11 April 2019 Prof., Dae Joon Hwang, Ph.D. Sungkyunkwan...

Prof., Dae Joon Hwang, Ph.D.Sungkyunkwan University, Seoul, Korea

[email protected]

11th April 2019

2019 Moscow International Education Fair, Moscow Financial University,

11 April 2019, Moscow, Russian Federation

LLL Ecosystem_11Apr2019_DJHwang

I. Background

II. Ecosystem of Lifelong Learning

III. Implementation of Lifelong Learning

IV. Evaluation on Lifelong Learning

V. Conclusion


Background


Overview of Current Issues


• Lifelong learning for All for sustainability: SDG4, UNESCO

• Re-skilling and competences of youth and adult workers

• Adult literacy education : 750 mil (2/3 women)• Accessibility to education and quality education

Global

• Triggered IR 4.0• Competences to leverage IoT, Al, cloud computing, and

data science• Disruptive growth of business

• Open innovation

Technology development

• Dynamic globalization and intelligent digital transformation• New economy ecosystem

• Increase business ambiguity• Accelerate automation and affect job market

Industry Revolution

4.0

Quality of life

• Longer life expectancy

• Innovative career switching strategy: alternate phases of

learning, working, and resting

• Need lifelong learning and outcome assessment

• Social inclusion


Source: ILO, Trends Econometric Models, Nov. 2016

Job Polarization Across the World

Note: Change in employment shares, forecasts after 2016

(Unit: %)

Returns to Work Experience


Source: WDR 2019 team, based on Walmart annual reports; Statista.com; IKEA.com; NetEase.com.

▪ High-income countries have higher returns to work experience than

middle- and low-income countries

Literacy Skills of Ages 19 - 20


Source: WDR 2019 team, UN reports 2019

What is changing…D Then Now

Network technology IoP, Wired Internet Mobile and wireless, Iop, and IoT

Computing platform Client/server, IDC hosting Cloud computing

Devices PCs, Notebook Computer Personal Digital Assistants: Smart phone, Tablet PC

Interface technologiesHuman Computer Interface,

Text driven interfaceBrain Computer Interface, speech driven interface

Web technology Web 1.0, Web 2.0 Web 2.0 -> Web 3.0

SNS Openness (2nd gen SNS) Personalized, customized (3rd gen SNS)

Space extended Cyber space Cyber physical space

Service delivery Physical space, cyber space Cyber physical space

Artificial Intelligence Rule based reasoning

Chatbot, Robots, Artificial Narrow Intelligence (ANI) expected

to evolve to Artificial General Intelligence (AGI) and to Artificial

Super Intelligence (ASI)

Data

Science

Characteristics of

dataStationary data Time-sensitive data

Serviceability Just-in-place Just-in-time, just for person

Purposes Management Application and research


Ever Growing Development of Technologies and

Science

Implications of Industrial Revolution 4.0

Calculating Database Online Ubiquitous

Value

Intelligent Digital Transformation (IDT)

Intelligence

Industrial

Revolution 4.0

Super-connectivity

Super-intelligence

Perfect-prediction


What Is IR4.0 Different from Previous Stages?


Stages of Industrial

Revolution (IR)Goals Driving forces Characteristics Needs

IR 1.01784 - 1878

Mechanization Steam engine Mechanization, physical space Physiological

needs100 years

IR 2.01879 - 1968

Industrialization ElectricityMass production, organization,

physical space and system70 yearsSafety needs

IR 3.0 1969 - 2015Informatization

Computer, Internet of

Person (IoP)

Networking of peoples, cyber

space 40 years

Social needs

IR 4.0

2016 - present

Intelligent digital

transformation

Artificial Intelligence

(AI), Internet of Things

(IoT), cloud computing,

data science (Big data)

Digital innovation, dynamic

globalization, synthesis of

human intelligence and

machine intelligence, super-

connectivity, super-intelligence,

perfect-prediction, cyber

physical space and system

On going

Esteem needs

Aesthetic

needs

Cognitive

needs

Reshaping Economy Ecosystem

▪ Big changes economy reshapes new global business environment and

accelerates flows of information, man power, capital, and globalization

▪ Business ambiguity is ever increasing and business space is extended to cyber

physical space

SustEduInno_4 May 2017_DJHwang

Global Trends of Job Markets


Source: ILO’s Trends Econometric Models, November 2017.

▪ Global unemployment: 5.6%/192.7 millions (2017), 5.5%/192.7 millions (2018)

▪ Growing risk of automation:

✓ Job at risk in OECD countries : 14 % at risk and 32% of job with significant

changes (by OECD)

✓ Changes in the job opportunity in 15 major developed and emerging

economies by 2020: destroyed/created (7.1/2 millions) (by The World

Economic Forum)

▪ Relocation of work activities : 15% of 46 countries by 2030 (by the McKinsey Global

Institute)

▪ Job polarization is widening between low income countries and mid and high

income countries : growing demands on high and medium skilled work force

▪ Working poverty rate or earning less than US$3.10 per day in the emerging and

developing countries: 731 millions (2017), 721 millions (2018) (by ILO)

Automation and Globalization Affect Industrial

Employment


Source: Glaeser, Edward L.., “Framework for the Changing Nature of Work.” Working paper, Harvard University, U.S.A,, 2018.

