working to fulfil stakeholders’ desirable profiles: • a pro-active government • private sector actors driven by technology applications and efficiency • academia willing to change and adopt to new paradigms

24. Is there a missing ‘X’ factor? • Can creativity be planned for? • Can entrepreneurship be instilled? • Does the difference between Route 128 in Boston and Silicon valley in California suggest any ‘X’ factor? • How can we make the sum greater than the the total of all its parts? • How can we plan and implement accompanying culture change?

25. Agenda…2 • How to plan for technology-enabled learning in schools and colleges? • to redress the mismatch between skills required and those taught in traditional schools • to ensure rapid acceptance of technology-enabled learning • How to reform the education system as the hub of the information society? • Conclusion

26. Changes in work competencies as a result of ICT convergence Traditional Media New Media Impact on Media Professions and training institutions Separate media Converged media (convergence of modes) • Rise of new multimedia fields • Demand for multi-tasking • professionals who have several • combined competencies, e.g. • Web knowledge + Marketing = • Web Marketers • Graphics + Art = Web designers • Teaching + IT = Smart School • Teachers • Re-engineering of training • institutions; reshaping of • curriculum; premium on creative • graduates One-to-one One-to-many Many-to-many (rise of networks and e-communities) Mass media, undifferentiated Media can be de- massified, i.e. personalised, customised, and grouped by interest (e.g. chat groups)

27. Impact of ICT • adds value to information • used by knowledge workers • reduces time & distance costs • allows storage of organisational memory IT Organisations Degree of change • threatens school structure • only those complementing existing practices accepted, others resisted IT School and Colleges Time Span

28. The effect of ICT on schools, colleges & learning • ICT adoption slower than in rest of society. • Technology threatens more than supports the bureaucratic and hierarchical culture of schools • Only technology complementing existing practices are embraced; technologies requiring change are resisted. • Technologies have little chance to engender new values and bring about real change.

29. Solutions to slow ICT acceptanceby schools and colleges • Understanding resistance • Fostering proper and genuinely reformed educational uses of the technology • Fostering holistic educational change so reform can be genuine

30. Increasing acceptance for technologyamong teachers • Technology should be integrated with teacher preparation • teachers tend to teach as they are taught • teachers have a narrow fact-based understanding of their subject areas • ICT both unfamiliar and threatening to the teacher who spent majority of career in technology poor environments

31. What happens when technology fuses with education reform ? TECHNOLOGY - ENABLED EDUCATION REFORM

32. Fostering genuinely educational uses for technology..1 • Replace normal teaching approaches with new approaches such as those associated with • differentiated ability grouping • collaborative learning • inquiry-oriented instruction • project-based curricula • Introduce integrated media materials, approaches, technology

33. Fostering genuinely educational uses for technology..2 • Teachers to be dominant players choosing technology applications e.g. software to meet their goals • Teachers to be given time to experiment without risking their jobs • Teachers helped to meet new demands such as • thorough command of subject • self confidence to be questioned • intellectual confidence to reveal lack of knowledge whenever necessary

34. Fostering more holistic educational change • Introduce reformed instruction approaches so students work on authentic meaningful tasks where • multidisciplinary work needed for sustained tasks • schedules arranged around student projects • Introduce performance based assessments so students define, organize and regulate their own learning

35. Mental powers cannot be isolated from other factors of development like social experiences Since proper conduct are attitudes handed down from the past, students’ attitudes must be docile, receptive and obedient Teachers are agents through which knowledge and skills are communicated and rules of conduct enforced Intellectual skills or mental powers must be developed for the full realization of human potential Students are given liberal education which aims to develop powers of understanding and judgement Teachers are able to help students understand their hierarchy of values, establish it and live by it Should schooling be based on social experiences?Excerpts from the US debate John Dewey (yes) Robert Hutchins (no) Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

36. How to reform the education system as the hub of the information society?

37. Governance Practices rigid structure 6-3-2-2 entry into primary school strictly at age 6+ same curriculum for all Underlying assumptions individual differences are unimportant all students learn at the same rate school readiness occurs at the same age for all children Present Malaysian School System - Assumptions built into current governance practices A lack of flexibility

