Teaching and Learning Strategies for the Post 2015 Agenda: - - PowerPoint PPT Presentation

Yuto Kitamura

Associate Professor, Graduate School of Education The University of Tokyo

Teaching and Learning Strategies for the Post 2015 Agenda: Perspectives from Japan

ASEAN Education Summit in Celebration of the 20th AUN Anniversary (6 November 2015)

Outline of the Presentation

Introduction

• 1. Higher Education and Sustainable Development
• 2. Student Mobility and Quality of Teaching and Learning
• 3. Japan’s Experience to Promote Innovative Teaching and

Learning

• 4. International Cooperation in Higher Education

Conclusion

Introduction

Higher Education Today

• Globalization accelerating the mobility of people, goods, information

and capital

• Increasing mobility of students and their diverse backgrounds
• Widening gaps between people, nations and regions
• A sense of crisis that questions simple memorization of an existing

body of knowledge

• Innovation in teaching and learning
• Essential to develop students’ “new academic abilities”

New Academic Abilities

• The competences of 21st-century human resources in the

knowledge-based society.

• Ability to effectively communicate with others and find solutions to

problems.

• Expecting higher education to improve students’ wide-ranging

generic skills, including creativity, flexibility, autonomy, teamwork, communication skills, and critical thinking.

• Learning for increasing students’ employability and learning for civic

life.

• 1. Higher Education and Sustainable Development

David Griggs, Mark Stafford-Smith, Owen Gaffney, Johan Rockstrom, Marcus C Ohman, Priay Shyamsundar, Will Steffen, Gisbert Glaser, Norichika Kanie and Ian Noble, ‘Sustainable Development Goals for People and Planet.’ Nature (Vol 495, 21 March 2013).

E N V S O C E C O N

SD

Anthropocene

What is “sustainability”?

Development that meets the needs of the present while safeguarding Earth’s life-support system,

• n which the

welfare of current and future generations depends.

Redefining the notion

• f “sustainability”

Development that meets the needs of the present without compromising the ability of future generations to meet their

• wn needs.

Human activities will decide the future of the globe.

2013 TIME 1950 1900

Today Basis of systems, institutions and minds for us today

Holocene

‘Sustainable Development Goals for People and Planet.’ Nature (Vol 495, 21 March 2013). By David Griggs, Mark Stafford-Smith, Owen Gaffney, Johan Rockstrom, Marcus C Ohman, Priay Shyamsundar, Will Steffen, Gisbert Glaser, Norichika Kanie and Ian Noble

A possible paradigm shift with the concept

• f Sustainable Development Goals (SDGs)

Ecology and Economy

Anthropocene

Sustainable Development Goals (SDGs)

• SDG４ as the Education Goal:

Ensure inclusive and equitable quality education and promote life-long learning opportunities for all

• Learning outcomes → - What does the quality of education mean?
• Output/Outcome based approaches

How to Deal with the Human Capital Perspectives

• Traditional emphasis on school attainment
• Development of access to educational opportunities
• Some success but still challenges
• Quality as a key element
• Cognitive and non-cognitive skills: Individual learning

How the demand for skills has changed

Economy-wide measures of routing and non-routine task input: 1969-1998 (1969=0)

• 10
• 8
• 6
• 4
• 2

2 4 6 8 10 12 14 1969 1980 1990 1998 Percentile Change in 1969 Distribution

Complex Communication Expert Thinking Routine Manual Routine Cognitive

(or non-routine interactive) e.g., eliciting critical information and conveying a convincing interpretation of it to others (or non-routine analytic) e.g., identifying and solving new problems e.g., assembly line e.g., filing, bookkeeping

Source: Yoshida (2014)

Employment by Industry (1970-2003)

10 20 30 40 50 60 70 80 1970 1980 1990 1995 1998 2000 2003

year %

Agriculture, Forestry & Fishing Mining & Manufacturing Service and Others

Source: Yoshida (2014)

Unequal Distribution of Knowledge for Development

Source: Yoshida (2014)

Youth unemployment

*The chart compares data on youth labour market situations regular and irregular employment, unemployment (relaxed definition) and inactivity in four least-developed countries (LDCs) – Cambodia, Liberia, Malawi and Togo – and four high-income European countries Belgium, France, the Netherlands and Portugal.

• Skills mismatches and the

absence of linkages between education systems and employers.

• In many countries, the elite

university system has traditionally been focused on educating for public sector employment.

