7th QHES – RMIT Melbourne

TRANSFORMING QUALITY FOR TRANSFORMING QUALITY FOR DEVELOPMENTDEVELOPMENT

Nirwan IdrusNirwan Idrus

SCOPE

My messageMy message Dilemmas and paradoxes in education and Dilemmas and paradoxes in education and

quality in developing countriesquality in developing countries Priorities in transforming quality for Priorities in transforming quality for

developing countriesdeveloping countries ConclusionConclusion

MY MESSAGE

We need to transform quality or the basic We need to transform quality or the basic definition of quality into parts that synchronize definition of quality into parts that synchronize with the priorities of developing countries, in with the priorities of developing countries, in order for them to adopt quality and improve order for them to adopt quality and improve themselves so that they can become an active and themselves so that they can become an active and a proactive member of the global village. In the a proactive member of the global village. In the end, only by raising the quality of their education end, only by raising the quality of their education can they be called upon to contribute positively to can they be called upon to contribute positively to the global improvement and quality of life the global improvement and quality of life throughout the world.throughout the world.

QUALITY

We all know the ISO 9000 definition, and in DCs, We all know the ISO 9000 definition, and in DCs, it is best to keep to the succint definitionit is best to keep to the succint definition

There is a tendency in DCs to talk quality as being There is a tendency in DCs to talk quality as being quality controlquality control

It is important that we move directly into quality It is important that we move directly into quality assurance, but not to TQM as TQM involves a assurance, but not to TQM as TQM involves a much wider horizon that may not be present in much wider horizon that may not be present in DCs. Therefore needs to define quality as simply DCs. Therefore needs to define quality as simply as possibleas possible

CHALLENGES IN DCs

EconomyEconomy Dependency on “handouts” from overseasDependency on “handouts” from overseas Wealth DistributionWealth Distribution Poverty levelPoverty level Misdirected nationalismMisdirected nationalism Low overall educational levelLow overall educational level Inequitable educational opportunitiesInequitable educational opportunities High population growth ratesHigh population growth rates

CHALLENGES (contd)

Lack of access to education for the majorityLack of access to education for the majority Archaic & anachronistic public policy and Archaic & anachronistic public policy and

systemsystem Proliferation of abuse of public positionsProliferation of abuse of public positions Poor understanding of and persistent refusal Poor understanding of and persistent refusal

to recognize ethics and ethical issuesto recognize ethics and ethical issues Very low level of pro-activeness in the Very low level of pro-activeness in the

population population

POLITICAL SYSTEM

Generally centralistic with a tinge of militarism Generally centralistic with a tinge of militarism dictatorialdictatorial

Top downTop down Public service/servants are the long arm of the Public service/servants are the long arm of the

ruling elite – no questions asked of instructions ruling elite – no questions asked of instructions from the ruling elitefrom the ruling elite

Err on the customers’ sideErr on the customers’ side Positional promotion based on seniority rather than Positional promotion based on seniority rather than

performanceperformance Pseudo democracyPseudo democracy

TECHNOLOGY UPTAKE

Slow Slow educational level; politics; educational level; politics; financialfinancial

Ownership paradigm vs Leasing paradigm Ownership paradigm vs Leasing paradigm financial financial

Infrastructure: electricity, communicationInfrastructure: electricity, communication At a time when technology determines the At a time when technology determines the

rates of advances of a countryrates of advances of a country

EMPOWERMENT

Political system discourages empowermentPolitical system discourages empowerment Misunderstanding of “empowerment”Misunderstanding of “empowerment” Fear of losing power when power is the Fear of losing power when power is the

source of financial as well as political source of financial as well as political successsuccess

At a time when advances and innovation are At a time when advances and innovation are determined by the amount of empowerment determined by the amount of empowerment the people havethe people have

When what’s required to ensure quality in higher education is: EmpowermentEmpowerment 5 levels of empowerment in the education 5 levels of empowerment in the education

system:system: Government to institution (to the Vice-Government to institution (to the Vice-