38. Democracy best served by public school system with uniform curricular objectives for all students Imposed curriculum damages the individual and usurps a basic human right to select one’s own development path Children should have the right to control and direct their own learning Should curriculum be standardised for all?Excerpts from the US debate Montimer T. Adler (yes) John Holt (no) • Basic learning must be general and liberal to meet three basic objectives – that all children be given ample opportunity for personal development, that all children will become full-fledged citizens and that basic schooling must prepare students for earning a living in the future • Paideia Proposal - calls for uniform curriculum and methodological approach and a common schooling for a truly democratic society Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

39. Governance Practices centralized system of education in terms of: curriculum examinations training and provision of teachers school buildings Underlying assumptions “one size fits all” bureaucratic control is preferred to school autonomy regional, district and school factors can be overlooked equality of educational opportunity is primary (whatever the outcomes) Present Malaysian School System - Assumptions built into current governance practices The Centralization Issue

40. Governance Practices hierarchy of federal-state-district-school one way flow of information no autonomy in school management no provision for site-based councils Assumptions management decisions can be made at the top and handed down schools only need to provide information ignores benefits from school, parents and community working together Present Malaysian School System - Assumptions built into current governance practices Top-Down Management

41. Governance Practices 3 types of schools (national, national-type Chinese, national-type Tamil) students in national-type schools do a transition year prior to beginning secondary school Assumptions for students to master a language, it must be the medium of instruction effects of segregation can be overcome by placing students together at the secondary level of national schools an extra year is needed for non-Malay medium students to join the mainstream national schools Present Malaysian School System - Assumptions built into current governance practices Multi-ethnicity and Segregation

42. Multicultural education is designed to help unify a deeply divided nation Multicultural education focuses on the characteristics of children’s racial attitudes and on strategies that can be used to help students develop more positive racial and ethnic attitudes Schools should be restructured so that all students will acquire the knowledge and skills necessary to function in an ethnically and racially diverse world Multicultural education fulfils a political agenda to culturally divide citizens in a multiracial multicultural country Multicultural education magnifies differences in ethnic identities and race which leads to a segregation of the culture of the country Should Multiculturalism Permeate the Curriculum?Excerpts from the US debate James Banks (yes) Linda Chambers (no) Excerpts from Taking Sides; Clashing Views on Controversial Emotional Issues

43. Proposed Malaysian Smart School System Summary of some promises • a flexible education structure where students progress at their own pace • individualized assessment • hierarchy of centralized system modified with communication technology • interactive IT and network resources at core of teaching-learning and management processes • technology to enable school to draw on a variety of external resources • greater participation of stakeholders in the school decision-making process

44. Proposed Governance Practices central agency responsible for architecture of technology create new positions in school, district, state and federal level increase student per capita grant Underlying Assumptions since education is still centralized, need to drive the implementation, monitor and support technology schools need more funds to maintain technology rich environment Proposed Malaysian Smart School System Technology as Enabler

45. Supposed to be ..... better able to cater to individual needs technology-rich but enabler not driver nor merely deliverer of information empower stakeholders increase in school autonomy Should not become... Curriculum no different from the traditional curriculum technology-driven and reinforcing old CAI drill & practice paradigm where no meaningful change in policy where locus of authority at federal level Smart Schools: Some Very Real Concerns

46. Participation of Stakeholders in School reforms: Should they be given more rights? And roles? ) Where interests co-incide: Sschoolchildren teachers education officials legislators suppliers Private PTA members School board of governors G Community- interest Public Neighbourhood businesses Professionals NGO’s Those outside of sphere of influence Should there be more sharing of resources? Should they leverage on one another’s skills? Experience?

47. Conclusion

48. Ideal final conditions: when ICT planning results in equilibrium between countries • When information, educational and skilled labour flow equally in and out of the country • When capital flows are free but orderly and not inimical to any domestic agenda • when investment flows respond readily to catalytic innovative multimedia projects within developing societies such as Malaysia’s Multimedia Super Corridor

49. Utopian features of education when a knowledge society is achieved • Connected Students all with basic self-study skills • Wired societies • Individual self-learning paths • parallel alternating not sequential paths of study and work • life-long learning

50. Some provoking questions... • When all education is virtual and competency based, how should we value humanitistic and cultural education? • If all education becomes homogenised, who will see to heterogeneity and survival of languages, diversity of art forms? • In the future virtual work place, how is job security provided? How is training and re-training funded?