Teaching and Learning Strategies for Sustainable … and Learning Strategies for Sustainable Science...
Transcript of Teaching and Learning Strategies for Sustainable … and Learning Strategies for Sustainable Science...
TeachingandLearningStrategiesfor
SustainableScienceProgramsinHigherEducation:
FromJapanesePerspectives
YutoKitamura,TheUniversityofTokyo
Abstract
Today’s universities are under strong influence of globalization in various aspects. A
particularly marked manifestation of this trend is the transnational movement of students. At
universities we have found students coming from diverse backgrounds, and needs and
demands for higher education have changed significantly today. Responding to this situation,
changes in teaching and learning styles have been occurring at universities in recent years.
Such shifts of teaching and learning styles are happening more obviously in the fields of
sustainability sciences.
Also, recent rapid changes in Asian societies have stirred a sense of crisis that questions
simple memorization of an existing body of knowledge as inadequate to prepare students for
future challenges. This sense of crisis has spread widely throughout Asia including Japan,
particularly with strong interests to realize more sustainable societies. As a result, many
countries and areas including Japan now have a heightened awareness that it is essential to
develop students’ “new academic abilities”, particularly in the process of promoting
sustainability science.
These “new academic abilities,” the competences that are expected of 21st-century human
resources in the knowledge-based society, encompass abilities in a broad range of areas.
They include the ability to effectively communicate with others and find solutions to problems,
in addition to the conventional ability to acquire knowledge. They are inter-disciplinary, or
even trans-disciplinary, in their nature. Today’s societies expect higher education to improve
students’ wide-ranging generic skills, including creativity, flexibility, autonomy, teamwork,
communication skills, and critical thinking. The motivation for this expectation is two-fold:
learning is expected to prepare students for entry into the job market (i.e., learning for
increasing students’ employability) on the one hand and on the other for civic life.
The former is based on the requirements for certain abilities that are expressed mainly by the
industrial world. The neo-liberalist influence can be discerned here. On the other hand, the
latter comes from the need for generic skills as a foundation on which to build a progressive
community following the ongoing trend to place increasingly greater emphasis on active
citizenship and community life, as a result of global advances in research concerning learning
communities and lifelong learning. While it is up to the respective countries to decide on
which of the two types of abilities to attach importance, most countries including Japan are
striving to strike a good balance between the two.
This presentation aims at sharing the experiences of Japanese higher education, with a
particular focus on the University of Tokyo, how they have been trying to respond to the
above-mentioned changes and to contribute to the creation of more sustainable world in the
post-2015 era.
Keywords: Teaching and learning, New academic abilities, Employability, Civic life, Active
citizenship
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YutoKitamuraAssociateProfessor,GraduateSchoolofEduca8on
AdjunctAssociateProfessor,GraduatePrograminSustainabilityScience-GlobalLeadershipIni8a8ve(GPSS-GLI)
TheUniversityofTokyo
Teaching and Learning Strategies for Sustainable
Science Programs in Higher Education:
From Japanese Perspectives
Outline of the Presentation
Introduction
1. Higher Education and Sustainable Development
2. Quality of Teaching and Learning
3. International Cooperation to Promote Sustainability Sciences
Conclusion
Introduction
Higher Educa-on Today
• Globaliza8onaccelera8ngthemobilityofpeople,goods,informa8onandcapital
• Increasingmobilityofstudentsandtheirdiversebackgrounds
• Wideninggapsbetweenpeople,na8onsandregions
• Asenseofcrisisthatques8onssimplememoriza8onofanexis8ngbodyofknowledge
• Innova8oninteachingandlearning
• Essen8altodevelopstudents’“newacademicabili8es”
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
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DavidGriggs,MarkStafford-Smith,OwenGaffney,JohanRockstrom,MarcusCOhman,PriayShyamsundar,WillSteffen,GisbertGlaser,NorichikaKanieandIanNoble,‘SustainableDevelopmentGoalsforPeopleandPlanet.’Nature(Vol495,21March2013).
ENV
SOC
ECON
SD
Anthropocene
Whatis“sustainability”?
DevelopmentthatmeetstheneedsofthepresentwhilesafeguardingEarth’slife-supportsystem,onwhichthewelfareofcurrentandfuturegenera8onsdepends.