▪ Globalization is a greater shift in jobs to developing countries: reduce the overall

relative costs of labor

▪ Automation and innovation determine the future of work : employment in old sectors

declines but new sectors or tasks emerge

Unemployment, Vulnerable Employment and

Working Poverty Trends and Projections, 2007–19

LLL Ecosystem_11Apr2019_DJHwangSource: ILO’s Trends Econometric Models, November 2017

Life Expectancy at Birth by Regions


Source: United Nations, Department of Economic and Social Affairs, Population Division (2017). World Population Prospects: The

2017 Revision. New York: United Nations.

Major Issues on Social Inclusion


Source: WDR 2019 team. For the human capital package, see Zheng and Sabarwal (2018).

▪ Low-income countries would pay more than lower-middle income and upper-middle-

income countries for selected elements of a renewed social contract

Ecosystem of Lifelong Learning


Importance of Lifelong Learning Ever Growing

▪ Most effective way to challenge issues of the global and home of each country

▪ Rising life expectancy: 3.6%, 67.2 to 70.8 years between 2000-2005 and 2010-2015

in worldwide, rose 60.2 to 66.8 years in Africa

▪ Need innovative career switching strategies: alternating phases of work and training,

voluntary and involuntary discontinuities of occupation

▪ Adult literacy education becomes important: 750 millions are illiterate and two third of

them are women

▪ A catalyst for sustainable growth and the most effective welfare policy to social

inclusion.

▪ Intensifying importance of lifelong learning: technology development and IR 4.0: Big

data analysis of learners, cloud computing: IaaS, PaaS, EaaS

▪ Shorter latency of education and training: re-skilling, new competence of learners.

▪ More accessibility to different forms of learning throughout life.

▪ Growing recognition on self-paced learning to lifelong learners.

▪ Difference in the generational characteristics of learners.

▪ Popularity of open learning and open access to education/learning resources.


Agility of Changing in Societal Sectors

Automobile

Public

transportation

Tourism

Hi tech

ICT

MarketingMedia

Distribution

Financing

Education

Healthcare

Government

Utility

Digital revolution

▪ Public transportation: car sharing, sharing economy

▪ Automobile: autonomous and driverless car

▪ Healthcare: hospital centered -> patient-centered precision medicine

▪ Education: increased accessibility, flexibility, rapid growing speed of knowledge

Ag

ilit

y

EcologyOfFE_22Oct2016_DJHwang

Summary of The 21st Century Skills for Lifelong

Learners


Category Descriptions of skills

Cognitive

competence

Cognitive process and

strategies Critical thinking, problem solving, analysis, reasoning/augmentation, interpretation,

decision making, adaptive learning, executive functions

KnowledgeInformation literacy, ICT literacy, media literacy, oral and written communication,

active listening, Social Networking Software, AI, Machine learning, Data Science

Creativity Creativity, innovation

Intra-personal

competence

Intellectual openness

Flexibility, adaptability, artistic and cultural appreciation, personal and social

responsibility, appreciation for diversity, continuous learning, intellectual interest

and curiosity

Work/Ethic/ConscientiousnessInitiative, self-direction, self-reflection, responsibility, perseverance, productivity,

metacognitive skills, career orientation professionalism/ethics, integrity, citizenship

Positive Core Self evaluationSelf-monitoring, self-evaluation, and self–reinforcement,

Physical and psychological health

Teamwork and collaboration

Communication, collaboration, cooperation, coordination, inter-personal skills,

empathy/perspective taking, trust, service orientation, conflict resolution,

negotiation

LeadershipLeadership, responsibility, assertive communication, self-presentation, social

influence with others

Meta skills

• Meta-learning skills or the ability to make informed judgments about their learning and performance levels and that

of their peers

• Metacognitive skills, or self-awareness, self-regulation and their application

• Meta-work skills, or higher-order evaluation skills needed to identify and capitalize on learning opportunities

throughout their careers.

Comparison of Skills of Different Frameworks


ATC21S OECD UNESCO Partnership 21

Ways of thinking (creativity and innovation, critical thinking, problem-solving, and learning to learn and the development of metacognition)

Learning to know (developing the faculties of memory, reasoning and problem solving)

⚫ Learning and Innovation Skills (creativity and innovation, critical thinking and problem solving) ⚫ Information, Media, and Technology

Skills (critical thinking) ⚫ Life and Career Skills thinking skills (content knowledge)

Ways of working (communication, collaboration and teamwork)

Interacting in socially heterogeneous groups

⚫ Learning to do (developing an aptitude for teamwork and initiative, and a readiness to take risks)

⚫ Learning to live together (understanding of ourselves / others)

⚫ Learning and Innovation Skills (communication, and collaboration)

⚫ Life and Career Skills thinking skills (social and emotional competencies / social and cross-cultural skills

Tools for working (information and ICT literacy)

Using tools interactively (mastery of language, information, knowledge, and physical tools)

Learning to do (acquisition of complex skills)

Information, Media, and Technology Skills ( technology and media-driven environment, information literacy, media literacy, and ICT literacy)

Living in the real world (local and global citizenship, aspects of life and career development, and personal and social responsibility)

Acting autonomously (control living and working conditions)

Learning to be (intellectual, moral, cultural and physical dimensions)

⚫ Information, Media, and Technology Skills

(Effective citizens) ⚫ Life and Career Skills (flexibility and adaptability, initiative and self-direction, productivity, accountability, leadership and responsibility)

Distribution of the World’s Population by Age and

Sex, 2017


Source: United Nations, Department of Economic and Social Affairs, Population Division (2017). World Population Prospects: The

