The document discusses the role of education within an economy structured by information and communications technology (ICT). It presents a "Knowledge Ladder" model that outlines different levels of education - from basic to knowledge creation - and how policy goals, teaching methods, curriculum, social structure, and ICT use should evolve across each level. The model is intended to address how education can better prepare students for careers in non-scientific fields. The document concludes that transforming education requires a holistic change beyond just introducing ICT, and will take time and collaboration between the education sector, industry, and society.

1. The Educational Sector
within an
ICT-structured Economy
Prof Matthew Montebello
Department of Intelligent Computer Systems
Faculty of Information & Communications Technology

2. ... sharing my thoughts
• ICT as a green player;
• Smart & Intelligent ICT;
• Education sector;
• Interesting model;
• Final thoughts.
... interested in your feedback
Outline
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

3. ICT ... is it the greenest MVP?
Energy & Resources
Consumed by
ICTs
Saving Energy &
Resources through
the use of ICTs

4. To educate ... the greatest challenge
Education is the most powerful
weapon which you can use to
change the world.
Nelson Mandela
An investment in knowledge
pays the best interest.Benjamin Franklin
An educated people can be
easily governed.
Frederick the Great
Dimensions of Education ...
 Schooling as in 1°, 2°, post-2°, and 3°;
 Technical, industrial, trade, and vocational;
 Lifelong, continuing, and adult.

5. Transformed Schools?
• Schools structured as
enclosed groups and
physical spaces
• Curriculum is in silos tied
to disciplines
• Teacher lectures
• Students study
independently
• Standardized exams test
recall and application of
simple procedures
• Technology used as a
supplement

6. Is the introduction of
computers/tablets
enough?
What role can policy
play?
Not just ICT …
• Teaching and
Learning
• Curriculum and
Assessment
• Social Structure
Education Transformation?

7. Is our educational process delivering?
 Primary & Secondary are simply a build
up towards post-Secondary;
 Vocational & Trade schools are very
much in tune with industry needs;
 Not all professional degrees have
adjusted to the ICT-structured industry ...
o Science-based are technologically
predisposed and need to keep abreast;
o Art-based are oblivious of industry
needs & focus on academia;
o Career-oriented are essentially
imperative & require attention.

8. The Knowledge Ladder model
(Kozma, 2008)
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition
 To address career-oriented, non-scientific
degrees and routes;
 Iterative & incremental model with steps that
have different implications for specific
educational aspects:
• Policy Goals
• Teaching and Learning
• Curriculum and Assessment
• Social Structure
• ICT Use
A conceptual framework ...

9. Knowledge Ladder - Policy Goals
Increase
workforce
participation
improved health
and welfare
Increase
workforce
participation
improved health
and welfare
Increase primary
attendance
Increase primary
attendance
Create a highly
knowledgeable
citizenry that
adds value to
society
Create a highly
knowledgeable
citizenry that
adds value to
society
Graduates who
apply school
learning to solve
real world
problems
Graduates who
apply school
learning to solve
real world
problems
Create a
knowledge-
driven
economy and
society
Create a
knowledge-
driven
economy and
society
Graduates who
are creative,
innovative,
lifelong
learners
Graduates who
are creative,
innovative,
lifelong
learners
Develop a
manufacturing
economy
Develop a
manufacturing
economy
Increase
secondary
completion,
improve test
scores
Increase
secondary
completion,
improve test
scores
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

10. Knowledge Ladder – Teaching/Learning
Teachers with
at minimum
skills & subject
knowledge
Teachers with
at minimum
skills & subject
knowledge
Large student-
teacher ratios,
lecture
Large student-
teacher ratios,
lecture
Communities of
learners who
build on each
other’s
knowledge
Communities of
learners who
build on each
other’s
knowledge
Teachers as
collaborators and
model learners
Teachers as
collaborators and
model learners
Teacher content
knowledge &
direct
instruction
Teacher content
knowledge &
direct
instruction
Students doing
individual seat
work
Students doing
individual seat
work
Content &
pedagogical
expertise
Content &
pedagogical
expertise
Collaborative
teams working on
complex real
world projects
Collaborative
teams working on
complex real
world projects
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

11. Knowledge Ladder – Curriculum/Assessment
Focus is on
basic literacy
and numeracy
Focus is on
basic literacy
and numeracy
Assessed by
standardized
tests
Assessed by
standardized
tests
Focus on deep
understanding of
key concepts and
their application
to solve
real world
problems
Focus on deep
understanding of
key concepts and
their application
to solve
real world
problems
Assessed by
complex, real
world tasks
Assessed by
complex, real
world tasks
Focus on
innovativeness
and the creation
of knowledge
products
Focus on
innovativeness
and the creation
of knowledge
products
Assessed by a
community of
users
Assessed by a
community of
users
Focus on facts,
simple
principles,
and computer
applications
applied to
standard
procedures
Focus on facts,
simple
principles,
and computer
applications
applied to
standard
procedures
Assessed by
standardized
tests
Assessed by
standardized
tests
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

12. Knowledge Ladder - Social Structure
Hierarchical
structure
Hierarchical
structure
Standardized
delivery
Standardized
delivery
Collaborative
teaching and
learning
Collaborative
teaching and
learning
Breaking
disciplinary and
physical
boundaries
Breaking
disciplinary and
physical
boundaries
Anytime,
anywhere,
life-long learning
Anytime,
anywhere,
life-long learning
Self-sustaining,
cross-age,
cross-sector
knowledge
communities
Self-sustaining,
cross-age,
cross-sector
knowledge
communities
Hierarchical
structure and
accountability
Hierarchical
structure and
accountability
Little teacher or
student
autonomy
Little teacher or
student
autonomy
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

13. Knowledge Ladder - ICT Use
ICT for
information
delivery: radio,
TV
ICT for
information
delivery: radio,
TV
Little
computing;
little
networking,
potential for
teacher
training.
Little
computing;
little
networking,
potential for
teacher
training.
Simulations,
multimedia to
support
understanding
&the application
of knowledge to
solve problems
Simulations,
multimedia to
support
understanding
&the application
of knowledge to
solve problems
Computers in
classrooms;
networks for
collaboration
Computers in
classrooms;
networks for
collaboration
Social
environments,
Wikis, and
knowledge-
building tools
Social
environments,
Wikis, and
knowledge-
building tools
Computers &
digital devices
everywhere;
networks for
community
Computers &
digital devices
everywhere;
networks for
community
Drill and
practice, tutorial
software to
support test
performance
Drill and
practice, tutorial
software to
support test
performance
Computers in
labs; networks
for management
Computers in
labs; networks
for management
Basic
Education
Basic
Education
Knowledge
Deepening
Knowledge
Deepening
Knowledge
Creation
Knowledge
Creation
Knowledge
Acquisition
Knowledge
Acquisition

14. Conclusions – Final Thoughts
ICT alone will not transform education
• The educational sector requires a holistic
change to address the needs of an ICT-
structured economy;
• ICT itself should assume the role of a lever
for the change required within the
educational sector;
• Such a process requires time and
generations of students, apprentices &
workers;
• The Education sector together with industry
and society can/must together collaborate to
a greener and healthier future.

15. The Educational Sector
within an
ICT-structured Economy
Prof Matthew Montebello
Department of Intelligent Computer Systems
Faculty of Information & Communications Technology
Thank You
matthew.montebello@um.edu.mt