Redefiningtheno8onof“sustainability”Development
thatmeetstheneedsofthepresentwithout
compromisingtheabilityof
futuregenera8onstomeettheirownneeds.
Humanac8vi8eswilldecidethefutureoftheglobe.
2013 TIME19501900Today
Basisofsystems,ins8tu8onsandmindsforustoday
Holocene
‘SustainableDevelopmentGoalsforPeopleandPlanet.’Nature(Vol495,21March2013).ByDavidGriggs,MarkStafford-Smith,OwenGaffney,JohanRockstrom,MarcusCOhman,PriayShyamsundar,WillSteffen,GisbertGlaser,NorichikaKanieandIanNoble
ApossibleparadigmshifwiththeconceptofSustainableDevelopmentGoals(SDGs)
EcologyandEconomy
Anthropocene
Sustainable Development Goals (SDGs)
• SDG4 astheEduca8onGoal:Ensureinclusiveandequitablequalityeduca2onandpromotelife-longlearningopportuni2esforall• Learningoutcomes→ -Whatdoesthequalityofeduca8onmean?-Output/Outcomebasedapproaches
HowtoDealwiththeHumanCapitalPerspec8ves
• Tradi8onalemphasisonschoolaiainment
• Developmentofaccesstoeduca8onalopportuni8es:MDGs→SDGs
• Somesuccessbuts8llchallenges
• Qualityasakeyelement
• Cogni8veandnon-cogni8veskills:Individuallearning
How the demand for skills has changed Economy-wide measures of rou-ng and non-rou-ne task input: 1969-1998 (1969=0)
(ornon-rou8neinterac8ve)e.g.,elici8ngcri8calinforma8onandconveyingaconvincinginterpreta8onofittoothers(ornon-rou8neanaly8c)e.g.,iden8fyingandsolvingnewproblemse.g.,assemblylinee.g.,filing,bookkeeping
Source:Yoshida(2014)
Graphic
Employment by Industry (1970-2003)
Source:Yoshida(2014)
Graphic
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Unequal Distribu-on of Knowledge for Development
Source:Yoshida(2014)
Graphic
Youth unemployment
*Thechartcomparesdataonyouthlabourmarketsitua8onsregularandirregularemployment,unemployment(relaxeddefini8on)andinac8vityinfourleast-developedcountries(LDCs)–Cambodia,Liberia,MalawiandTogo–andfourhigh-incomeEuropeancountriesBelgium,France,theNetherlandsandPortugal.
• Skillsmismatchespointupapoorqualityofeduca8onandtheabsenceoflinkagesbetweeneduca8onsystemsandemployersasunderlyingproblems.• Attheter8arylevelinsomecountries,youngpeopleareconfrontedwithauniversitysystemwhichhastradi8onallybeenfocusedoneduca8ngforpublicsectoremployment,withliileregardfortheneedsoftheprivatesector.
Graphic
2. Quality of Teaching and Learning
FourPillarsofLearning
Ø Learning:TreasureWithin(1996),areportsubmiiedtoUNESCO,highlightedtheimportanceoflearning.
§ Learningtoknow§ Learningtodo§ Learningtolivetogether§ Learningtobe+§ Learningtotransformoneselfandsociety
Transforming the Ways of Teaching and Learning
From To
Tradi8onalpedagogicalprac8ces Progressivepedagogicalprac8ces
Teacher-centeredapproaches Student-centeredapproaches
Examina8onoriented Wholepersondevelopment
Textbookdominatedclassroom Mul8-medialearningenvironment
Subjectknowledge Skillsforlifelonglearning
Reproduc8on Crea8on
Semiprofessionalism Fullprofessionalism
Modernpedagogy Pedagogyforthefuture
Source:WordEconomicForumGlobalRisks2013
• Top5GlobalRisksinNext10YearsBy:• PerceivedLikelihood:1 Severeincomedisparity2 Chronicfiscalimbalances3 Risinggreenhousegasemissions4 Watersupplycrises5 Mismanagementofpopula8on
ageing• PerceivedImpact1 Majorsystemicfinancialfailure2 Watersupplycrises3 Chronicfiscalimbalances4 Risinggreenhousegasemissions5 DiffusionofWeaponsofMass
Destruc8on
• TopTenRisksbyCombinedRankingsofLikelihoodandImpactPercep8ons:(LRXIR)
1 Chronicfiscalimbalances2 Watersupplycrises3 Severeincomedisparity4 Risinggreenhousegasemissions5 Failureofclimatechange
adapta8on6 Mismanagementofpopula8on
ageing7 Extremevola8lityinenergyand
agricultureprices8 Cyberaiacks9 Globalgovernancefailure10 Persistentextremeweather
Problemstobetackledininterdisciplinarymanners:Economic,Environmental,Societal,Geopoli8cal,Technological
“Literacies”forGlobalAgenda
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Fostering “Global Human Resource” and the Introduc-on of “Ac-ve Learning”
【Diversemodesofteachingandlearning】• Studentpar8cipa8on• Collabora8vestudies• Problem-BasedLearning/Project-BasedLearning,etc.