2017 Revision. New York: United Nations.

X

generation

Y

generation

Z

generation

Alpha

generation

Baby Boom

generation

Characterizing Human Resources by Generations


Category GenerationBaby Boom

generationX generation

Y generation

(Millennials)Z generation

Training, Learning, and

Development

• Traditional education

system,

• Experience,

• Holistic

• Flexible,

• Shorter learning time,

• Trainings,

• Mimicry,

• Interactive,

• Flexible,

• Just in case

• Rapid,

• Individual,

• Based on IT,

• Alternative,

• Just in time

• Based on interest,

• Informal learning

Incentive/ Motivation

• Promotion

opportunity,

• New paths,

• Fixed work place

• Status,

• Materialism

• Individual freedom of

movement,

• Opportunity to make

decisions,

• Competition,

• Self realization

• Immediate

remuneration,

• Freedom,

• Noncommitment

Performance

evaluation

• Fact based,

• Correct,

• Based on the past

• Future-oriented,

• Active participation,

• Goal setting,

• Career planning

Future-oriented,

direct feedback,

discussion,

Talent management

• Own limits not

recognized, Self

confident,

• Values and self-

image is

• distorted

Conflict

management

Avoids or

deals withWilling to compromise Opposes

Provokes conflicts, but

either does not follow

through or reacts

aggressively

Source: Bencsik, A., & Machova, R. (2016, April). Knowledge Sharing Problem from the Viewpoint of Intergeneration

Management. In ICMLG2016 - 4th International Conference on Management, Leadership and Governance: p. 42, 2016


Natio

nal Q

ualific

atio

n

Fra

mew

ork

Stakeholders

Learning resources

Learning programs

Social support

Learning service

providers

Learning communities

Wo

rkers

Retire

es

Assessment Systems

Va

lida

tion

too

ls

Learners

Summative/Formative

evaluation

Learning environment


Components Considerations

Learners

Characteristics Baby boomer generation, X, Y, and Alpha generation

Skills and competences UNESCO, OECD, Partnership 21, ATC21S

Attitude of learning Offline, e, m-Learning, social learning, MOOCs

Learning communities

International UNESCO, OECD, ILO, EU

National Ministry of Education, Ministry of Labor

Learning organization Special Interest Group, Research community

Assessment

Level

Regional Regional Qualification Framework

National Academic Qualification Framework, Vocational Qualification Framework, Framework, National Qualification Framework, Sectoral

Local Self-assessment, Validation

Assessment body Ministries of Government, Private association based on Lifelong learning models

Types of services

Education Degrees, diploma

Training Certificate

Labor market Diploma, certificate, digital badge

Voluntary sectors Badge, certificate, proficiency, achievement

Social supportLifelong learning models Neoliberalism vs. Nordic vs. hybrid lifelong learning

models

Social inclusion Social inclusion, polarization, social inequality, and social class mobility.


Category Considerations

Learning environment

StakeholdersStudents, adult learners, employers, education institutions, training

providers, emerging learning service providers

Where to learn

Traditional

providers

Higher education institutions: University as a Platform

Training institutes: Company Social Responsibility

Lifelong learning facilities/institutes

Emerging

providers

MOOCs

e-Learning university

Community college

Local government

Learning contents Lecture material, OCW, MOOCs, Learner Created Content

Pedagogies and

education modes

Problem-Based Learning (PBL), Flipped Classroom (FC), Serious

Games (SGs), Self-Directed Learning (SDL), Computer Supported

Collaborative Learning (CSCL) and Personalized Learning (PL)

Professional

development Teachers, instructors, experts, peers

Types of learningFormal, informal, non-formal, and blended learning, voluntarily, casual

learning

Leveraging technology EPUB, HTML 5, LTI, Wifi network, Learning tools (design, analysis)

Implementation of Lifelong Learning


Creation of 21st Century Learning


“To create effective 21st century learning… students need to

be allowed to do new things, in new ways, and get a different,

and better, education because of the technology”. However,

the teaching model in higher education is inconsistent with

the technological needs of these millennial learners.

(Prensky)

A Glance at Human Capital Issues


Source: WDR 2019 team, based on Walmart annual reports; Statista.com; IKEA.com; NetEase.com.

▪ Human capital consists of the knowledge, skills, and health that people

accumulate over their lives, enabling them to realize their potential as productive

members of society.

▪ Enrollment in school of primary school-age children: 50% (1980), 80% (2015)

▪ Worldwide more than 260 million children and youth are not in school: nearly 60

percent of primary school children in developing countries fail to achieve

minimum proficiency in learning.

▪ The world is healthier and more educated than ever.

✓ Probability of survival to age 5 : 84% (1980), 94% (2018)

✓ Life expectancy: age 52 (1980), age 65 (2018)

The Participation of Adults (ages 25-64) in Formal Education

and/or Lifelong Learning Activities

LLL Ecosystem_11Apr2019_DJHwangSource: OECD Education at a Glance, 2017.

NB: 1. Reference year is 2015; for all other countries and economies the reference year is 2012.

68%66%

19%20%

OECD average: 50%

Measuring the Productivity as a Future Worker of a

Child Born in 2018

LLL Ecosystem_11Apr2019_DJHwangSource: WDR 2019 team

Note: “Contribution to productivity” measures how much each component of the index, as well as the overall index, contributes to the expected future productivity as a worker

of a child born in 2018 relative to the benchmark of a complete education and full health. A value of x means that productivity is only a fraction x of what it would be under the

benchmark of a complete education and full health. Estimates of productivity contributions are anchored in microeconometric evidence on the returns to education and health.

