Planning Higher Education Curriculum for Lifelong Learning
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Planning Higher Education Curriculum for Lifelong Learning
- 1. Planning the curriculum in Higher Education for Lifelong Learning Moscow State University for Economic, Statistics and Informatics March 2012 Professor Alan Tait Pro Vice-Chancellor (Curriculum and Qualifications) The Open University United kingdom
- 2. Lifelong Learning • Rate of change in knowledge • Skills in workplaces • Social justice • Management as field of study
- 3. Higher Education Response to Lifelong Learning in UK • Creation of Departments of Continuing Education • Access programmes • Foundation of The Open University 1969
- 4. Curriculum in Higher Education
- 5. • Does Curriculum in Higher Education need to be planned? • If so, how?
- 6. Open University Mission •The Open University is open to people, places, methods and ideas. •It promotes educational opportunity and social justice by providing high quality university education to all who wish to realise their ambitions and fulfil their potential. •Through academic research, pedagogic innovation and collaborative partnership it seeks to be a world leader in the design, content and delivery of supported open and distance learning.
- 7. Outcome of OU mission • 250k students • Age range segments • Range of Undergraduate, Masters and Doctoral students • Educational qualifications on entry for Undergraduates • Numbers of graduates
- 8. Highest Qualification at Registration 35000 30000 25000 s 20000 t n e d u t 15000 S 10000 5000 Academic year 2008/09 Academic year 2009/10 0 Academic year 2010/11 Qualifications
- 9. Master's Students 16,000 15,618 15,557 15,500 15,000 s t 14,500 n e d u t S 14,000 13,500 13,541 13,000 12,500 2008/09 2009/10 2010/11 Undergraduate Students 186,000 185,047 185,168 184,000 182,000 180,000 s 178,000 t n e d u t 176,000 S 174,565 174,000 172,000 170,000 168,000 2008/09 2009/10 2010/11
- 10. Stagegate Process for Curriculum Planning • Business planning process in Faculties
- 11. Drivers in Curriculum Planning • Market • Academic community • Government • Employers and the workplace • Big themes • Skills for Lifelong Learning • Success is optimal alignment of these 6 drivers
- 12. Institutional Level Intervention Aligned to Mission • Example of FD in Retail initiated by PVC • Large workforce • Low educational qualifications • Low salaries • Large employers in supermarkets • New FD invested in by Uni not initially faculty • Now 100 students
- 13. Planning Curriculum in a University: the institutional role
Editor's Notes
- Notion around with influence for 50 years? Notion that learning does not stop after first stage, viz. school or University LL, CE or Education permanente Government and IGO headline e.g. UNESCO and OECD Why gained influence? 1 change in status of knowledge, viz rate of change in knowledge, its provisionality, ‘ephemerality’ Buckminster Fuller 1938 2 productivity in country related to skilled work, and pace of change necessary 3 rise of management as field of study and explicit practice at all levels 4 rise of notion of education later in life for personal fulfilment and for social justice
- Rise therefore in Universities in UK of CE departments and Access Programmes addressing all these needs to one degree or another Foundation of OU UK in 1969 Rise of notion of education later in life for personal fulfilment and for social justice Rise of management as field of study and explicit practice at all levels Rise therefore in universities in UK of CE departments and Access Programmes addressing all these needs to one degree or another Foundation of OU UK in 1969
- Notion not seriously considered in HE in UK till 1990s Till then what was taught was responsibility of academics, regulated where it was by professional institutions in say medicine, teaching, engineering My PVC post remains only one in UK with Curriculum explicitly in title
- Does curriculum need to be planned? Rise over the last 20 years of importance of mission for university, notion that it has an overall purpose, rather than implicitly understood or no-one’s business outside community of scholars who ‘own’ it. Range of missions, some more serous or effective than others
- OU UK mission can be said to be centrally about LL. So what are implications for curriculum planning. Heart of this talk. To achieve this mission what we teach is huge perhaps major contributing element So how do I as individual charged with this set about it? Ist role of Faculties remains paramount. This is not central planning but embeds fundamental responsibility in academic communities
- Stagegate process in Faculties Business planning process: assesses business case essentially to establish if there is a market Why important? In DE of OU sort (not professor led extended class), creation of learning materials is huge capital investment for modules with as many as 10000 students on each one and life of up to 8 years Stagegate in place some 10 years now. Initial resistance by academic community to business language and to notion of constraint Threat to academic freedom? Freedom to teach and innovate within constraint of decision to enter that area of curriculum
- 1 st click - First clue here from Stage gate process to how to plan Curriculum for HE: centrality of market How is market constructed and understood? Distinction between existing market and market you make So student intention core to understanding market We use professional skills of Marketing department to help to understand nature of existing market. But Academics should lead understanding of their own field 2 nd click - More about academic community responsible for understanding nature of discipline; where it has come from and is going to Responsible for quality and for standing of qualification that student will gain responsible above all for understanding nature of his or her field: no-one else in uni can do this. So outward facing role in 21st c Other significant actors 3 rd click - 1 Government: what will government support? E.g. Early Years example and FD supplement 4 th click - 2 Employers, for significant part but not all of LL in HE what employers say they want Employers: complain a lot in UK about universities not delivering what they need Some justice Also not clear what employers want Nor that they will spend their money on personal development and training Employers should be key participants in LL curriculum for HE Does not mean that Unis work as contract trainers But that Unis work with partners to identify what is needed at both initial and continuing levels Unis contribute to understanding of nature of work now and in the future and have responsibility to society to nature and quality of work process Include TUs here, who have worked with OU very fruitfully in delivering programmes of study education now seen as benefit in employment by TUs So we have academics community, market, government and world of work particularly employers. What else? 5 th click - Big themes: understood through media and NGO Big issues that do not come out of academic disciplines nor worlds of work But which curriculum needs to reflect: e.g. environment, social integration, social justice Again may be academics who respond best to this, but also institutional level responsibility 6 th click - Need to embed skills and delight in learning for 21 st century Content will date and become irrelevant So skill in using web, in finding own learning resources, in sharing them, So in OERs 7 th click – These drivers do not work easily together – eg academics and employers, market and employers. Real skill is to achieve optimal alignment.
- Who is responsible in Uni for managing to assure that curriculum as a whole meets range of drivers identified here? How is info shared? Essential if this complexity of curriculum planning for LL is accepted that Uni has way of engaging with these sometimes conflicting pressures, e.g. academics do not want what markets want, or ignore change in market, or government want programmes that market will not support etc So need for institutional role in designing the overall size and shape of the curriculum to serve the uni’s mission. That is the role I have for the OU UK.