Curriculum change - opportunity for changing perspectives

1. Curriculum change - opportunity for changing perspectives Dr. sc. Blaženka Divjak, asist. prof. bdivjak@foi.hr University of Zagreb Faculty of Organization and Informatics www.foi.hr

2. Content • Tempus project • where this “little research” started • Information society • new global economy • Underrepresented groups in ICT • In Croatia and worldwide • Good practice • Conclusion

3. Tempus project • Aspects of Organization and Information Systems: Curriculum Development • http://www.foi.hr/znanstruc/tempus/index.html • Coordinator: • Doc.dr.sc. Blaženka DivjakUniversity of Zagreb Faculty of Organization and Informatics • Contractor: • Prof.dr.sc. Wolf RauchKarl-Franzens University Graz Institut für Informationswissenschaft

4. Tempus project partners • Karl-Franzens Universität, Graz • Albert-Ludwigs-Universität, Freiburg • South Bank University, London • City University, London • The Amsterdam School of the Arts, Amsterdam • University of Zagreb • University of Rijeka • University of Osijek • Microsoft Croatia d.o.o. • Croatian Operational Research Society

5. Tempus project wider objectives • To provide the students in the region with appropriate education which is targeted towards the fast changing needs of the IT and economic environment • To provide collaboration among the universities in the region. • To take part in the European process ofuniversity education – cooperation with EU universities

6. Curriculum change in narrow view • Focused on study content • Additonaly • Teaching methods • New textbooks • New laboratory and library facilities • Bologna process • structure of high educational system

7. Curriculum change in broader scope • Enviroment • New global economy • Market ICT needs • Working in information society (society of knowladge) • State of the art in the profession and university • Future needs • Focused on students • Includes social aspects • Underrepresented groups

8. Information society – global economy • M. Castells’ concept • nature of work in the new global economy • distinction between “individualised” work and “generic labour” • “The Rise of the Network Society” • “The critical factor in determining who has the opportunity to join the information elite and who is restricted to the pool of generic labour iseducation.” • Martin Hall, “Education and the Margins of the Network Society”, Cape Town source: http://www.meg.uct.ac.za/martin

9. Market - employment • Increasing chances for the lowest and highest educational level professionals • No secure job – no job for whole life – multiple job careers • “learn how to learn”

10. Structure of Unemployment by Education source: http://www.hzz.hr

11. Ultimate goal: more students

12. More Successful Students

13. Groups that must also be taken into account: • Female students • Mature (older) students • Disabled students • Foreign students (international exchange) • Ethnic minorities • Students from rural areas/ low income and low socio-economic status groups • Refugees • in Croatia still 21 000 – before 300 000 + refugees from BH

14. Female students • Percentage of women: 51.87% • Illiterate (1.77%): 0.67% male, 2.77% women (mostly over 65) • Unemployment rate: 15.1%; women: 16.3% • Ratio in higher education: 60% • Women’s participation decreases as academic rank increases source: www.dzs.hr

15. Female students • Women are underrepresented in most technical fields, engineering; specially in ICT. • Ratio of women in ICT: • 30% in Croatia • Similar in the rest of Europe and USA • In USA only 25% of the professional IT force • FOI ratio of enrolled female students 20% • Solution: source: http://www.itaa.org

16. Mature students • Students over the age of 30 (not 25 like in EU) • Age range 40 and over – underrepresented in ICT work force • 80% of ICT professionals younger than 40 • At the same time • high percentage of unemployed in the age range of 40-50 • difficulties to find job again • Solution: special programs at higher educational institutions for older population • Life long learning + e-learning (blended learning)

17. Students with disabilities • Disabled population: 430 000 - 10% of the Croatian citizens • Often have lower level of education • Teleworking, characteristic for ICT, specialy appropriate for people with physical disabilities • Employees work at home (employers are still uncomfortable with it) • More Renata & Violeta

18. Project: Adoptive EducationalSoftware for the Handicapped Children • The ultimate goal: to enhance instruction and to modify the way in which a child hears, responds, replies, or implements the instructional process by using the assisted technology • Cooperation between University of Rijeka and nearby primary school for children with disabilities

19. Students from rural areas / low socio-economic status groups • The worst situation with litracy and IT litracy • In rural areas – no internet access • Digital divide – “Falling Through the Net: A Survey of the Have Nots in Rural and Urban America”, USA 1995 • Lack of tradition of education • Government and local government: scholarships, internet access, open laboratories at schools, e-learning programs – virtual classrooms, portals in Croatian source: www.ntia.doc.gov/ntiahome/dn

20. Benefits for ICT • Women, disablade and olders are a big pool of potential work force for ICT. • Problems: • Additional funds • Absence of computer literacy and internet access • Only 28% of homes in Croatia have computers (more than 50% mobiles)

21. Public level • Changing public image • Role models for ICT & science – popularization of science • Nationwide accountability • Encouragement at home (disabled) • Investment in computer-related education • Encouragement of success in math & science in secondary education • Providing equitable and meaningful access to technology – bridging “digital gap” • Establishing networks

22. University level • Underrepresented groups often demonstrate different learning styles • How to evaluate their learning? • Use of e-learning • Quotas for underrepresented groups

23. Tempus includes • Content • Include soft skills courses, seminar groups • Help students to become successful • Teaching methods • Different types of students – different learning styles • “learn how to learn” • E-learning materials • Disabled, low income group, mature students • Quality! • Language courses • Foreign students – international exchange

24. Conclusions • Solution for better position of underrepresented groups in ICT field is the wise use of ICT itself. • Mutual benefits for underrepresented groups, ICT industry and society in general. • Little warning: try to keep the essence of education – something we can recognize in the competence of good teachers