ASEAN Education Summit in Celebration of the 20th AUN Anniversary (6 November 2015) Teaching and Learning Strategies for the Post 2015 Agenda: Perspectives from Japan Yuto Kitamura Associate Professor, Graduate School of Education The University of Tokyo
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
What is “sustainability”? SD E Human activities will decide the E S C N O future of the globe. O V C N Redefining the notion Anthropocene of “sustainability” Development that meets the Development that needs of the present meets the needs of without the present while compromising the ability of safeguarding Earth’s future life-support system, generations to meet their on which the own needs. welfare of current and future generations depends. 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).
Ecology and Economy A possible paradigm shift with the concept of Sustainable Development Goals (SDGs) Anthropocene Holocene TIME 2013 1950 1900 Today Basis of systems, institutions and ‘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 minds for us today Shyamsundar, Will Steffen, Gisbert Glaser, Norichika Kanie and Ian Noble
Sustainable Development Goals (SDGs) • SDG ４ 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) 14 Complex Communication (or non-routine interactive) e.g., eliciting critical 12 information and conveying a Percentile Change in 1969 Distribution 10 convincing interpretation of Expert Thinking it to others 8 (or non-routine analytic) 6 e.g., identifying and solving 4 new problems 2 0 1969 1980 1990 1998 -2 e.g., assembly line Routine Manual -4 -6 e.g., filing, bookkeeping Routine Cognitive -8 -10 Source: Yoshida (2014)
Employment by Industry (1970-2003) 80 70 60 Agriculture, Forestry & Fishing 50 Mining & Manufacturing % 40 Service and Others 30 20 10 0 1970 1980 1990 1995 1998 2000 2003 year Source: Yoshida (2014)
Unequal Distribution of Knowledge for Development Source: Yoshida (2014)
Youth unemployment • 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. *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.
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 12,784 25,655 11,731 6,256 1,387 902 ↓ ↓ ↓ ↓ ↓ ↓ 16,808 86,553 62,442 54,790 17,633 45,757 （ 130%) (337%) （ 1271%) （ 532%) （ 856%) （ 5072%) Japan 5,296 18,330 → 12,326 （ 232%) → 25,660 （ 140%) 242 → 604 （ 249%) 551 → 1,147 （ 208%) ASEAN Korea 715 → 1,420 （ 198%) 170 → 3,499 （ 2028%)
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
“Literacies” for Global Agenda • Top 5 Global Risks in Next 10 Years By: • Top Ten Risks by Combined Rankings of • Perceived Likelihood: Likelihood and Impact Perceptions: (LR X IR) 1 Chronic fiscal imbalances 1 Severe income disparity 2 Water supply crises 2 Chronic fiscal imbalances 3 Rising greenhouse gas emissions 3 Severe income disparity 4 Water supply crises 4 Rising greenhouse gas emissions 5 Failure of climate change 5 Mismanagement of population ageing adaptation • Perceived Impact 6 Mismanagement of population ageing 1 Major systemic financial failure 7 Extreme volatility in energy and 2 Water supply crises agriculture prices 3 Chronic fiscal imbalances 8 Cyber attacks 4 Rising greenhouse gas emissions 9 Global governance failure 5 Diffusion of Weapons of Mass 10 Persistent extreme weather Destruction Source: Word Economic Forum Global Risks 2013 Problems to be tackled in interdisciplinary manners: Economic, Environmental, Societal, Geopolitical, Technological
3. Japan’s Experience to Promote Innovative Teaching and Learning Introducing “Active Learning” at Higher Education Institutions
Tertiary Enrolment (universities and colleges) 1955-2013 The era in which university Higher education reforms places outnumber to respond to changing university applicants social needs and demands All the tertiary education Reaching the institutions universal stage Universities and junior colleges
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 Source: Japan Times (http://www.japantimes.co.jp/news/2013/12/02/reference/entrance-exams- education and labor market get-failing-grade/#.ViscuPntmko
Fostering “Global Human Resource” and the Introduction of “Active Learning” “Global Human Resources” who can apply knowledge in the changing world “Active Learning” for more progressive ways of teaching and learning 【 Diverse modes of teaching and learning 】 • Student participation • Collaborative studies • Problem-Based Learning/Project-Based Learning, etc. 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 Upgrading International Higher Programs Education Specialized/ profesional 26
Process of Active Learning Output Input Transform Documents, Analysis, Synthesis Data Assessment/ Visual Evaluation materials, etc.
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