“Quality-adjusted years of school” equals the country’s test score relative to the global best test score multiplied by the country’s expected years of school. a. C is calculated

as the geometric average of the contributions of numbers 3 and 4 to productivity.

b. A × B × C.

Proportion of Children Ages 3–4 Years Attending

Early Education Programs


Source: WDR 2019 team, based on data obtained from UNICEF Multiple Indicator Cluster Survey

The Human Capital Index, 2018 (1)

LLL Ecosystem_11Apr2019_DJHwangSource: WDR 2019 team, based on Walmart annual reports; Statista.com; IKEA.com; NetEase.com.

Civil registrations of births and deaths

by country income group, 2018

Differences Between 20th Century Education and

21st Century Lifelong earning (1)


Indicators 20th Century Education 21st Century Lifelong Learning

Objectives

Education sets narrow academic

objectives and targets and works to

achieve these in the present.

The concept of lifelong learning not only works to achieve present targets but

also to impart future long term values and attitudes to learning. For this

purpose; it is necessary that curriculums deal with life skills more and the link

between school and life and the community between industry and society have

to be widener.

Relationship

with industry

There is rudimentary short term

business plan usually around

academic matters and little effort is

made to keep every stakeholder

informed and on-side.

There is a full written organizational strategy which is available to all. This

strategy plan develops the school into lifelong learning and covers the all

aspects of the school’s activity. In this aspect in order to bring change in

education concept, it is necessary to develop longer term school business plan

and make it available to all. It is also necessary to create proactive information

strategies to bring all stakeholders on-side.

In-service

training of

teachers

Some teachers go on educational

courses according to their needs or

desires and there are occasional

seminars in schools only for teachers.

Every person in the school has a continuous improvement plan for academic

and personal skill embedded into the management system and as a part they

are related to the school development plan. For this purpose; it is necessary

that not only students but also teachers and admin staff develop written

continuous improvement plans for academic and personal development of

pupils and it should be extended these to parents and community.

Role of the

teacher

Teachers are the only human

resource for curriculum delivery and

other resources are supplied from

local government and school events.

It is objected to add human resource by tapping into skills, talents and

knowledge of governors, parents and everyone in the community by exploring

funding. In order to do this, besides the human and other resources in the

community it is necessary to use innovative strategies to involve the

community in school development.

Source: Venelin Terziev, Lifelong Learning: The New Educational Paradigm For Sustainable Development, Proceedings of

INTCESS 2019- 6th International Conference on Education and Social Sciences, February 2019- Dubai, U.A.E.


21st Century Lifelong earning (2)



Curriculum

The curriculums are based on

discrete subjects and they are

assessed on memorizations of

facts with fail pass philosophy.

The curriculum is based on skills and knowledge, the enhancement of self- esteem

and the acceptance of lifelong values. In this aspect the examinations are done as

stocktaking part of the personal learning process. In order to change this concept,

personal skills development has to be incorporated into the curriculum. Besides, the

Notion of failure should be taken out of the system and replaced with the strategies

for improving personal self-esteem.

Support

services

The teachers are overworked

and sparse support service is

given to identify and solve

individual learning and social

problems.

Guidance, support and counseling systems are available for all learners and their

families. The social problems are identified rapidlyand there are rapid solutions for

learning and social problems. In order to eliminate this difference, it is necessary to

introduce individual learning guidance systems for all pupils frequently and the

resources like mentors should be used in the school and community. The families

should be involved the system and rapid response system should be initiated.

Evaluation

The curriculum and schools are

based on examination success.

The social curriculum dealt with

an ad hoc basis. There are

some special and community

programs.

It looks outward to the world and it learns by contributing to the community in which it

exists. A strong social curriculum is created to promote a sense of tolerance and

understanding of different races, creeds and cultures. In order to enhance the

tolerance and understanding in and out of school, an active social curriculum should

be introduced. Internet Networks should be used in projects to link pupils to other

pupils throughout the world.

Instruction

methods and

techniques

Teacher has a role of passer of

information through didactic

teaching methods using chalk,

talk and paper exercises.

The teacher has a role of developer of learning skills using motivational power of the

individualized active learning programmes like ICT, multimedia and Networks. With

the aim of achieving this system the teachers should be trained in the many uses of

technology as learning tools. ICT should be heavily invested thorough innovative

programs with industry.


21st Century Lifelong Learning (3)



Relationship

with parents

The parents are invited to school to

discuss the child’s progress once a term

and there are occasional public

information meetings.

It is objected to involve the family in to the life of the school through

increased homeschool cooperation and to develop their awareness about

active participation in school events. So they play an active role in the life of

school. For this purpose a family participation guide outlining all the things

parents can do for the school should be written. To establish a contact with

the parents an e-mail line can be opened.

School activities

There is only one show or play once a year and the actives out of school are led by only enthusiastic teachers. Sometimes there are Annual School Fair and Presentation Days.

It is possible to enhance the confidence, creativity and the cultural vision of staff, parents, children and community through a wide range of extra-curricular activities. For this reason, an impressive program of school societies, out of school activities, cultures, events should be established and involve the community where is appropriate.

