Trends and Prospects in the World on the Development and Utilization of computer and tele-communication education software in teacher training of new information.

Trends and Prospects in the World on the Development and Utilization of computer and tele-communication education software in teacher training of

new information technologies in open and flexible lifelong learning

- The Changing Environment, Shifting Paradigm and Impact on Teacher Training of/via IT*

- Background Paper presented at the Asia and the Pacific Seminar on Education Technology 2000

by

Wang YibingProgramme Specialist in Higher and Distance Education

UNESCO Principal Regional Office for Asia and the Pacific

6-12 September 2000

Tokyo Gakugei University, Tokyo, Japan

* Views expressed here are those of the author’s and not necessarily represents the organization where the author works.

Content• I. What makes difference in

the coming globalized and knowledge economy - the

changing environment

• II. Challenges facing the present education system - the shifting paradigm

• III. Impact on teacher training of/via IT

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I. What Makes Difference in the coming Globalized and Knowledge Economy

-the changing environmentg

I.1. Human Society is stepping towards

Information/Knowledge Society where what makes difference are:

Global Skills/ International Understanding/New Technology/

Information/Knowledge/Wisdom Instead of :

Material/Capital in Industrial Era; Land/Power in Fuderal Era.

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I. What Makes Difference in the coming Globalized and Knowledge Economy

- the changing enviromment

I.2. Global Village is no longer a Dream but buta Reality in terms of: Transportation Productivity, Trade Human contact Dissemination of Ideas and

Knowledge,etc.,(40000 Multy-Natl Corps: 40% total output,60% global trade, 70% DI, 90% IA,80% R&D)

I. What Makes Difference in the coming Globalized and Knowledge Eco

- the changing environment• I.3. What are the Global Skills?

Computer Skills Language Skills International Understanding ( basics on geography, history, culture, tradition, family, cloths,food, etc., outside his or her own country)

A difference in Labor export made by Filipinos due to their better languageskills and and evidence seeat the Dubai Airport

I. What Makes Difference in the coming Globalized and Knowledge Eco - the changing environment

• I.4. What is and How the Difference made by Indians today ?

India as a poor and developing country but the biggestsoftware exporter in the developing Worldand Indians take 2.7% of immigration but 20% of allthe HIB visas issued in the U.S. each year, one third of the engineers in Silicon Valley and 7% its high-techfirm CEOs facing no longer glass ceiling.

Open Secrets: 5 IITs, Indian MIT“ in comparison to an IIT, one can almost go through classes here with your eyes shut” Ravi Malhotra, Assistant treasurer at Bank of New York “ with an education, you can do anything” a belief among Indian-Americans. English Language skill

I. What Makes Difference in the coming Globalized and Knowledge Economy

- the changing environment • I.5. How difference with a 10 year gap in transition tow

ards so called New Economy ( conclusion from EU Summit, March 2000, Lisbon) was made between EU and the U.S. ?

0

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39-4

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1950

1961

1981

1995

U.S.A.

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1965 1975 1980

U.S.A.JapanU.K.ItalySwidishGemerny

II. Challenges Facing the Present education System - the shifting paradigm

• II.1. Weakness of the Present Education System and System required

• Weakness of the System required Present System

Closed OpenFragmented Networked/chainedFor part of life Life - longExam-centered Human Quality -centered

* Restructuring

*New Q stan dard and

QAmechanism

*Internatio nalization a

nd internati onal cooper

ation

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. II. Challenges Facing the Present education System - the shifting paradigm

II.2. From EFA to HEFA

The WCHE Declaration and Framework for Priority Actions

reiterates repeatedly not just that HE should be accessibleto all on the basis of merits and nodiscrimination can be accepted, but also calling for

giving learners an optimal range of choice anda flexibility of entry and exit points within thesystem ( the declaration), which implies the need for not

only Massification and Universalization but

diversification and radical change of HE.

II. Challenges Facing the Present education System - the shifting paradigm

II. 2. From EFA to HEFA, a call from OECD/ DELOR• Tertiary Education, the place to be, the

experience to have. - OECD, Redefining Tertiary Education, 1998

• University as a place of Learning open to all.An Utopia ? A Necessary Utopia. Delor, Former EU Chairman and Chairman of Unesco Committee on Education in 21st Century

II. Challenges Facing the Present education System - the shifting paradigm

II.2. a call and changed view from the World Bank

•

The Changed View of the World Bank From conclusion that Rate of return from investmentin primary education is higher than that in higher education to:

* A degree is now a basic qualification for many skilled jobs;

* Without more and better higher education, developing countries will find it increasingly difficult to benefit from the knowledge based economy.