• 2. Student Mobility and Quality of Teaching

and Learning

Higher Education in Asia

• Diversity in Asia → Roles of leading institutions
• Growing Elite Education
• Growing Disparities in Education
• How learning takes place for young generation
• More innovation in teaching, learning and research

How to promote the country’s and/or society’s cultural identity and to develop and share a common Asian value.

Student Mobility in East Asia

China Japan ASEAN Korea

12,784 ↓ 16,808

（130%)

25,655 ↓ 86,553

(337%)

902 ↓ 45,757 （5072%) 11,731 ↓ 62,442 （532%) 551→1,147（208%) 170 → 3,499（2028%) 242→604（249%) 6,256 ↓ 54,790 （856%) 1,387 ↓ 17,633

（1271%)

715 → 1,420（198%) 5,296 →12,326（232%) 18,330 →25,660（140%)

Four Pillars of Learning

• Learning: Treasure Within (1996), a report submitted to

UNESCO, highlighted the importance of learning.

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

＋

• Learning to transform oneself and society

Transforming the Ways of Teaching and Learning

From To

Traditional pedagogical practices Progressive pedagogical practices Teacher-centered approaches Student-centered approaches Examination oriented Whole person development Textbook dominated classroom Multi-media learning environment Subject knowledge Skills for lifelong learning Reproduction Creation Semi professionalism Full professionalism Modern pedagogy Pedagogy for the future

Source: Word Economic Forum Global Risks 2013

• Top 5 Global Risks in Next 10 Years By:
• Perceived Likelihood:

1 Severe income disparity 2 Chronic fiscal imbalances 3 Rising greenhouse gas emissions 4 Water supply crises 5 Mismanagement of population ageing

• Perceived Impact

1 Major systemic financial failure 2 Water supply crises 3 Chronic fiscal imbalances 4 Rising greenhouse gas emissions 5 Diffusion of Weapons of Mass Destruction

• Top Ten Risks by Combined Rankings of

Likelihood and Impact Perceptions: (LR X IR) 1 Chronic fiscal imbalances 2 Water supply crises 3 Severe income disparity 4 Rising greenhouse gas emissions 5 Failure of climate change adaptation 6 Mismanagement of population ageing 7 Extreme volatility in energy and agriculture prices 8 Cyber attacks 9 Global governance failure 10 Persistent extreme weather

Problems to be tackled in interdisciplinary manners:

Economic, Environmental, Societal, Geopolitical, Technological

“Literacies” for Global Agenda

• 3. Japan’s Experience to Promote

Innovative Teaching and Learning

Introducing “Active Learning” at Higher Education Institutions

Tertiary Enrolment (universities and colleges) 1955-2013

All the tertiary education institutions Universities and junior colleges Higher education reforms to respond to changing social needs and demands Reaching the universal stage The era in which university places outnumber university applicants

Challenges for Higher Education in Japan

• The era in which university

places outnumber university applicants

• More focus on non-academic

qualities such as communication skills logical thinking in university entrance exams

• Traditional curricula and

conventional teaching and learning

• Mismatch between higher

education and labor market

Source: Japan Times (http://www.japantimes.co.jp/news/2013/12/02/reference/entrance-exams- get-failing-grade/#.ViscuPntmko

Fostering “Global Human Resource” and the Introduction of “Active Learning”

【Diverse modes of teaching and learning】

• Student participation
• Collaborative studies
• Problem-Based Learning/Project-Based Learning, etc.

“Active Learning” for more progressive ways of teaching and learning “Global Human Resources” who can apply knowledge in the changing world

24

What do we expect?

• From “passive” learning to “active” learning
• Changing the consciousness of teachers

→ From “provider” to “supporter”

• Creating “Learning Community”

25

• Upgrading Higher Education

Transforming and creating new “knowledge” in order to respond to needs and demands in the rapidly changing society

• Widely introducing “active learning” in both liberal arts/foundation

education and specialized/professional education

• More “active learning” in the international programs

Liberal arts/ Foundation Specialized/ profesional

International Programs

Upgrading Higher Education

26

Process of Active Learning

Input Transform

Output

Documents, Data Visual materials, etc. Analysis, Assessment/ Evaluation Synthesis

A Case of the University of Tokyo: Komaba Active Learning Studio (KALS)