Chancellor)Chancellor) Vice-Chancellor to DeansVice-Chancellor to Deans Deans to Heads of Departments/SectionsDeans to Heads of Departments/Sections Heads to faculty/lecturersHeads to faculty/lecturers Faculty/lecturers to studentsFaculty/lecturers to students

EMPOWERMENT must:

Involve the devolution of Involve the devolution of responsibilityresponsibility as well asas well as the devolution of the devolution of authority authority Otherwise like a coin without one of the Otherwise like a coin without one of the

sides?!?!?sides?!?!? Herein lies the difficulty of empowerment Herein lies the difficulty of empowerment

in the political system previously mentionedin the political system previously mentioned

SOME STATS 80% of the earth’s population are living in poverty80% of the earth’s population are living in poverty 50% of HE students live in the DCs50% of HE students live in the DCs Teachers and lecturers in developing countries are Teachers and lecturers in developing countries are

under-qualified and poorly paidunder-qualified and poorly paid National budgets for education in DCs are National budgets for education in DCs are

generally less than 2% (c.f. 6% and more in generally less than 2% (c.f. 6% and more in developed countries) and in absolute terms DC’s developed countries) and in absolute terms DC’s budgets are much smaller than those in developed budgets are much smaller than those in developed countriescountries

70% of the Indonesian workforce are only 70% of the Indonesian workforce are only Primary Schools graduatesPrimary Schools graduates

SOME STATS (contd)

In Indonesia there are 68 State HE institutions and In Indonesia there are 68 State HE institutions and more than 1200 private onesmore than 1200 private ones

More than 70% of faculty at an Indonesian leading More than 70% of faculty at an Indonesian leading State university either have degrees from overseas State university either have degrees from overseas universities or have spent more than three months universities or have spent more than three months at an overseas universities.at an overseas universities.

Open Learning or Distance Education in DCs has Open Learning or Distance Education in DCs has not been as pervasive as expected.not been as pervasive as expected.

The ratio of households with internet connection The ratio of households with internet connection to internet users in Indonesia is 1 to 4to internet users in Indonesia is 1 to 4

Dilemmas and paradoxes in education and quality in developing countries

QUALITYQUALITY This concept originated in modern This concept originated in modern

manufacturing but DCs are normally later manufacturing but DCs are normally later participants in modern manufacturingparticipants in modern manufacturing

The Myth that Quality = High costs while DCs The Myth that Quality = High costs while DCs are attempting only to survive from day to dayare attempting only to survive from day to day

Achievements in Quality are predicated on Achievements in Quality are predicated on empowerment, while DCs will not now empowerment, while DCs will not now empower yetempower yet

Dilemmas and paradoxes in education and quality in developing countries (contd)

The status of women in DCs is such that the majority The status of women in DCs is such that the majority of women do not participate in education and thus do of women do not participate in education and thus do not participate in quality improvement while not participate in quality improvement while observations have shown that women’s participation observations have shown that women’s participation in many areas including education, has uplifted the in many areas including education, has uplifted the quality of the areas that they are involved in.quality of the areas that they are involved in.

Globalization chases DCs to compete with the Globalization chases DCs to compete with the developed world in the latter’s terms, while DCs do developed world in the latter’s terms, while DCs do not have the wherewithal and in fact have other more not have the wherewithal and in fact have other more important prioritiesimportant priorities

Dilemmas and paradoxes in education and quality in developing countries (contd 2)

EDUCATIONEDUCATION DC governments cannot afford DC governments cannot afford

democracy while educating people makes democracy while educating people makes them wish to be empowered and it is one them wish to be empowered and it is one best way for the country to survivebest way for the country to survive

The low level of education of the people The low level of education of the people to start with makes it challenging to to start with makes it challenging to educate themeducate them

Dilemmas and paradoxes in education and quality in developing countries (contd 3)

For those DC governments that wish to For those DC governments that wish to educate their population, they do not educate their population, they do not have the resources to do sohave the resources to do so

DCs have been left behind quite some DCs have been left behind quite some way and therefore need to leapfrog to way and therefore need to leapfrog to catch up, but they cannot afford the risk catch up, but they cannot afford the risk of the unknowns by leapfroggingof the unknowns by leapfrogging

