Istanbul, June 12, 2006Istanbul, June 12, 2006

New WorkplaceNew WorkplaceNew EducationNew Education

Kai-ming ChengKai-ming Cheng

University of Hong KongUniversity of Hong Kong

Forum on Job Creation in Eastern Europe & Central AsiaForum on Job Creation in Eastern Europe & Central Asia

World Bank/Government of TurkeyWorld Bank/Government of Turkey

June 12-13, 2006 IstanbulJune 12-13, 2006 Istanbul

Education: What’s New?Education: What’s New?

The ContextsThe Contexts

Society:Society: new workplace new workplace Education: Education: new developmentsnew developments Learning: Learning: new understandingnew understanding

Change in society & workplaceChange in society & workplace

Then,Then,

Industrial society ….Industrial society ….

Industrial Society: the Industrial Society: the PyramidPyramid

Assumptions …Assumptions … Large organizationsLarge organizations Parallel departmentsParallel departments Layers and ranksLayers and ranks Detailed division of labourDetailed division of labour Tight structuresTight structures Rules and regulationsRules and regulations Credential-based recruitmentCredential-based recruitment

i.e. i.e. bureaucraciesbureaucracies

People’s assumptions …People’s assumptions … Lifelong careerLifelong career Long-term employmentLong-term employment Presumed loyaltyPresumed loyalty Upward mobilityUpward mobility Escalating incomesEscalating incomes Foreseeable futureForeseeable future Predictable retirement Predictable retirement …………....

People in Workplace: People in Workplace: IndustrialIndustrial

Work in specific jobsWork in specific jobs Engage in relatively isolated tasksEngage in relatively isolated tasks Are specializedAre specialized Are rankedAre ranked Implement pre-set designsImplement pre-set designs Follow prescribed proceduresFollow prescribed procedures Abide by rules and regulationsAbide by rules and regulations Recruited by qualificationsRecruited by qualifications …………

Assumption:Assumption: People are Specialized, Classified & People are Specialized, Classified &

RankedRanked

Industrial society: Industrial society: EducationEducation

Preparing people Preparing people For specific occupations at specific For specific occupations at specific

ranksranks Providing them with Providing them with credentialscredentials Based on the Based on the knowledge and skillsknowledge and skills

Industrial society: Industrial society: Secondary EducationSecondary Education

Therefore, Therefore, Prepare young people for Prepare young people for higher level higher level

educationeducation

Providing them with Providing them with credentialscredentials Based on the Based on the knowledge and skillsknowledge and skills

Or employment, if they failOr employment, if they fail

Industrial society: Industrial society: Secondary EducationSecondary Education

Teaching through subjects Teaching through subjects Helping students through Helping students through

examinations examinations

Providing them with Providing them with credentialscredentials Based on the Based on the knowledge and skillsknowledge and skills

Curriculum as Subjects

Knowledge & SkillsKnowledge & Skills

Preschool Primary Secondary

Tertiary

“End” of education:

Next stage of education

The overhaul …The overhaul …

Mobile phonesMobile phones

CEO of Samsung:CEO of Samsung:

““We are not producing telephones.We are not producing telephones.

We are producing fashion!”We are producing fashion!”

G2000G2000

Michael Tien:Michael Tien:

““When it works, It’s obsolete!”When it works, It’s obsolete!”

““Customers don’t know what they Customers don’t know what they want!”want!”

Cantonese Cuisine (9)Cantonese Cuisine (9)Chaozhou Cuisine (3)Chaozhou Cuisine (3)

Peking Cuisine (5)Peking Cuisine (5)Other Chinese Cuisines (5)Other Chinese Cuisines (5)

MisoMiso, Kiko, Kikom.a.x. concepts: mezz, EXP, café Landmark, thai m.a.x. concepts: mezz, EXP, café Landmark, thai

basil, can.teen, little basil, the basil, basil, can.teen, little basil, the basil, fresh basil, rice paper, fresh basil, rice paper,

