Curriculum change - opportunity for changing perspectives

Dr. sc. Blaženka Divjak, asist. prof.

bdivjak@foi.hr

University of Zagreb

Faculty of Organization and Informatics

www.foi.hr

ContentContent Tempus project Tempus project

where this “little research” startedwhere this “little research” started Information society Information society

new global economynew global economy Underrepresented groups in ICTUnderrepresented groups in ICT

In Croatia and worldwideIn Croatia and worldwide Good practice Good practice ConclusionConclusion

Tempus projectTempus project Aspects of Organization and Information Systems: Aspects of Organization and Information Systems:

Curriculum DevelopmentCurriculum Development

http://www.foi.hr/znanstruc/tempus/index.html

Coordinator: Doc.dr.sc. Blaženka Divjak

University of ZagrebFaculty of Organization and Informatics

Contractor: Prof.dr.sc. Wolf Rauch

Karl-Franzens University Graz Institut für Informationswissenschaft

Tempus project partnersTempus project partners Karl-Franzens UniversitKarl-Franzens Universitäät, Grazt, Graz Albert-Ludwigs-UniversitAlbert-Ludwigs-Universitäät, Freiburg t, Freiburg South Bank University, LondonSouth Bank University, London City University, LondonCity University, London The Amsterdam School of the Arts, AmsterdamThe Amsterdam School of the Arts, Amsterdam University of ZagrebUniversity of Zagreb University of RijekaUniversity of Rijeka University of OsijekUniversity of Osijek Microsoft Croatia d.o.o.Microsoft Croatia d.o.o. Croatian Operational Research SocietyCroatian Operational Research Society

Tempus project wider objectivesTempus project wider objectives To provide the students in the region with To provide the students in the region with

appropriate education which is targeted towards appropriate education which is targeted towards the fast changing needs of the IT and economic the fast changing needs of the IT and economic environmentenvironment

TTo provide collaboration among the universities o provide collaboration among the universities in the region.in the region.

To tTo takakee part in the European process of part in the European process of university education – cooperation with EU university education – cooperation with EU uuniversitiesniversities

Curriculum change in narrow viewCurriculum change in narrow view

Focused on study content Additonaly

Teaching methods New textbooks New laboratory and library facilities

Bologna process structure of high educational system

Curriculum change in broader sCurriculum change in broader scopecope Enviroment

New global economy Market ICT needs

Working in information society (society of knowladge) State of the art in the profession and university Future needs

Focused on students Includes social aspects

Underrepresented groups

source: http://www.meg.uct.ac.za/martin

Information society – global economyInformation society – global economy M. Castells’ concept

nature of work in the new global economy distinction between “individualised” work and

“generic labour” “The Rise of the Network Society”

“The critical factor in determining who has the opportunity to join the information elite and who is restricted to the pool of generic labour is education.”

Martin Hall, “Education and the Margins of the Network Society”, Cape Town

Market - employment Increasing chances for the lowest and

highest educational level professionals No secure job – no job for whole life –

multiple job careers “learn how to learn”

source: http://www.hzz.hr

Structure of Unemployment by Education

Structure of Unemployment by Education - Croatia 2002

unsk illed19%

semisk illed17%

sk illed33%

secondary24%

college3%

university4%

Ultimate goal: more studentsCroatia - Educational Levels

primary (< 8 years)16%

primary22%secondary

school47%

university8%

0%college

4%

no school3%

More Successful Students

0

5

10

15

20

25

enrolled per 1000 inh. 21,81 22,6 24,32

graduated per 1000 3,11

1999/2000 2000/2001 2001/2002

Groups that must also be taken into Groups that must also be taken into account:account:

Female students Mature (older) students Disabled students Foreign students (international exchange) Ethnic minorities Students from rural areas/ low income and low socio-

economic status groups Refugees

in Croatia still 21 000 – before 300 000 + refugees from BH

source: www.dzs.hr

Female studentsFemale students

Percentage of women: 51.87% Illiterate (1.77%): 0.67% male, 2.77%

women (mostly over 65) Unemployment rate: 15.1%; women: 16.3% Ratio in higher education: 60% Women’s participation decreases as

academic rank increases

source: http://www.itaa.org

Female students Women are underrepresented in most

technical fields, engineering; specially in ICT.

Ratio of women in ICT: 30% in Croatia Similar in the rest of Europe and USA In USA only 25% of the professional IT force FOI ratio of enrolled female students 20%

Solution:

Mature students Students over the age of 30 (not 25 like in EU) Age range 40 and over – underrepresented in ICT

work force 80% of ICT professionals younger than 40 At the same time

high percentage of unemployed in the age range of 40-50

difficulties to find job again Solution: special programs at higher educational

institutions for older population Life long learning + e-learning (blended learning)

Students with disabilities Disabled population: 430 000 - 10% of the

Croatian citizens Often have lower level of education Teleworking, characteristic for ICT, specialy

appropriate for people with physical disabilities Employees work at home (employers are still

uncomfortable with it) More Renata & Violeta

Project: Adoptive Educational Software for the Handicapped Children

The ultimate goal: to enhance instruction and to modify the way in which a child hears, responds, replies, or implements the instructional process by using the assisted technology

Cooperation between University of Rijeka and nearby primary school for children with disabilities

source: www.ntia.doc.gov/ntiahome/dn

Students from rural areas / low socio-economic status groups

The worst situation with litracy and IT litracy In rural areas – no internet access Digital divide – “Falling Through the Net: A Survey

of the Have Nots in Rural and Urban America”, USA 1995

Lack of tradition of education Government and local government: scholarships,

internet access, open laboratories at schools, e-learning programs – virtual classrooms, portals in Croatian

Benefits for ICT Women, disablade and olders are a big

pool of potential work force for ICT. Problems:

Additional funds Absence of computer literacy and internet

access Only 28% of homes in Croatia have computers

(more than 50% mobiles)

Public level Changing public image

Role models for ICT & science – popularization of science Nationwide accountability Encouragement at home (disabled) Investment in computer-related education Encouragement of success in math & science in

secondary education Providing equitable and meaningful access to

technology – bridging “digital gap” Establishing networks

University level Underrepresented groups often

demonstrate different learning styles How to evaluate their learning? Use of e-learning Quotas for underrepresented groups

Tempus includes Content

Include soft skills courses, seminar groups Help students to become successful

Teaching methods Different types of students – different learning styles “learn how to learn”

E-learning materials Disabled, low income group, mature students Quality!

Language courses Foreign students – international exchange

Conclusions Solution for better position of

underrepresented groups in ICT field is the wise use of ICT itself.

Mutual benefits for underrepresented groups, ICT industry and society in general.

Little warning: try to keep the essence of education – something we can recognize in the competence of good teachers