This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
1. Online learning innovation
for higher education
International Forum for Partnerships on the Qingdao Declaration, Qingdao,
20 – 21 December 2015
Gard Titlestad, Secretary General
International Council for Open and Distance Education
2. • To be the leading global network for making quality learning
accessible throughout the world using online, open, distance and
flexible education.
• To connect institutions, organisations and professionals from
across the globe so that they can share ideas, resources and best
practices, partner on major projects and advocate together.
• To be the official partner of UNESCO, that shares that agency’s key aim
inclusive and equitable quality education and lifelong learning for all.
• ICDE believes that in pursuing education as a universal right, the needs
of the learner must be central.
• To organize members in all regions of the world – global balance.
Support
From
Norway
25 years
Why is ICDE here?
UNESCO
Partner
50 years
Platinum
open access
5. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
SEIZE DIGITAL OPPORTUNITIES, LEAD EDUCATION TRANSFORMATION
Sustainable Development Goal 4 Education 2030
6. Target 3, point 43.:
A well-established, properly-regulated
tertiary education system supported by
technology, Open Educational Resources
(OERs) and distance education modalities
can increase access, equity, quality and
relevance, and narrow the gap between
what is taught at tertiary education
institutions and what economies and
societies demand. The provision of tertiary
education should be progressively free, in
line with existing international agreements.
Framework for Action
Education 2030:
November 2015
7. Policy fora, influencing the
future:
20 November 2014: Open Education
Key issues in policy for governments
and senior management in higher education
ICDE High Level Policy Forum 17 October 2015:
“Higher education for the sustainable future we want. The way ahead for
Online, Open and Flexible learning: Opportunities and Actions.”
In partership with UNESCO, CoL and OEC
Interventions, from UNESCO, ICDE and
key experts and senior management:
The Bali Message
Global High Level Forum in Paris
9 – 11 JUNE 2015:
Online, open and flexible higher
education for the future we want
UNESCO – in partnership with ICDE
10. The way forward
Dr. Bakary Diallo, Rector for African Virtual University: said
in his concluding remarks for the Forum that higher
education should not be exclusive for the few, and he
suggested four keywords for the way ahead:
“Communication, Implementation, Collaboration (sharing)
and Monitoring the progress.”
Pretoria, 17 October 2015
14. • Option A: The world´s
Success
• Competitive regions –clusters of HEI flourishing.
• Education is ‘in’. New efficiencies: course modules
shared within university clusters, online and
artificial intelligence-based teaching, specialisation
within institutions public and private.
• Educational games, at which regional designers
excel, are a vast market segment.
• In business, open innovation is now the dominant
mode. The Globe´s mega-cities, are a focus for
innovation; ‘Paris original’ – or Qingdao or Nairobi
are global brands.
• Automation and data-intensive science have
changed the nature of doing research. We have
moved from open science to radical open access:
all kinds of new actors are rushing into the
research game, especially in astronomy, ecology,
climate and other fields that attract strong public
interest. Regions are competing in taking the lead
in producing the world’s ideas, creativity is
flourishing.
• So are also industries anchored in regions, often
building on healthy SMEs. The region´s universities
are strong, its citizens fulfilled – and its core
values, such as equality, openness, social inclusion
and environmental responsibility, are upheld.
• Option B: The world
misses out
• The Globe is a victim of megatrends beyond its
control. Automation and globalisation have
triggered mass unemployment, social exclusion,
discontent.
• What’s left for the humans to do? Inequality is
higher than ever; new creative jobs are
constantly evolving from new technologies, but
they are only for the skilled few.
• Politically, regions have fragmented into a
coalition of rich and poor sub-regions with
minimal coordination. Multinational companies,
and wealthy individuals, use global markets and
digital technologies to avoid tax.
• A few great universities dominate; many weaker,
regional universities have closed or merged.
Automation has also swept across the
educational system, with online certifications
normal and augmented cognition technologies
starting to appear – and finding favour with big
companies wanting fast, cheap graduates.
• Top cited scientists are in hot demand – often
hired by multinationals in a kind of perpetual
‘consultancy without borders. Mobility is
diminished. Innovation is without borders;
supply chains form and dissemble rapidly –
making long-term regional development more
difficult than ever.
• Regions look inward, fear the future, and see
their values gradually discredited.
15. • Option A: The world´s
Success
• Competitive regions –clusters of HEI flourishing.