“Ac8veLearning”formoreprogressivewaysofteachingandlearning
“GlobalHumanResources”whocanapplyknowledgeinthechangingworld
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What do we expect?
• From “passive” learning to “active” learning
• Changing the consciousness of teachers → From “provider” to “supporter”
• Creating “Learning Community” • Transforming and creating new “knowledge”
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Process of Ac-ve Learning
Input Transform Output
Documents,DataVisualmaterials,etc.
Analysis,Assessment/Evalua8on
Synthesis
My Concern…
• Too much emphasis on practical aspects of learning
• Learning outcomes should not be assessed by a satisfactory level of students but what they actually have learned
• Intellectual foundation and a sense of social
responsibilities to be critical, creative and innovative • Of course students need more opportunities, particularly
through international experiences
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3. International Cooperation to Promote
Sustainable Science Programs
Promo-ng Sustainable Science Programs
• Moreeffec8veinternalcoordina8oninsideHEIsisrequiredtodeveloptheESD-relatedprogramwhichenablesstudentstoacquirecross-disciplinaryperspec8ves.
• Moreopportuni8esforprac8callearning,suchasexperimentallearning,fieldworkandinternshipprograms.→Howbesttoposi8ontheminthecurriculum?
• TeachingmethodsforESDandtheiroutcomesshouldbeexploredmorethoroughly.
• Theestablishmentofauthorizedsystemsconnec8ngESDwithemployment,industries,andcommunitydevelopmentshouldbeconsidered.
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Old-fashioned Typology of Interna-onal Coopera-on in Higher Educa-on: Characteris-cs
IntellectualExchange
DevelopmentAssistance
KnowledgeTransfer -Mutual -Basicallyoneway
Funding -Non-ODA;-OfenprovidedbyHEins8tu8onsindevelopedcountries,butsome8mesmutuallygeneratedwithins8tu8onsindevelopingcountries.
- OfficialDevelopmentAssistance(ODA);- SolelyprovidedbyHEins8tu8onsindevelopedcountries,butoccasionallymutuallygeneratedwithins8tu8onsindevelopingcountries.
RelaConshipofActors -Equalpartnership -Donor-Recipient
GeneralPeriod -Mid-termtoLong-term -Short-termtoMid-term
EU
Different Stages of Interna-onal Coopera-on in Higher Educa-on
Givingm
ore be
nefitto
thepartne
r
Receivingmorebenefitfromthepartner
MalaysiaThailand
China
JapanSingaporeKorea
USA,UK
Situa8onshavebeenrapidlychangingtoday.
CambodiaLaoPDR
Towards a New Stage…Mutuality!• IntellectualDevelopmentCoopera8on:-Mixoftheold-fashionedtypesofinterna8onalcoopera8oninhighereduca8on.-Moremutualeffortstopromotesustainabledevelopment.