II. Challenges Facing the Present education System - the shifting paradigm

II.2. a call and changed view from the World Bank• Higher Education institutions as the prime creators

and conveyors of knowledge must be at the forefront of efforts to narrow the development gap between industrial and developing countries;

• While the benefits of higher education continue to rise , the costs of being left behind are also growing.

• Higher education is no longer a luxury: it is essential to national social and economic development.

II. Challenges Facing the Present education System - the shifting paradigm

• II.2. Call for Change of Mentality

* HEFA - just a Utopia or a necessary utopia ?

* HEFA - a luxury, or a must ? * HEFA - a pre-mature action while basic and senior secondary education not yet massified ?* HEFA - referring to university education or all forms of education at tertiary level ? Etc.,

II. 3. Challenges Facing the Present education System - the shifting paradigm in Elements of Quality Requirement of Graduates

Ethics

WisdomKnowledge

•

•

Information

CompetenceSkills

Physical/EQComputer

Multimedia

E-tools

Language

Driving,etc,.

Data Gathering,

Evaluating and Processing

life-long learning

Holistic, Critical and Dialectical Thinking

Identification and Problem Solving

Developing Information into Knowledge and then Wisdom,

International

understanding, Etc .,

Creativity

Flexibility

Innovation

Imagination

entrepreneurial

Risk takingGeneralist/specialist and blurred line

Changing Equation of inheritance and innovation

The rapid change

Fierce competition

daily stress/pressure

Hacker/Safety/Infowar/Info-ethics -Innovation for what ?

Justice,Sympathy,Responsibility,Tolerance, Respect for value of civic society, culture,natural environment and future generation, etc.,

II. Challenges Facing the Present education System - the shifting paradigm

II.4. Redefining the boundaries of disciplines, fields and content of school education

* the renewed debate on Generalist vs. Specialist- view from the 1998 Report of European Roundtable of university presidents and industrialists: No division but a graduate with a basics of humanity, social science, natural science and technology;

* Redefining and restructuring content of

school education - view from the U.S. NFS 2061 Project Report.

II. Challenges Facing the Present education System - the shifting paradigm

II. 5. The shifting paradigm in teaching profession

* What does it mean by role of teacher in transition from knowledge monopolizes and transmitter to learning supervisor, facilitator, guide and eventually experienced partner ;

* Higher qualifications in terms of skills, competence, knowledge, wisdom, ethic and moral;

* Generalist rather than a specialis;

* Innovative in facilitating student learning

process via IT.etc.,

III. Impact on teacher training of/via IT

• III.1. Knowledge Gap and Digital Divide and the Increasing Urgency for TT of IT

GNP HDI LITERACY Rate/HE Computer Internet

Cambodia$270 136 37.4 1.2 1 0.01

Lao/PDR $$258 140 46.1 2.8 1 0

Myanmar $$765 125 84.1 5.4

Thailand $1850 76 95 22.1 22 0.34

Yunnan $783 99 82.7 9 9 0.01

Vietnam $310 108 92.9 6.9 6

Singapore$21818 24 91.8 38.5 458 21.2

Japan $30340 9 40.5 237 13.34

III. Impact on teacher training of/via IT

• III.1. The vicious Circle and the Increasing Urgency for TT of IT

Knowledge gap Edu gap Gap of TQ

Wideni ng GapLiterac

y

Rate/HE

GNP Computer

Internet

HDI

III. Impact on teacher training of/via ITIII. 2. Comprehensive package for TT

of /via IT

* Change of mentality and role of teachers ( IT impact on education and teaching profession);

* IT Literacy;

* Skills to combine and use all available technologies;

* Skills and knowledge for teaching and learning on line in his or her own subject ( UNESCO Conference on learning and

teaching, Guangzhou,10-12/01,2001); etc.,

III. Impact on teacher training of/via IT

III.3. Partnership for TT of /via IT between: * universities and schools * education and industry * developed and developing countries

Emerging Models: * Consortium in developing learning packages ( Europe, U.S. Australia ) * Virtual universities ( Africa, GMS) * Training on line,etc.,

III. Impact on teacher training of/via ITIII.4. The expected revolution via film (30s),

TV(70s) and now IT in innovating and reforming education

* question raised by Stephen C.Ehrmann - has revolution of ETs in reforming education (undergraduate) taken place ? lack of machines, incentive and manual for Professors, etc.,

• * Will it or it will not take place now and in future depends on: - the realization of challenges facing mankind and education systems;

• - the political will of national and World leaders;

- Partnership between schools,universities,industry and all stakeholders in society;

- Production of quality learning and training packages, which really revolutionize TT and education