De universiteit van de 21ste eeuw zal open zijn of niet zijn
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DE UNIVERSITEIT VAN DE 21STE EEUW ZAL OPEN ZIJN OF NIET ZIJN Dirk Van Damme Head of the Innovation and Measuring Progress division – OECD/EDU
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De universiteit van de 21ste eeuw zal open zijn of niet zijn. Dirk Van Damme Head of the Innovation and Measuring Progress division – OECD/EDU. Schema. Hoger onderwijs is nog steeds de meest zinvolle investering Innovatie is nodig ook in het hoger onderwijs - PowerPoint PPT Presentation
Transcript of De universiteit van de 21ste eeuw zal open zijn of niet zijn
DE UNIVERSITEIT VAN DE 21STE EEUW ZAL
OPEN ZIJN OF NIET ZIJN
Dirk Van DammeHead of the Innovation and Measuring
Progress division – OECD/EDU
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• Hoger onderwijs is nog steeds de meest zinvolle investering
• Innovatie is nodig ook in het hoger onderwijs
• Zal technologie verandering brengen?
• En de student?
• Enkele conclusies…
Schema
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HOGER ONDERWIJS IS NOG STEEDS DE MEEST ZINVOLLE INVESTERING
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0
10
20
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80
90
100Tertiary education Upper secondary and post-secondary non-tertiary Below upper secondary%
Positive relationship between education and employment Percentage of 25-64 year-olds in employment, by level of education (2010)
5
Unemployment and the crisisUnemployment rates of 25-64 year-olds, by educational attainment level (2008, 2009 and 2010)
0
5
10
15
20
25
302009 2008 2010
051015202530
Brazil
Nethe
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Canad
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051015202530
Tertiary education
(%)
Below upper secondary
education (%)
Upper secondary and post-secondary non-tertiary (%)
Over 35% each year for the Slovak Republic
6
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100
120
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160
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280 Below upper secondary education Tertiary educationIndex
Relative earnings from employment By level of educational attainment for 25-64 year-olds, upper secondary = 100 (2010 or latest available year)
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Tertiary-level attainment rate and labour productivity across countries
10 20 30 40 50 60 70 80 9010
15
20
25
30
35
40
45
50
55
Australia
Austria
Belgium
Canada
Chile
Czech Rep
Denmark
Estonia
Finland
FranceGermany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New ZealandNorway
Poland
PortugalSlovak Rep
Slovenia
Spain
SwedenSwitzerland
Turkey
UKUS
R² = 0.197228181009878
Labour productivity: GDP per hour worked, current prices, USD (2011)
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High-output systems are not necessarily very efficient in tapping on all talents
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15
20
25
30
35
40
45
50
55
60
Australia
Austria
Belgium
Canada
Czech Rep
Denmark
FinlandFrance
Germany
Greece
Hungary
Iceland
Ireland
Italy
Luxembourg
Netherlands
New Zealand Norway
Poland
Portugal
Slovenia
Spain
Sweden
Switzerland
Turkey
UK
USR² = 0.0557074538496397
Odds ratio of being a higher education student if parents have low levels of education (2009)
Pe
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of
the
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Egalitarian systems with low out-put
Elitist systems with high output Egalitarian systems with high output
Elitist systems with low output
Gemiddelde jaarlijkse groei van bevolking met hoger-onderwijsniveau (1998-2008)
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3
4
5
6
7
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Overall population growth Attainment rate growth%
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INNOVATIE IS NODIG, OOK IN HET HOGER ONDERWIJS
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Changing skill demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005
Mea
n ta
sk in
put
as p
erce
ntile
s of
th
e 19
60 t
ask
dist
ribut
ion
Economy-wide measures of routine and non-routine task input (US)
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with others
mobilize capacities of othersuse time efficiently
make your meaning clearuse computers and internet
write and speak a foreign languagecoordinate activities
master of your own fieldanalytical thinking
present ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
1.00
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
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Critical skills for the most innovative jobs
Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data
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4135.6
0
10
20
30
40
50
60
70
Maar onderwijs is zelf in geringe mate een innoverende sector
Source: Paul (2007)
Sector innovation index for process, instruments and tools
Japa
n
Belgi
umKor
ea
Irela
nd Italy
Polan
d
Germ
any
Nethe
rland
s
Austri
a
Mex
ico
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y
EU19 a
vera
ge
OECD ave
rage
Czech
Rep
ublic
Finla
nd
Denm
ark
Spain
Unite
d Kin
gdom
Switzer
land
Hunga
ry
Austra
lia
Slova
k Rep
ublic
Greec
e
Sweden
Unite
d Sta
tes
Norway
15
18
21
24
27
30
Age of new entrants in tertiary education
Age at: 20th percentile Age at: median Age at: 80th percentile
Levenslang leren nog steeds geen realiteit
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ZAL TECHNOLOGIE VERANDERING BRENGEN?
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1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
0
100
200
300
400
500
0.00%
0.10%
0.20%
0.30%
0.40%
0.50%
Number of PCT filings (left axis)as percentage of all PCT filings (right axis)
Slow progress in educational technology:Evolution of educational patenting: number and percentage of all patents
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Online enrolment now over 30% of total enrolment (US)
“taking at least one online course”
Allen & Seamon, 2011
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Strategic importance of online education
Allen & Seamon, 2011
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Various modes of course delivery
Allen & Seamon, 2011
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Main MOOC provider networks
The Tech, issue 132/34 of September 4, 2012 - http://tech.mit.edu/V132/PDF/N34.pdf
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23
24
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EN DE STUDENT?
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Profiles of students with regard to Internet use
OECD (2012)
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Students are not yet well trained in effective educational use of ICT
300
350
400
450
500
550
600
Fin
lan
dLie
ch
ten
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ew
Ze
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aLit
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an
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aly
Slo
ve
nia
Slo
va
k R
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lic
Cze
ch
Re
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No
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De
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ssia
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ed
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ari
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Se
rbia
Jord
an
Co
lom
bia
Qa
tar
Frequency of use of computers at school and student performance on PISA science scale
Frequent use Moderate use Rare or no use
OECD, 2010
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• Three ‘urban myths’– Learners as digital natives– Individual learning styles of students– Learners as autonomous self-educators
• Students are NOT the best managers of their own learning (Kirschner & Van Meriënboer, 2013)
• Pedagogy and powerful education environments are necessary
Three urban myths in education
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ENKELE CONCLUSIES…
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• Een hogeronderwijs-kwalificatie blijft individueel en maatschappelijk de meest zinvolle investering
• Weliswaar trager dan bv. in de onderzoeksfunctie zal technologie ook de onderwijsrealiteit aan universiteiten veranderen
• Universiteiten zullen zich door innovatie moeten aanpassen, en moeten daarbij het voortouw nemen, zoals ze zelf ook innovatie in andere sectoren met kennis aansturen
Conclusies
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• Open universiteiten zijn geen relicten uit een romantisch verleden, maar voorlopers en wijzen op veel punten de richting aan
• Naïef optimisme over zelfstandige leerders die online leren, is ongewettigd; nog meer dan vroeger zijn krachtige, goed ontworpen krachtige leeromgevingen met veel sturing en begeleiding noodzakelijk om succes te helpen realiseren.
Conclusies