Dilemmas and paradoxes in education and quality in developing countries (contd 4) ALTERNATIVE LEARNING MODELSALTERNATIVE LEARNING MODELS

1.1. Distance Education (learning at a Distance Education (learning at a distance)distance)

2.2. Problem-based learningProblem-based learning

3.3. Competency-based learningCompetency-based learning

4.4. ICT-based learningICT-based learning

5.5. Etc.Etc.

NEEDS ANALYSIS

SYLLABUS DEVELOPMENT

MATERIAL DEVELOPMENT

MATERIAL PRODUCTION

MATERIAL DELIVERY

ASSIGNMENTS’ MANAGEMENT

EXAMS’ MANAGEMENT

GRADUATION AND POST GRADUATION MANAGEMENT

NEEDS ANALYSIS

SYLLABUS DEVELOPMENT

MATERIAL DEVELOPMENT

MATERIAL PRODUCTION

MATERIAL DELIVERY

ASSIGNMENTS’ MANAGEMENT

EXAMS’ MANAGEMENT

GRADUATION AND POST

GRADUATION MANAGEMENT

INTERNET

I C T

INCREASED EXPECTATION

S

K-based

INTERNET

IHARDWARE

SOFTWARE

CONNECTION

RECIPIENTS’ EQUIPMENT

RECIPIENTS’ TECHNICAL EXPERTISE

SIZE OF MATERIAL SENT/RECEIVED

LOCAL RULES

COMPATIBILITY

Multiplicative nature

Overall Performance = Product of the Overall Performance = Product of the performances of the elements. Similarly performances of the elements. Similarly with Qualitywith Quality

QQTotal Total = Q= Q1 1 x Qx Q22 x x QQ33 x Qx Q44

PRIORITIES IN DCs RE:EDUCATION1.1. CurriculumCurriculum

2.2. Faculty & their developmentFaculty & their development

3.3. Teaching and learning methodologyTeaching and learning methodology

4.4. FacilitiesFacilities

5.5. StudentsStudents

PROBLEM DEFINITION

STRUCTURING THE

CURRICULUM

IMPLEMEN-TATION AND EVALUATION

MISSION STATEMENTINDUSTRY NEEDSSOCIETAL NEEDS

PROFESSIONAL NEEDS

DOMAIN KNOWLEDGESTUDENT CONSTRAINTS

ACCREDITATIONRESOURCES

TEACHING & LEARNING METHODS

ADVISORY BOARDSEXTERNAL EXAMINERSINDUSTRY FEEDBACK

OUTCOMES ASSESSMENT

EDUCATIONAL MASTER PLAN Given all the conditions most DCs are under, a Given all the conditions most DCs are under, a fitness fitness

for purposefor purpose (i.e. Quality) Educational Master Plan is (i.e. Quality) Educational Master Plan is required.required.

STEPSTEPimmediate alleviation of all obstacles to immediate alleviation of all obstacles to access and elevation of the minimum education levelaccess and elevation of the minimum education level

MTEPMTEP more pervasive use of knowledge focusing more pervasive use of knowledge focusing on the areas of national strength and purposeon the areas of national strength and purpose

LTEPLTEPcreation of and higher level use of creation of and higher level use of knowledgeknowledge

CONCLUSION

Basic definition of Quality viz. Basic definition of Quality viz. fitness for purposefitness for purpose is potent in developing appropriate educational is potent in developing appropriate educational policy and practices in DCspolicy and practices in DCs

The word Quality does not need to be usedThe word Quality does not need to be used An Educational Master Plan can be developed An Educational Master Plan can be developed

based on appropriate quality requirements and based on appropriate quality requirements and measures that have been transformed into more measures that have been transformed into more appropriate language which is better understood appropriate language which is better understood by the populationby the population

CONCLUSION (contd)

Cultural and cross-cultural issues do not Cultural and cross-cultural issues do not appear to influence the quality of education appear to influence the quality of education and educational policiesand educational policies

Therefore, Quality is a management Therefore, Quality is a management challenge that has to be solved by applying challenge that has to be solved by applying appropriate management tools and appropriate management tools and persuasion. This also applies in Higher persuasion. This also applies in Higher EducationEducation