• Education is ‘in’. New efficiencies: course modules
shared within university clusters, online and
artificial intelligence-based teaching, specialisation
within institutions public and private.
• Educational games, at which regional designers
excel, are a vast market segment.
• In business, open innovation is now the dominant
mode. The Globe´s mega-cities, are a focus for
innovation; ‘Paris original’ – or Qingdao or Nairobi
are global brands.
• Automation and data-intensive science have
changed the nature of doing research. We have
moved from open science to radical open access:
all kinds of new actors are rushing into the
research game, especially in astronomy, ecology,
climate and other fields that attract strong public
interest. Regions are competing in taking the lead
in producing the world’s ideas, creativity is
flourishing.
• So are also industries anchored in regions, often
building on healthy SMEs. The region´s universities
are strong, its citizens fulfilled – and its core
values, such as equality, openness, social inclusion
and environmental responsibility, are upheld.
• Option B: The world
misses out
• The Globe is a victim of megatrends beyond its
control. Automation and globalisation have
triggered mass unemployment, social exclusion,
discontent.
• What’s left for the humans to do? Inequality is
higher than ever; new creative jobs are
constantly evolving from new technologies, but
they are only for the skilled few.
• Politically, regions have fragmented into a
coalition of rich and poor sub-regions with
minimal coordination. Multinational companies,
and wealthy individuals, use global markets and
digital technologies to avoid tax.
• A few great universities dominate; many weaker,
regional universities have closed or merged.
Automation has also swept across the
educational system, with online certifications
normal and augmented cognition technologies
starting to appear – and finding favour with big
companies wanting fast, cheap graduates.
• Top cited scientists are in hot demand – often
hired by multinationals in a kind of perpetual
‘consultancy without borders. Mobility is
diminished. Innovation is without borders;
supply chains form and dissemble rapidly –
making long-term regional development more
difficult than ever.
• Regions look inward, fear the future, and see
their values gradually discredited.
• Flourishing regions – a much
more balanced world
• Education core value from
cradle to grave
• Open innovation – Smart cities
leading developments
• Automation for human
expansion and a sustainable
world
• Regional creative knowledge
clusters
• Equality, openness, social
inclusion and environmental
responsibility
• The Globe victim for
megatrends beyond human
control. Automation
triggered massive
discontent.
• Inequality, creative jobs for
the few
• Coalitions of rich and poor.
Low regional coordination
• A few universities dominate.
Online has become the way
to satisfy big companies
need for cheap graduates
• Innovation without borders –
regional growth disintegrate
• Regions fear the future
16. Option A:
The world´s
Success
2015 2030+2030
Globalisation
Demography
Technology
Education
2030
Megatrends
Option B:
The world
misses out
SDG4 Education 2030
Incheon-declaration
Qingdao-declaration
Paris-message
Openess
Collaboration
Flexibility and innovation
Megapolicies
25. More BC Open Textbook
Stats
As of December 4, 2015
General Stats
Student Savings $985,700- 1,214,092
Number of participating institutions 24 (19 Public, 5
Private)
Number of students affected 9,857
Number of textbooks on open 137
http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/
http://open.bccampus.ca/about-2/
http://open.bccampus.ca
28. A student in France can use
collaborative free quality
assured educational material for
her grades, e.g. bachelor and
master within the educational
system, all made possible and
digitalized by collaborative
thematic universities in a
connected French educational
system.
29. OER and Online, Open and
Flexible Learning can
increase the impact of
investments in knowledge
OER &
OOF
Open Access – open science
Research based OER
Research based teaching
Innovation in education – open innovation
Innovate the learning system – flip the classroom
Knowledge supply for innovation
High quality education
Research based education
Resource based education
Open education
31. A shift to a culture for
collaboration
• Connectivity and openness as enablers:
– Collaborative on content
– Collaborative on learning methods
– Collaborative among students and teachers
– Collaborative among partner institutions
– Collaborative among HEIs, TVETs and employers
– Collaborative within regions
– Collaborative among stakeholders for increased impact,
Sustainable Development Goal 4 Education 2030
• Creating the future collaborative educational
landscape for learner success.
32.
33.
34. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOU
titlestad@icde.org
www.icde.org
Seize digital opportunities, lead education transformation
Notas del editor
ICDE is a global membership organization and we work constantly towards openness and collaboration in our field. It is about bridging competencies and fields of interest in order to reach our SDG 4