Vision of school

In some countries it is concentrated mainly on high academic achievers in order to enhance attractiveness to parents through position in league tables.

It is concentrated on academic and personal success of all pupils as a means of enhancing the school’s reputation and satisfying society’s needs. Besides the public is invited to share it. For this reason the school should be marketed strongly. It is important to emphasize the positive learning opportunities for all children, staff and the community at large. The school should create its own league table of all round achievement.

Retirement, the Most Central and Far Reaching Cuts

in an Adult’s Life


▪ Recognition of retirement

✓ Work and vocational status are still one of the most important sources for

identity development in our societies.

✓ Going to work provides a day-by-day structure and makes people feel a

productive part of society.

✓ The workplace provides social inclusion to the individual

✓ Bridge employment (part-time work before retirement) and re-careering

(second career after legal retirement)

✓ Women are more likely to choose bridge employment, while men are more

likely to go for re-careering

▪ Factors most influencing activities in continuing vocational education

✓ Attitudes towards transition

✓ Education background: high level > medium level

✓ Age

✓ Gender


▪ Online platform companies, including MOOCs

▪ Community-based organizations

▪ Employers and industry/ professional associations

▪ Privately owned and operated companies

▪ Local governments

Source: Sean Gallagher and et all., Community Colleges and the New Era of Work and Learning, Northeastern University, January

2019

The Inclusivity and Exclusivity of Core Processes


▪ Two areas where Online, Open, Flexible and Technology enhanced higher education (OOFAT)

is most widely deployed are in flexible content delivery and support delivery.

▪ The lowest levels of adoption are in openness in terms of recognition and support delivery,

flexibility in recognition and content personalization.

▪ For content delivery: Very flexible (37/69 HEIs), moderately flexible (25/69 HEIs), Inflexible

(7/69 HEIs)

Source: Open Research Online, Models for online, open, flexible and technology enhanced higher education across the globe – a

comparative analysis, https://oofat.oerhub.net/OOFAT/2018

Assessment on Learning Outcomes


Importance of Qualification Frameworks


▪ Need a transparent and unified assessment framework to evaluate the outcomes of

learning taking place in different settings.

▪ Improving the quality of education, learning and training as well as raising the skill

levels of the workforce and learners.

▪ Improving the transparency of qualification systems and individual qualifications

▪ Use NQF and its mechanisms for the recognition, validation and accreditation (RVA)

of non-formal and informal learning outcomes to promote quality lifelong learning.

▪ Qualification Frameworks under developing and implementation.

✓ National Qualification Framework: more than 150 countries.

✓ Regional QFs: European qualifications framework (EQF), Association of

Southeast Asian Nations (ASEAN) qualifications reference framework (AQRF).

▪ Creating possibilities for credit accumulation and transfer, or developing quality

assurance systems.

▪ Important to action for SDG 4 to “ensure inclusive and equitable quality education

and promote lifelong learning for all”.

What to Evaluate…


Source: Dr. Ciara O’Farrell, Assessment for lifelong learning Academic Practice, University of Dublin Trinity College 2017

Assessment FOR

Learning

Assessment AS learning

Assessment OF Learning

Summative assessment or

assessment on measuring

learning

Formative assessment on

learning with an emphasis

on feedback

Assessment on learner’s reflection

on learning and improvement

of meta skills

Lifelong Learning Opportunities For All: UNESCO

in 2016


Source: UNESCO, Global education monitoring (GEM) report. Paris: UNESCO. http://unesdoc.unesco.org/images/

0024/002457/245752e.pdf, 2016.

Formal:

leads to a

recognized

award,

diploma, or

certificate

Early

childhood

education

(ISCED 0)

Primary

education

(ISCED 1)

Lower

secondary

education

(ISCED 2)

Upper

secondary

education

(ISCED 3)

Postsecond

ary

education

(ISCED 4)

Short-cycle

tertiary

education

(ISCED 5)

Bachelor or

equivalent

(ISCED 6)

Master or

equivalent

(ISCED 7)

Doctoral or

equivalent

(ISCED 8)

Special needs education, vocational, technical and professional education

Second

chance

education

Apprenticeships, practical applied training, residential practices

QF:

validate

non-formal

and

informal

learning

QF

level 1

QF

level 2

QF

level 3

QF

level 4

QF

level 5

QF

level 6

QF

level 7

QF

level 8

Nonformal:

leads to a

non-formal

certificate

or none

at all

Early

childhood

care

Youth and adult literacy programsWork skills training, professional development,

internships

Out-of-school programsLife-skills training, health and hygiene, family planning,

environmental conservation, computer training

Social and cultural development, organized sports, arts, and handicrafts

Informal:

leads to no

award

Family

based

Child care

Self-directed, family-directed, socially directed learning, workplace, family, local community,

daily life

Incidental learning, reading newspapers, listening to radio, visiting museums

Key Issues on Implementing NQF


▪ Scope: types of qualification included in the NQF.

▪ Structure: levels and level descriptors.

▪ Management: both of the NQF itself and the implementing institutions.

▪ A database of qualifications and access to the horizontal or vertical progress.

between qualifications and qualification levels, and to the transfer of credits.

▪ Relationship with other instruments, such as existing classifiers (national

qualification systems of occupations), economic sectors, education programs.

▪ Learning outcomes as the basis for qualifications.

▪ Quality assurance both of the qualifications in the NQF and the framework itself.

▪ Validation of non-formal and informal learning.