Café Express, Deli and Wine, Curtain Up, Café Express, Deli and Wine, Curtain Up, Concerto Bar & Cafe Concerto Bar & Cafe

Starbucks CoffeeStarbucks Coffee

Over 320 shops

Restaurants: Restaurants: Maxim’sMaxim’s

ManufacturingManufacturing

DesignDesign Production Production

ThenThen

NowNow

Insurance: TraditionalInsurance: Traditional

Insurance: AgentsInsurance: Agents

Insurance: BrokersInsurance: Brokers

Retail BankingRetail Banking

Counter

Customized Services

ATM

Core Functions

OutsourcingOutsourcing

OutsourcingOutsourcing

Just-in-time publishingJust-in-time publishing

Printing

Inventory

Shipping

Inventory

Sales

Printing

Sales

Post-industrial: SMEsPost-industrial: SMEs

Task ForcesTask ForcesClient

TASK TASK FORCEFORCE

Project Groups

Task Forces

Production Teams

Client Groups

“Accounts”

Deal Team

Post-industrial: Large Post-industrial: Large OrganisationsOrganisations

Task ForceTask Force

Post-industrial: Free-lancersPost-industrial: Free-lancers

Now,Now,

Post-industrial society …Post-industrial society …

Industrial: Scale ProductionIndustrial: Scale Production

Post-Industrial: Customized Post-Industrial: Customized ProductsProducts

Hong Kong Hong Kong (around 291,000 registered companies)(around 291,000 registered companies)

9999 ％ ％ under 100 (SME) under 100 (SME) 69% of employees69% of employees

94% under 2094% under 20 40% of employees40% of employees

8686 ％ ％ under 10under 10 33% of employees33% of employees

(June 2005)(June 2005)

Hong Kong …Hong Kong …

Free-lancers 220,000 Free-lancers 220,000 estimated

vis-à-vis 2,200,000 in registered companies

The United StatesThe United States Business Enterprises

98 ％ under 100 86 ％ under 20

National Bureau of Economic Research, 2002

Project Groups/Task Forces

Small Enterprises

Free-lancers

The Civil Service (Traditional)

Post-industrial: WorkplacePost-industrial: Workplace

Post-industrial: SMEsPost-industrial: SMEs

Project Groups

Task Forces

Production Teams

Client Groups

“Accounts”

Deal Team

Post-industrial: Large Post-industrial: Large OrganisationsOrganisations

Task ForceTask Force

Post-industrial: Free-lancersPost-industrial: Free-lancers

Project Groups/Task Forces

Small Enterprises

Free-lancers

The Civil Service

Post-industrial: WorkplacePost-industrial: Workplace

Organization: Organization: small, small, flat flat looseloose

Mode of work:Mode of work: TeamworkTeamwork Collaborative designCollaborative design Ill-defined labour divisionIll-defined labour division Blurred specializationBlurred specialization Integration of expertiseIntegration of expertise

Post-industrial: WorkplacePost-industrial: Workplace

Many free-lancersMany free-lancers Many unemployedMany unemployed Frequent change of jobsFrequent change of jobs Frequent change of careersFrequent change of careers Ever-changingEver-changing networks networks Frequent change of partnersFrequent change of partners …………....

Post-industrial: IndividualsPost-industrial: Individuals

Workplace & SocietyWorkplace & Society

ThenThen

Large & Large & PyramidalPyramidal

Procedures, rules Procedures, rules & regulations& regulations

Lifelong careersLifelong careers Lifelong Lifelong

qualificationsqualifications

NowNow

Small & flatSmall & flat Communications Communications

& relations & relations Multiple careersMultiple careers On-demand, just-On-demand, just-

in-time learningin-time learning

CCommunicatommunicationion LLearning on-demand, just-in-timeearning on-demand, just-in-time Team-workTeam-work PPersonal responsibilitiesersonal responsibilities SSolvolvinging problems problems IIntegratntegratinging expertise expertise Conceptualising complex mattersConceptualising complex matters …………..

