Hjh Shahridah Kassim (Dr)Faculty of Health Sciences

UiTM Puncak Perdana

DEMOCRATIZATION AND LIBERALIZATION OF ALLIED

HEALTH EDUCATION:ISSUES AND CHALLENGES

Overview

Democtratisation & Liberalisation in the context of education

National Education Strategic Plan From teaching to learning Outcome Based Education Issues and Challenges

DEMOCRATISATION OF EDUCATION

DemocracyFreedomRights

EducateFoster, Nurture, train,Cause to develop innate capabilities

optimally

DEMOCRATISATION OF EDUCATION

Is rather an amorphousphrase, which one can parkall kinds of political andeconomic consideration.

DEMOCRATISATION OF EDUCATION

Basically is a condition for theprogress of the society,favourable conditions andobstacles, quality ofeducation in relation to therequirement of socio-economic development

LIBERALISATION Liberating education consists in acts of cognition, not

transferals of information. It is a learning situation in which the cognizable

object (far from being the end of the cognitive act) intermediates the cognitive actors -- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction to be resolved. Dialogical relations -- indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object --are otherwise impossible.

Freire,P.(1993). Pedagogy of the oppressed

Why do we need to democratize and liberalize Allied Health

Sciences Education? Change in the Health Care System Traditionally it is to cure Focus of health care has shifted from model

of cure to: Controlling of symptoms Maximising patients level of functioning

and quality of life Helping patient and families to cope with

long-term illness.

20TH CENTURY EDUCATIONAL STRATEGIES IS UNFIT TO TACKLE 21ST CHALLENGES

Health professionals of the 21st century http://www.healthprofessionals21.org/docs/HealthProfNewCent.pdf

NATIONAL EDUCATION ACTION PLAN

Education Act 1996 Education in Malaysia is on-going effort towards

further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God.

An effort to produce Malaysian citizen who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the family, society and the nation at large.

Source: Curriculum Specifications Form 5 (2006). Integrated Curriculum for Secondary Schools. Curriculum Development Centre, Ministry of Education Malaysia

NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN (NHESP

Education ACT 1996 : for Higher EducationPurpose:Method:

Target:

Guiding principle:

Ultimate goal:

to develop individuals potentialholistic and integrated

Balanced and harmonious human capital.Intellect, emotion, spiritual, physical

Belief and devotion to the Creator

Malaysians who are knowledgeable, of noble/ distinguished characters/ responsible, able to self-prosper and contribute to the harmony and prosperity of the family, society and country

NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN

(NHESP)Seven strategic thrusts:1. Widening Access and Enhancing Equity2. Improving the Quality of Teaching and

learning3. Enhancing Research and Innovation4. Strengthening Institutions of Higher

Education5. Intensifying Internationalisation6. Enculturation of Lifelong Learning7. Reinforcing the Higher Education Ministrys

delivery System

NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN (NHESP)

Development of quality human capital will be intensified. The approach must be holistic and emphasise the development of knowledge, skill and intellectual capital in fields such as science technology and entrepreneurship. Simultaneously, we must develop a culture that is progressive, coupled with high moral and ethical values. This is what is meant by human capital with First-Class Mentality.

Tun Abdullah Ahmad Badawi, 2006

Source: National Higher Education Action Plan 2007 -2010

CHANGE

Attributes of Human Capital with First-Class Mentality*

Knowledge attributes Personal attributes Interpersonal attributesMastery of core subjects and ability to apply that knowledge Mastery of BahasaMalaysia and English, and at least one other global language. A continuing passion for knowledge through lifelong learning. Excellent general knowledge and interest in current events. Appreciation of the arts, culture and sports. Sound analytical and problem-solving skills. Awareness of business and management principles, and technology

Goal-oriented: proactive, self-starting, self-disciplined, confident, resilient, motivated, and fiercely competitive. Intellectually engaging: creative, innovative, and possessing critical thinking skills. Quick learner, adaptable, and flexible. Entrepreneurial. Ethically and morally upright. Spiritually grounded. Compassionate and caring (through volunteerism and social services).

Able communicator and effective presenter. Able to relate and be comfortable with people at all levels. Able to develop and leverage on personal and professional networks to achieve goals. Natural leader. Team player

http://www.mohe.gov.my/transformasi/images/1_bi.pdf

Why must change?30 years of research show many of our students are epistemological Dualists: They view the world in rigid categories of black- white, right-wrong, and good-bad, and their knowledge is passivelyreceived from Authorities.They dont understand that knowledge is constructed by a very active, personal making of meaning. They dont understand the role played by evidence when they select from among competing hypotheses, opinions, and values. In other words, they do not understand critical thinking processes.

Why must change?Moral values the pre-eminent of the learning institution outcome we ought to produce. The best studied of several aspects of moral development, moral judgment, is known to be linked to moral action

Gardiner, L. F. Why We Must Change: The Research Evidence THE NEA HIGHER EDUCATION JOURNAL http://www.nea.org/assets/img/PubThoughtAndAction/TAA_00Fal_13.pdf

Why must change? All three of these important dimensions of cognition

using abstract symbols, epistemology, and principled, ethical reasoning as well as the ability to work cooperatively in teams with people different from oneself, require for their development that students be actively involved in learning. It is unlikely that lectures alone can bring about the profound cognitive reorganizations required, produce the interpersonal skills that must be developed, and foster the substantial changes in disposition toward learning and human diversity required for these important changes to occur.