▪ Extend to accommodate outcomes from new learning services: MOOCs, e-

Learning and Open universities.

▪ Linking NQF to the wider Regional and international dimensions.

Level of Interest on NQF

LLL Ecosystem_11Apr2019_DJHwangSource: Johnson, G. and Scholes, K., Exploring Corporate Strategy, London: Prentice Hall Europe, 1999..

Cabinet of Ministers

Ministry of Economy

Parliament

Donors

Ministry of Education

Ministry of Labor

Employers confederation

Trades unions

Chambers of industry and commerce

Universities

Individual learners

Individual employers

Employment services

Media channels

International organizations

Public TVET providers

Methodological centers

Consultants/experts

Professional associations

Pow

er

Level of interest

MINIMAL EFFORT KEEP INFORMED

KEEP SATISFIED KEEP PLAYERS

NQFs and Alternative Progression Pathways


Source: Madhu Singh, Quality Lifelong Learning, Qualification Frameworks and Mechanisms for Recognizing All Learning, Chapter

4, Global Inventory of National and 51 Regional Qualification Frameworks, UNESCO Institute for Lifelong Learning, 2017.

Types of Distinctive Alternative Progression

Pathways

Countries

A.

Continuing and post-secondary and employment

pathways to quality-assured qualifications

Australia, Hong Kong (SAR China), India, Malaysia, Maldives,

Mexico, New Zealand, Singapore, Thailand

B.

Pathways between VET and higher educationAustralia, Bhutan, India, New Zealand, Republic of Korea, Sri Lanka

C.

Pathways between primary and VET

Bhutan, Botswana, Ethiopia, Gambia, Ghana, India, Kenya,

Mauritius, Namibia, Nepal, Seychelles, Uganda

D.

Pathways from non-formal education to formal basic

education

Bangladesh, Gambia, Mauritius, Philippines, Thailand

E.

Certification-oriented second-chance qualification

programs for/in the informal sector

Afghanistan, Bangladesh, Gambia, Ghana, India, Mauritius, Mexico

New Zealand Qualification Framework (NZQF): Type A


Source: NZQA, 2013.

Korea Qualifications Framework (KQF): Type B


Academic qualifications and vocational qualifications in the Korean qualifications system

Source: KRIVET, 2013.

More on Korea Qualifications Framework (KQF)


Equivalences between general education and qualifications in Korea

Source: KRIVET, 2013.

Kenyan Qualifications Framework (KQF)): Type C

LLL Ecosystem_11Apr2019_DJHwangSource: MoE, 2012; MoHEST, 2012.

Philippines Qualifications Framework (PQF): Type D


NB: National Certificate (NC).

Source: Rey, Carino and Rabago, 2009

Mexican Qualifications Framework (MMC): Type D


NB: Marco Mexicano de Cualificaciones (MMC), ISCED (International Standard Classification of

Education, UNESCO, UIS, 2012.

Source: Mexican Qualifications Framework (MMC, 2014).

More on Mexican Qualifications Framework: Type D


Source: DGAIR, Normas aplicables a la asignacion,acumulacion, incorporacion y revalidacion, Official Circular No DGAIR/0016/2011.

Mexico City: DGAIR and SEP., 2011.

Mexican Bank of Academic Credits


Source: European Guidelines for Validating Non-formal and Informal Learning, Cedefop reference series 104 Luxembourg:

Publications Office of the European Union, 2015

▪ Four phases of validation of an individual’s learning outcomes : Identification -> Documentation -

> Assessment -> Certification

▪ Criteria of validation tools

✓ Validity: the tool must measure what it is intended to measure;

✓ Reliability: the extent to which identical results would be achieved every time a

candidate is assessed under the same conditions;

✓ Fairness: the extent to which an assessment decision is free from bias (context

dependency, culture and assessor bias);

✓ Cognitive range: whether the tool enables assessors to judge the breadth and

depth of candidate’s learning

✓ Fitness for purpose of the assessment

▪ Validation tools

Purpose Tools

Extracting evidence

• Tests and examinations• Dialogue or conversational methods• Declarative methods: CV• Observations• Simulations• Evidence extracted from work or other practice

Presenting evidence• CVs and individual statement of competences• Third party reports• Portfolios


Source:2016 European inventory.

Types of Award Country

Partial/full qualificationAT, BE-Flemish community, BG, CH, CZ, DE, DK, EE, ES, FI, FR, IE, IS, IT, LI, LT,

LU, LV, MT, NL, NO, PL, PT, RO, SE, SI, TR, UK (E&NI), UK (S), UK (W)

Non-formal

qualification/certificateAT, BE-French community, CY, DE, EL, ES, FI, IE, IS, LU, NL, PL, SI, UK (S)

Credits AT, BE-fr, CY, DE, EL, ES, FI, IE, IS, LU, NL, PL, SI, UK (S)

ModulesAT, BE-fl, BE-fr, CH, DK, EE, ES, FI, IE, IT, LU, LV, MT, NL, NO, PL, SI, UK

(England & Northern Ireland), UK (Scotland), UK (W)

ExemptionsAT, BE-fl, BE-fr, CH, CZ, DK, EE, ES, FI, HU, IE, IS, LI, LU, LV, MT, NL, NO, PL, PT,

SE, SI, UK (E&NI), UK (S), UK (W)

Access to formal programsAT, BE-fl, BE-fr, BG, CH, CZ, DE, DK, EE, ES, IS, IE, LI, LT, LU, LV, MT, NL, NO, PL,

SE, SI, UK (E&NI), UK (S), UK (W) ,AT, CH, DK, ES, FI, IE, IS, LI, LV, MT, NL, NO,

PL, SI, UK

Training specifications AT, CH, DK, ES, FI, IE, IS, LI, LV, MT, NL, NO, PL, SI, UK (E&NI)

▪ Validation aims to make non-formal and informal learning visible socially, in the labor

market or in the education system, through its identification, documentation,

assessment and certification.