Post-industrial: ExpectationsPost-industrial: Expectations

Readiness to adapt to changesReadiness to adapt to changes Self-reflectionSelf-reflection SSelf-disciplineelf-discipline & Self-management & Self-management Capacity to Capacity to query, challenge, innovatequery, challenge, innovate Flexible human relationsFlexible human relations Crossing occupational bordersCrossing occupational borders Moving across cultures Moving across cultures …………..

Post-industrial: ExpectationsPost-industrial: Expectations

However,However,

If the “end” of education is changedIf the “end” of education is changed No longer mainly for credentialsNo longer mainly for credentials No longer limited to knowledge and skillsNo longer limited to knowledge and skills

Education has broader ends to meetEducation has broader ends to meet

There are lifelong attributes to There are lifelong attributes to develop among young peopledevelop among young people

Optimism about lifeOptimism about life Passion about naturePassion about nature Commitment to societyCommitment to society Commitment to nationCommitment to nation Perseverance amidst oddsPerseverance amidst odds Readiness to expand one’s capacityReadiness to expand one’s capacity Broad base experiences Broad base experiences Experience in organisingExperience in organising …………

Lifelong attributesLifelong attributes

Appreciation of arts and musicAppreciation of arts and music Attitude of helping and caringAttitude of helping and caring Seriousness about the detailsSeriousness about the details Eagerness to interact with peopleEagerness to interact with people Ability of a second or third languageAbility of a second or third language Some experience of science discoverySome experience of science discovery Some experience of social investigationsSome experience of social investigations …………

Lifelong attributesLifelong attributes

Love for peaceLove for peace Sense of justiceSense of justice Consciousness of equityConsciousness of equity Awareness of the deprivedAwareness of the deprived Comfort with other culturesComfort with other cultures Basic understanding of sexBasic understanding of sex Facing moral dilemmasFacing moral dilemmas Rudimentary analysis and synthesisRudimentary analysis and synthesis …………

Lifelong attributesLifelong attributes

Belief in rationalityBelief in rationality Tolerance of diversity and pluralityTolerance of diversity and plurality ……. .

Many of such are achievable Many of such are achievable

only during the schooling years! only during the schooling years!

Lifelong attributesLifelong attributes

Implications for Implications for educationeducation

1.1. Drastic decrease of manual workersDrastic decrease of manual workers

2.2. Expanded need for higher Expanded need for higher educationeducation

3.3. Challenge to occupational identityChallenge to occupational identity

4.4. Intensified human interactions and Intensified human interactions and demand for human attributesdemand for human attributes

5.5. Demand for more flexible learning Demand for more flexible learning modes and pathsmodes and paths

Meanwhile …Meanwhile …

New understanding of Learning!New understanding of Learning!

In Education, there is In Education, there is only one major core only one major core

business:business:

Learning!Learning!

Professional Professional AccountabilityAccountabilityBasic questions: Basic questions: What is learning?What is learning?

How people learn?How people learn?versusversus How do we teach?How do we teach? How do we organize teaching?How do we organize teaching? How do we supervise the organisation of How do we supervise the organisation of

teaching?teaching?

What is learning?What is learning?

““Learning is the transmission Learning is the transmission of knowledge from those who of knowledge from those who

know to those who don’t.” know to those who don’t.”

Assumptions about Assumptions about Education Education

Learning is about absorption of knowledgeLearning is about absorption of knowledge Learning takes place in institutions Learning takes place in institutions (schools, (schools,

classrooms, subjects, syllabuses, examinations)classrooms, subjects, syllabuses, examinations) Learning takes place in individual brainsLearning takes place in individual brains Learning takes place before usingLearning takes place before using Learning is about the knownLearning is about the known Education is about knowledge & skills Education is about knowledge & skills Everybody learns the sameEverybody learns the same …………

Assumptions about Assumptions about EducationEducation

There are smart kids & dumb kidsThere are smart kids & dumb kids Some can learn, some cannotSome can learn, some cannot Only smart kids deserve more educationOnly smart kids deserve more education School help keep the gate for learners School help keep the gate for learners

Education helps classify human beings Education helps classify human beings Education helps ranks human beings Education helps ranks human beings Human beings are trained into occupationsHuman beings are trained into occupations Learning is more specialised when higherLearning is more specialised when higher

………………....