⇒ 【ASEAN+EU】EUSupporttoHigherEduca8oninASEANRegion(SHARE)
【Japan】ScienceandTechnologyResearchPartnershipforSustainable Development(SATREPS) JapanScienceandTechnologyAgency(JST) JapanInterna8onalCoopera8onAgency(JICA)
【USA】PartnershipsforEnhancedEngagementinResearch(PEER) UnitedStatesAgencyforInterna8onalDevelopment(USAID) Na8onalScienceFounda8on(NSF) Na8onalIns8tutesofHealth(NIH)
• Resilienceisanimportantelementtobesharedinterna8onally• LearningfromtheexperiencefromEastJapanEarthquake,TsunamiandFukushimaNucleardisaster
• Trans-disciplinaryresearchandeduca8on:Naturalscience,socialscienceandhumani8esworkingwithstakeholders)
• FutureEarthconsidersSDGsasanexemplarycase
• SDGsarealreadyhappening• i.e.Climateadapta8onfinance• Howtoins8tu8onalizethemfromglobaltolocallevels ofgovernance-governancechallenge
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Prospect of Interna-onal Development Coopera-on
Conclusion Making Our Teaching and Learning More Sustainable
Remaining Ques-ons to Sustainability Science Programs
• Whatdowemeanby"Global"?Andhowdowetrainstudentstogofrom"local"to"global"?
• Whatareitsinnova8veanduniquefeaturesagainstotherleadingprogramsacrosstheworld?
• Howistheprogram'sapproachtosustainabilityeduca8ondifferentfromthoseobservedinEurope,Africaandotherplaces?
• Whatisthegoaloftheprogramandwhodefinesit?
• TransdisciplinarityvsInterdisciplinarity
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Challenges: Curriculum-related issues
• Founda8oncompetencyforsustainabilityvs.Specializedskillsrelevancetocourses
• Overlappingofcoursecontents
• Balancebetweenfieldexercisesandlectures
• Qualityofcurriculum,notonlystandardaspectssuchaslecturesbutespeciallyinnova8veaspectslikefieldworkandinterdisciplinaryresearch.Anybenchmarks?
• Inadequacyofthestudent-drivenelementintheformalpartoftheprogram?
Challenges: Faculty-related issues
• Single-disciplinetrainedbutaresupposedtopromotemul8-/inter-disciplinaryapproaches
• Facultycomposi8oninrela8ontotheinterna8onalorgloballevelofsustainabilityeduca8on
• Commitmentoffacultytoremedialac8on
• Needforfaculty-studentcollabora8ontofillthegapsforprogramimprovement
• Morefacul8esinnaturalsciencefieldsandlessinsocialsciences• Treatmentofvalueques8oninsustainabilityscience
Conclusion: Making Our Higher Educa-on More Sustainable
• Thepromo8onofglobalwell-beingshouldbeconsideredasasocialresponsibilityofhighereduca8onins8tu8ons.
• Moreac8velearningandstudentinvolvementandmoreprac8calexperiencesbothinsideandoutsideclassrooms
• Graduates’employmentrecord
• Universi8escanfacilitatetheexpansionofnetworks
• Morecollabora8onacrossthecountries:Interna8onalDevelopmentcoopera8on
Yuto Kitamura, Ph.D.
Associate Professor Graduate School of Education
The University of Tokyo
Thank you very much for your attention.
The 4th GPSS-GLI International Symposium
Name: Yuto Kitamura
Affiliation: Associate Professor, Graduate School of Education / Adjunct Associate Professor, Graduate Program in
Sustainability Science-Global Leadership Initiative (GPSS-GLI), Graduate School of Frontier Sciences
Email: [email protected]
Profile
Yuto Kitamura, PhD, is an Associate Professor in the Graduate School of Education, The
University of Tokyo. He received his Ph.D. in education from the University of California, Los
Angeles (UCLA). He had worked in the Education Sector of UNESCO in Paris and taught at
Nagoya University and Sophia University, both in Japan. He was a Fulbright Scholar at the
George Washington University, Visiting Professor at the University of Dhaka in Bangladesh,
and is currently Special Advisor to Rector of the Royal University of Phnom Penh in
Cambodia. He is also a Member of the Science Council of Japan. He is specialized in
comparative education and has been conducting his researches extensively on education
policy of developing countries, particularly in Southeast Asia. His recent publication includes:
Emerging International Dimensions of East Asian Higher Education (co-editor, Springer,
2014) and The Political Economy of Schooling in Cambodia (co-editor, Palgrave Macmillan,
2015).