University as a Platform (UaaP)


Stages of

evolutionMain actors Core value Key issue

Major roles and

priorityResearch focus

Elite higher education

Professors Excellence

Academic freedom-> high-

quality knowledge

Research productivityResearch

> teaching> administration

Pure/basic > applied

Massificationhigher education

Academic managers

Quality, andEfficiency of education

Management reform

Teaching-research nexusEqual priority: research, teaching, administration

Development > applied > pure/basic

Universal (post-massification)

higher education StudentsStudent

satisfactionCollege

experience

Learning from teaching,Administration> teaching > research

Development > applied > pure/basic

Post Industrial Revolution 4.0

LearnersLearners

competencesLearning outcomes

All forms of learning and University Social Responsibility

Development ➢ Contribution to

communities> applied > pure/basic

Source: J.C. Shin, Te Scholarship of Teaching, Research, and Service, pp.75-83, The Future of the Post-Massified University at the Crossroads, Knowledge Series in Higher Education vol. 1, 2014, Springer.

The Core Value of Higher Education


Recommendations for Contemporary Higher

Education


Moving from. . . . . . going toward

⚫ HE institutional prestige and value for society

- Focus on public good, education, and research excellence

- Decrease in direct and indirect public funds encourages HE

institutions to search for private streams of resources and

funding

⚫ Guarantee resources for sustaining growth

- Develop qualification framework to evaluate qualify education in terms of

global competitiveness and internal visibility, and the outcomes of all forms

of learning: enable them to access resources for sustainable growth

- More advanced stage of private fundraising, leveraging university reputation

and social responsibility to become preferred partner of choice of key

stakeholders (notably alumni, but also students, corporations, etc.) and new

forms of collaboration between the university and the community

⚫ New managerialism in Public sector

- Renewed attention to strategic emphasis, marketing

objectives, and curriculum

- Pivotal role of academics in contributing to HE institutions’

quality and reputation

- Substantial investment of resources for research activities

and limited autonomy in investment strategies (reliance

on public funds and investment guidelines)

⚫ Entrepreneurial leadership at education, training, and all forms of

learning

- Defined and formalized mission and strategy able to guide an

entrepreneurial approach to education, training, and all forms of learning

- Pivotal role of academic-managers from the perspectives of quality

education, National growth, Social responsibility by active participation to

management and decision making

- Increased autonomy and accountability permit more control over resources

and freedom to choose investment strategies. Management of HE has to

encompass more complex and urgent business decisions

⚫ Traditional relationships with key stakeholders using

traditional media

- Tech-savvy students and industry interlocutors versus

heterogeneous ICT competencies among academics

- Knowledge production using a limited set of web

solutions

- Traditional learning process and heterogeneous adoption

of participant-centered pedagogies, mostly in class

- Service marketing strongly relying on traditional media

and one-way communication (from HE to rest of the world)

⚫ Ecosystem approach to re-structuring University as a Platform (UaaP)

of education and lifelong learning

- Learn to leverage technology development to innovate learning

environment of learners for their success based on new skills

- Use of SNS as tool for communication and interaction between peers,

instructors, university

- Ecosystem approach to re-structuring University as a Platform of

education, training, and lifelong learning

- Open dialogue and participative communication with the stakeholders and

the community for cooperation and collaboration

Education Environmental Change: Technology

What is changing… Then Now Implications on education

Network technology IoP, Wired Internet Mobile and wireless, IoT Super-connectivity

Computing platform Client/server, IDC hosting Cloud computingEconomy of scale, Flexibility,

serviceability, availability

Devices PCs, Notebook ComputerPersonal Digital Assistants: Smart

phone, Tablet PCPortability, usability

Web technology Web 1.0 Web 2.0, web 3.0 Collaboration

SNS Openness (2nd gen SNS)Personalized, customized (3rd gen

SNS)

Personalization, customization,

framework for social works

Space extended Cyber space Cyber physical spaceIncreased business ambiguity and

globalization

Education/learning

service delivery

Offline, online, OER,

OCW

Offline, Online, and blended,

MOOCs

Massive delivery, diversifying

learning service : MOOCs

Artificial

IntelligenceRule based reasoning

Chatbot, Robots, Artificial Narrow

Intelligence (ANI) expected to

evolve to Artificial General

Intelligence (AGI) and to Artificial

Super Intelligence (ASI)

Super-intelligence, personal care

and consulting by intelligent tutoring,

Synthesis of Human intelligence and

Machine intelligence


Impacts of Technology in Education and

Learning

Computer mediated communication

IoP (Internet of Persons)

Social Networking

Social Web

IoT (Internet of Things)

Traditional

Internet

Social

networking

Social web

IoT

Vo

lum

e o

f data

EB era

(100EB,1990s)

ZB era

(90ZB, 2020)

(1.8ZB, 2011)