However, …..However, …..

Learning is the transmission Learning is the transmission of knowledge from those who of knowledge from those who know to those who don’t know to those who don’t know.know. ╳

What is learning?What is learning?

Learning is the transmission Learning is the transmission of knowledge from those who of knowledge from those who know to those who don’t know to those who don’t know.know.

Learning is the learners’ Learning is the learners’ active construction of active construction of knowledge.knowledge.

╳

LearningLearning

New understanding of LearningNew understanding of Learning Learning as Knowledge ConstructionLearning as Knowledge Construction Learning through ExperienceLearning through Experience Learning through ApplicationLearning through Application Learning from Co-learnersLearning from Co-learners Learning as ImprovementLearning as Improvement

LearningLearning

Corollaries about LearningCorollaries about Learning Learning takes place through Learning takes place through

meaningful human activitiesmeaningful human activities Understanding and application of Understanding and application of

knowledge are necessarily knowledge are necessarily intertwinedintertwined

Individuals learn differentlyIndividuals learn differently

Therefore …Therefore …

Challenges to ParadigmsChallenges to Paradigms

Paradigm of Paradigm of “Screening”“Screening”

Challenges from reality:Challenges from reality: Rapid expansion of higher educationRapid expansion of higher education Unemployment among less-educatedUnemployment among less-educated Middle-age unemployment Middle-age unemployment

“ “Screening”Screening”

Challenge to the paradigm:Challenge to the paradigm:

Belief in innate abilityBelief in innate ability ““There are smart kids and dumb kids”There are smart kids and dumb kids”

Belief in using knowledge for screeningBelief in using knowledge for screening versus lifelong & multi-source learningversus lifelong & multi-source learning

Belief in using single indicators (e.g. IQ)Belief in using single indicators (e.g. IQ) versus multiple intelligenceversus multiple intelligence

Paradigm of Paradigm of

“Specialisation”“Specialisation”Challenges from reality:Challenges from reality: Division of labour blurredDivision of labour blurred Frequent change of jobs & occupationsFrequent change of jobs & occupations Job-study mismatchJob-study mismatch Demand for generic competenceDemand for generic competence Diluted & delayed specialisation in Diluted & delayed specialisation in

higher educationhigher education …………

““Specialisation”Specialisation”

Challenges to the Paradigm:Challenges to the Paradigm: Belief that education is for classifying Belief that education is for classifying

peoplepeople Belief in people’s occupational identityBelief in people’s occupational identity Belief that education should be more Belief that education should be more

specialised at higher levelsspecialised at higher levels …………

Paradigm of Paradigm of “Teaching”“Teaching”

Challenge from reality:Challenge from reality:

Students also learn that are not Students also learn that are not taughttaught

Students also learn from alternative Students also learn from alternative sourcessources

Technology has made acquisition of Technology has made acquisition of knowledge much easierknowledge much easier

““Teaching”Teaching”

Challenges to the paradigm:Challenges to the paradigm:

Belief that learning is transmission of Belief that learning is transmission of knowledge from those who know to knowledge from those who know to those who don’t knowthose who don’t know

Belief that learning is about the Belief that learning is about the known and not the unknownknown and not the unknown

Paradigm of Paradigm of “Study”“Study”

Challenges from reality:Challenges from reality:

The expectation for good characters The expectation for good characters and personalitiesand personalities

The demand for human relational The demand for human relational and social competenceand social competence

The renewed importance for values, The renewed importance for values, attitudes, emotions, ethics, attitudes, emotions, ethics, principles, …principles, …

………………....