• Established in 2007
• One of the specialized studio

for active learning

• Very flexible facilities, space,

and table settings

• Use of ICTs
• Technical assistance from

studio staff

28

Active Learning at the University of Tokyo

29

21 Komaba Center for Educational Excellence （KOMCEE)

• Established in 2011
• Combination of lecture

room, laboratory and specialized studio to link the lectures and experiments and to encourage discussion among students

30

International Collaboration to Promote Active Learning

31

Two Gaps to Promote Active Learning

Liberal Arts/ Foundation

Specialized/ Professional International Programs

Specialized/ Professional

First Gap

32

Second Gap

My Concern…

• Too much emphasis on practical aspects of learning
• Learning outcomes should not be assessed by a

satisfactory level of students but what they actually have learned

• Intellectual foundation and a sense of social

responsibilities to be critical, creative and innovative

• Of course students need more opportunities, particularly

through international experiences

33

• 4. International Cooperation in Higher Education

Old-fashioned Typology of International Cooperation in Higher Education: Characteristics

Intellectual Exchange Development Assistance Knowledge Transfer

• Mutual
• Basically one way

Funding

• Non-ODA;
• Often provided by HE

institutions in developed countries, but sometimes mutually generated with institutions in developing countries.

• Official Development

Assistance (ODA);

• Solely provided by HE

institutions in developed countries, but

• ccasionally mutually

generated with institutions in developing countries. Relationship of Actors

• Equal partnership
• Donor-Recipient

General Period

• Mid-term to Long-term
• Short-term to Mid-term

EU

Different Stages of International Cooperation in Higher Education

Giving more benefit to the partner Receiving more benefit from the partner

Malaysia Thailand China Korea Singapore Japan USA, UK

Situations have been rapidly changing today.

Cambodia Lao PDR

Towards a New Stage…

• Intellectual Development Cooperation:
• More mutual efforts to promote sustainable development.

⇒ 【ASEAN + EU】 EU Support to Higher Education in ASEAN Region (SHARE) 【Japan】 Science and Technology Research Partnership for Sustainable Development (SATREPS)

Japan Science and Technology Agency (JST) Japan International Cooperation Agency (JICA)

【USA】 Partnerships for Enhanced Engagement in Research (PEER)

United States Agency for International Development (USAID） National Science Foundation （NSF） National Institutes of Health （NIH）

Successful Experience:

The Southeast Asia Engineering Education Development Network (SEED-Net)

• Established in April 2001
• Promoting human resources development in engineering in ASEAN
• Collaboration between leading institutions in ASEAN and those in

Japan

• Supported by the Japanese Government through the Japan

International Cooperation Agency (JICA) as well as the Member Countries and Member Institutions

• Significant development in terms of both volume and quality of
• utputs

Mutual Cooperation

ASEAN+3 Working Group on Mobility of Higher Education and Ensuring Quality Assurance of Higher Education

1st WG (30 September 2013, Tokyo)

① Develop ASEAN+3 Guidelines for promotion of student exchange with quality assurance ② Set up an “ASEAN+3 Quality Assurance Expert Meeting”

2nd WG (16 October 2014, Bali) 3rd WG (11 June 2015, Bangkok)

Provide basic framework for student exchanges

AUN AIMS UMAP

Gui uidel delines ines on n Stud uden ent t Ex Exch changes anges

Pr Project ect bet etwee een unive ivers rsity ity A A and university B… CAMPUS PUS Asia

• Resilience is an important element to be shared internationally
• Learning from the experience from East Japan Earthquake, Tsunami and

Fukushima Nuclear disaster

• Trans-disciplinary research and education: Natural science, social science

and humanities working with stakeholders)

• Future Earth considers SDGs as an exemplary case
• SDGs are already happening
• i.e. Climate adaptation finance
• How to institutionalize them from global to local levels
• f governance - governance challenge

41

Prospect of International Development Cooperation

Conclusion

Making Our Teaching and Learning More Sustainable

Conclusion: Making Our Higher Education More Sustainable

• The promotion of global well-being should be considered as a social

responsibility of higher education institutions.

• More active learning and student involvement and more practical

experiences both inside and outside classrooms

• Graduates’ employment record
• Universities can facilitate the expansion of networks
• More collaboration across the countries: International Development

cooperation

⇒ A big expectation to AUN for further creating “Learning Community” in Asian higher education !

Yuto Kitamura, Ph.D.

Associate Professor Graduate School of Education The University of Tokyo

Congratulations for the 20th AUN Anniversary!