Context-aware,

Cross-contextual

learning

Social learning

e-Learning

Computer Based

Learning

m-Learning

Flipped learning



What is changing… Then Now Implications in education

Education system Education 1.0, 2.0 Education 3.0Open education, Quality and flexible education

GoalsSecure job opportunity, quality education

Student success, quality education, global competitiveness, Self-paced learning ability

Re-skilling for new skill, New competences

Classroom setting Traditional Smart classroom

Technology embedded education in connected classrooms in cyber physical space

Forms of education service

Teacher guided lecturesLectures, student-centered learning, e-learning service, MOOCs

Education as a Service

Provision of digital devicesStationary setting: Desk-top PCs, Notebook

BYOD Personalized platform

Learning science

Curriculum development

National curriculum for teacher-centered education

Curriculum design for student-centered education

Toward student-centered education/learning

Pedagogy Teacher-centered educationNew digital pedagogy for student-centered learning

Learning from teaching

Learning theory

Peer-assisted learning: collaborative, cooperative learning

Action learning, problem based learning, flipped learning

Focused on student empowerment andcollaboration

Textbook Paper book e-Book, Digital textbookDecreased latency of knowledge upgrading

Learningdesign

National curriculum: teacher-led education

Science based: adapted and interactive learning

Bid Data analysis for pedagogy (LA) and student support (AA)

Scalability of learning

In-classInter classroom, inter institutions, cross boarder classroom

Cross contextual scalability

Education Environmental Change: Education

System

What is changing… Then Now Implications in education

Students

Generational

characteristicsZ generation

Higher education: Z generation

Lifelong learning: :Baby

Boomer, X, and Y generations

Higher education and Lifelong

learning

Attitudes ConsumerProsumer, Trysumer,

ModisumerStudent Created Content (SCC)

Administra

tion

Student supportJust-in-place, Semester-

based polling

Just-in-time and just-in-person

by LA and AA

Timely and personalized student

support

Service Internet Mobile Ubiquitous

Education/learning platforms Closed OpenIncreased accessibility and

affordability

Big Data

analysis

Academic

analysisSupply driven Data driven

Open and adaptable education

service

Learning

analytics

Paper based polling,

quarter based or

semester-based

analysis

Real time analysis, e-InquiryJust-in-time and just-for-person

analysis at real time

Growth of academic

knowledge

Increased 4 times

between 1960 (200,000

publications) and 1980

(800,000 publications)

Increased 8.5 times between

1960 and 2010 (1.7 million

publications)

Focus on how to synthesis

knowledge: explicit, implicit

knowledge


Education Environmental Change: Learners

Adaptable Higher Education in the Context of

IR 4.0

▪ Education goals focus on students success and their competitive skills (Cognitive

skills, e-Skills)

▪ Concern more about learning by student rather than lecturing by teachers

▪ Students are most essential to keep changing current situations

▪ Students empowerment is the key to student-centered learning

▪ Learning science (Big Data analysis) become important to understand student’s

behaviors and improve teacher’s instructions

▪ Restructuring University as a Platform for all forms of education and learning

▪ Resource virtualizing

▪ Open innovation

▪ Extend partnerships with communities: UNESCO, OECD, ILO

▪ Recognize University Social Responsibility: pay attention to social and community

issues


Conceptual Design of University as a Platform (UaaP)


Learners

Assessment

Education

as a Service (EaaS)

Resource Virtualization

Platform as a Service (PaaS)

Learners layer

Students

Lifelong learners

Workers

Qualification layer

Academic outcomes assessment

Vocational training outcomes assessment

Lifelong learning outcome assessment

E/LaaS layer

Higher education service

Training services

Lifelong learning services

Resource virtualization

layer

Providers

Learning services

Cloud computing infrastructure

PaaS layer

Computing platform

Data governance and analysis platform

Service delivery platform

Implementation of The Components of UaaP in the

Context of IR4.0


Partnership with communities

Higher Education Institutions

Local, National, and International communities

Companies and business

sectors

E/L as a Service (E/LaaP)

Types of services

Education

courses

Training programs

Lifelong learning

programs

Pedagogies

Offline lectures

Blended learning

Online learning

Self-paced lifelong learning

Resource virtualization

Computing

platform

Data governance and analysis

platform

Service delivery platform

Platform as a Service (PaaS)

Qualification Frameworks

Academic assessment

toolkits

Training assessment

toolkits

Lifelong learning

assessment toolkits

Qualification as a Service (QaaP)

UaaP

Partnership with the

community

E/LaaP

PaaP

QaaP

Conclusion


Conclusion


▪ Understanding the impacts and the implications on changes in the context of IR 4.0.

▪ Growing importance of lifelong learning as a catalyst to achieve “Growth –

Employment – Welfare” for sustainability, economic growth, and social inclusion.

▪ Well preparation for growing demand on lifelong learning.

▪ Challenge urgent issues on re-skilling of workers and equipping learners with new

competences.

▪ Lifelong learning ecosystem is important to understand key components of lifelong

learning.

▪ How to restructure University as a Platform for sustainable growth and development.

▪ Implement quality lifelong learning: National and Regional Qualification Frameworks

(UNESCO), validation tools.

Thank You

감사 합니다

Dae Joon Hwang, Ph.D.,

Prof., Sungkyunkwan University

[email protected]


2019 Moscow International Education Fair, Moscow Financial University,

11 April 2019, Moscow, Russian Federation

11 April 2019 Prof., Dae Joon Hwang, Ph.D. Sungkyunkwan...

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