““Study”Study”

Challenges to Paradigms Challenges to Paradigms

Belief in academic study as proxy for Belief in academic study as proxy for learninglearning

Belief in classroom learning as the Belief in classroom learning as the only reliable learningonly reliable learning

Belief in examination scores as the Belief in examination scores as the only trustworthy measure of human only trustworthy measure of human capacitycapacity

……....

Paradigm of Paradigm of “Schooling”“Schooling”

Challenges from reality:Challenges from reality:

Call for flexible learning anywhere, Call for flexible learning anywhere, anytime, anybodyanytime, anybody

Learning is recognised beyond institutionsLearning is recognised beyond institutions Credit-unit Bank in KoreaCredit-unit Bank in Korea Lifelong Learning Passport in TaiwanLifelong Learning Passport in Taiwan

Administrative considerations have taken Administrative considerations have taken over learning needsover learning needs

““Schooling”Schooling”

Challenges to ParadigmsChallenges to Paradigms

Belief that learning takes place only in Belief that learning takes place only in schoolsschools

Belief that learning takes place only during Belief that learning takes place only during structured activitiesstructured activities Classes, time-tables, subjects, specialised Classes, time-tables, subjects, specialised

teachers, set menu curriculum, teachers, set menu curriculum, Belief that learning should be under the Belief that learning should be under the

control of schools and institutionscontrol of schools and institutions

After all …After all …

IndustrialIndustrial analytic, regulated, analytic, regulated,

structured, clear-structured, clear-cut, uniform, cut, uniform, convergent, convergent, normative, neat, normative, neat, assertive and assertive and reducible to reducible to parametersparameters

Post-industrialPost-industrial holistic, flexible, holistic, flexible,

loose, fuzzy, loose, fuzzy, plural, divergent, plural, divergent, liberal, complex, liberal, complex, speculative and speculative and tolerant of tolerant of multiplex concepts multiplex concepts

Reforms in Education:Reforms in Education:

a scana scan

Reform trendsReform trends Expansion of higher education Expansion of higher education Expanding learning opportunitiesExpanding learning opportunities Blurring subject boundariesBlurring subject boundaries Delay of specialisationDelay of specialisation Compressing “formal” learningCompressing “formal” learning Creating diverse learning activitiesCreating diverse learning activities Introducing “moral” elementsIntroducing “moral” elements

Reform trendsReform trends Reforming examinationsReforming examinations Alternative ways of organizing school Alternative ways of organizing school

learninglearning Enriched teachers/facilitators’ teamEnriched teachers/facilitators’ team Strengthening of professional Strengthening of professional

capacity and autonomycapacity and autonomy Mobilization of community resourcesMobilization of community resources ……

Example IExample I

Higher education:Higher education:

expansion of learning opportunitiesexpansion of learning opportunities

Education System: Education System: EvolutionEvolution

Education System: Education System: EvolutionEvolution

Education System: Education System: EvolutionEvolution

Education System: Education System: EvolutionEvolution

Europe: + 25%

Europe: + 25%

China: +100%

China: +100%

Taiwan: oversu

pply

Taiwan: oversu

pply

Korea: oversu

pply

Korea: oversu

pply

…………

Example IIExample II

Generic capacity:Generic capacity:

reduction and delay of specializationreduction and delay of specialization

Specialization: Evolution

Common Common CoreCore

Generic Capacity Generic Capacity BuildingBuilding

Specialization: Evolution

Common Common CoreCore

Generic Capacity Generic Capacity BuildingBuilding

Engineering: Washington Accord

Engineering: Washington Accord

(70%)(70%)

Business

Schools model (5

0%)

Business

Schools model (5

0%)

Journalism sc

hools model (3

0%)

Journalism sc

hools model (3

0%)

Europe: Bologna Process (3 + 2 + 2)

Europe: Bologna Process (3 + 2 + 2)

UK: Foundations Degree (2 + 3 + 3)

UK: Foundations Degree (2 + 3 + 3)

Example IIIExample III

Curriculum Reform:Curriculum Reform:

Broadened learning experiencesBroadened learning experiences

Learning Experiences/ KLAs

ClassroomsBeyond Classrooms

Beyond Campus

Cyber-Space

Blurring subject boundaries

ClassroomsBeyond Classrooms

Beyond Campus

Cyber-Space

Key-Learning Areas (Hong Kong)

Key-Learning Areas (Hong Kong)

Co-curriculum/After School Education

Co-curriculum/After School Education

Reduction of formal curriculum

Reduction of formal curriculum

Japan 30%

Japan 30%

Singapore 33%

Singapore 33%

Rise of International Baccalaureate

Rise of International Baccalaureate

Curriculum as KLAs

Example IVExample IV

Increase of non-study learningIncrease of non-study learning

Co-curricula, partnership with Co-curricula, partnership with workplaceworkplace

ClassesClassesStudyStudent Activities

Executives of Organisations

Internship, Placement, Mentorship

Design, Music, Drama, Sports

Community Services

Visits to the Rural, Deprived International Exchange

ClassesClassesAcademi

cKnowled

ge

Alternative Learning

Leadership Learning

Workplace Learning

Creativity Learning

Learning to ServeLearning to CareLearning across Cultures

ClassesClassesAcademic

Learning

Learning to live together

Leadership Learning

Workplace Learning

Creativity Learning

Learning to serveLearning to careLearning cross cultures

Classrooms, Libraries,

Laboratories

Student Residence,

Student Unions,

Associations & Clubs, Young

Leaders

Music, Sports, Art, Drama, Dance

Exchange, Youth

Conferences

Rural Visits, NGOs,

Community

Services, Church

Internship,

Practicum,

Placement,

Fieldwork

Mentorship

ClassesClassesAcademic

Learning

Learning to live together

Leadership Learning

Workplace Learning

Creativity Learning

Learning to serveLearning to careLearning cross cultures

Classrooms, Libraries,

Laboratories

Student Residence,

Student Unions,

Associations & Clubs, Young

Leaders

Music, Sports, Art, Drama, Dance

Exchange, Youth

Conferences

Rural Visits, NGOs,

Community

Services, Church

Internship,

Practicum,

Placement,

Fieldwork

Mentorship

Tacit Knowledge

Tacit Knowledge

Social Competence

Social Competence

Values Education

Values Education

Civic Education

Civic Education

Character Education

Character Education

Personality Education

Personality Education

Moral Education

Moral Education

After all …After all …

We are facingWe are facing

Diversity, Uncertainty, Change, …Diversity, Uncertainty, Change, …PlusPlus

Learning anywhere, anytime Learning anywhere, anytime

OECD: Key CompetenciesOECD: Key Competencies

Interacting in socially heterogeneous Interacting in socially heterogeneous groupsgroups

Acting autonomouslyActing autonomously Using tools purposively and interactivelyUsing tools purposively and interactively

OECD: The Definition and Selection of OECD: The Definition and Selection of Competencies: Theoretical and Conceptual Competencies: Theoretical and Conceptual

FoundationsFoundations Project (DeSeCo) Project (DeSeCo)

Key competenciesKey competencies

Interacting in socially heterogeneous Interacting in socially heterogeneous groupsgroups

The ability to relate well to othersThe ability to relate well to others The ability to cooperateThe ability to cooperate The ability to manage and resolve The ability to manage and resolve

conflictsconflicts

Key competenciesKey competencies

Acting autonomouslyActing autonomously The ability to act within the “big The ability to act within the “big

picture”picture” The ability to form and conduct life The ability to form and conduct life

plans and personal projectsplans and personal projects The ability to defend and assert The ability to defend and assert

one’s rights, interests, limits, and one’s rights, interests, limits, and needsneeds

Key competenciesKey competencies

Using tools purposively and Using tools purposively and interactivelyinteractively

The ability to use language, symbols, The ability to use language, symbols, and text interactivelyand text interactively

The ability to use knowledge and The ability to use knowledge and information interactivelyinformation interactively

The ability to use technology The ability to use technology interactivelyinteractively

Thank you!Thank you!