Gardiner, L. F. Why We Must Change: The Research Evidence THE NEA HIGHER EDUCATION JOURNAL http://www.nea.org/assets/img/PubThoughtAndAction/TAA_00Fal_13.pdf

Why must change?Change the comatose receptors and collectors ofinformationThe teacher talks about reality as if it weremotionless, static, compartmentalized, andpredictable. Or else he expounds on a topiccompletely alien to the existential experience of thestudents. His task is to "fill" the students with thecontents of his narration -- contents which aredetached from reality, disconnected from the totalitythat engendered them and could give themsignificance. Words are emptied of their concretenessand become a hollow, alienated, and alienatingverbosity.

Why must change?Education thus becomes an act ofdepositing, in which the students are thedepositories and the teacher is the depositor.Instead of communicating, the teacher issuescommuniques and makes deposits which thestudents patiently receive, memorize, andrepeat.This is the "banking' concept of education, inwhich the scope of action allowed to thestudents extends only as far as receiving,filing, and storing the deposits

Why must change?The banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

Why must change?In the 20th century, the approach to education was to focus on learning-about and to build stocks of knowledge and some cognitive skills in the student to be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world where students could expect to learn one set of skills and use them throughout their lives. Careers often lasted a lifetime. But the 21st century is quite different. The world is continuously changing at an increasing pace. Skills learned today are apt to be out-of-date all too soon. When technical jobs change, we can no longer expect to send a person back to school to be re-trained or to learn a new profession. By the time that happens, the domain of inquiry is likely to have morphed yet again.

-John Seely Brown

Why must change?1. the teacher teaches and the students are taught; 2. the teacher knows everything and the students know nothing; 3. the teacher thinks and the students are thought about; 4. the teacher talks and the students listen -- meekly; 5. the teacher disciplines and the students are disciplined; 6. the teacher chooses and enforces his choice, and the students comply; 7. the teacher acts and the students have the illusion of acting through the

action of the teacher; 8. the teacher chooses the program content, and the students (who were

not consulted) adapt to it; 9. the teacher confuses the authority of knowledge with his or her own

professional authority, which she and he sets in opposition to the freedom of the students;

10. the teacher is the Subject of the learning process, while the pupils are mere objects.

PARADIGM SHIFT

From teaching to learning An educational institution exists to

provide instructionInstruction Paradigm :

Curriculum content basedList of topics and sub-topicTextbooksObjectives

Lecturers:Transmitters of knowledge

Instruction ParadigmTeaching/ learning structuresLectures- start/ end at the same time1 hour lecture 1 creditOne teacher, one classroomSingle instructional approach Objectives Independent disciplines, departments End of course assessment . Barr, R. B & Tag, J. (1995) From Teaching to Learning -A New Paradigm for Undergraduate Education http://www.ius.edu/ilte/pdf/barrtagg.pdf

Learning Paradigm

Goal of a higher learninginstitutions to create environmentsand experiences that bring studentsto discover and constructknowledge for themselves, to makestudents members of communitiesof learners that make discoveriesand solve problems.

Learning Paradigm Teaching/ learning structures Holistic Learning environments Learning held constant but time varies Outcomes Pre/during/post assessments Cross discipline/ department

colloboration . Barr, R. B & Tag, J. (1995) From Teaching to Learning -A New Paradigm for

Undergraduate Education http://www.ius.edu/ilte/pdf/barrtagg.pdf

Outcomes?

Moving away from:

Are students getting the right answer?

Outcomes?

Moving to:

Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

Outcomes?

Moving to:

Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

Outcomes?

Moving to:

Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?

Outcomes?

Moving to:Do [students] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?

Outcomes?

Moving to:

Can [students] work respectfully and productively with others?

21st century curriculum design for 21st learners

21st century learningSix Facets of Understanding A

multi-faceted view of what makes up understanding (p. 44)

Can Explain Can Interpret

Can Apply Have Perspective Can Empathize

Have Self-Knowledge

Wiggins,G. & McTighe, J.( Understanding By Design)

21st century learning

Dr. Robert Sternberg (2006) -Optimizing Student SuccessSternberg explains the theory of successful intelligence as your ability to achieve what you want in life, and that could be any prosocial activity within your sociocultural context. The theory suggests that successfully intelligent people achieve what they want by capitalizing on their strengths, correcting or compensating for their weaknesses, and adapting to, shaping, and selecting their environments.

21st century learning

Curriculum must develop 3Rs: Reasoning Resilience Responsibility

21st century skills Tony Wagner (2008) proposes that students

need 7 survival skills to be prepared for 21stCentury life, work and citizenship:

Critical thinking and problem solving Collaboration and leadership Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analysing information Curiosity and imagination

What is learning? Relatively permanent change in

behavior or mental state based on experience Relatively permanent change: Can be

altered with future learning Behavior: Some response to a situation or

event Mental state: knowledge, attitude, belief,

strategy

Learning

The mind is not a vessel to be filled but a fire to be ignited

(Plutarch A Greek Philosopher)

20th century vs 21st century

Education in the 20thcentury:

is filling the vessel Is re-telling Is information

transfer Content based Textbook driven Passive learning Working in isolation

Education in the 21stcentury:

is igniting the fire Is discovery Learning to learn

Outcome based Research driven Active learning collaboration

Goals of higher education

Uncover, discover Learn,Unlearn,Relearn Autonomous learners Life-long learning Meta-cognition

Improve teaching and learning

Transform Curriculum

Content based Outcome based (objectives) (outcomes)

Improve teaching and learning

Transform teaching and learning

Instructional based learning

Improve teaching and learning

Methods of assessment

Transform end of the course assessment

Pre/during/ post assessments

21st century curriculum designLearning is highly active, dynamic, interacting

Curriculum 1. Integrated and Interdisciplinary2. Project based3. Research driven

Curriculum is focused on outcomes NOT objectives

21st century curriculum design

Teaching & Learning

Teaching is holisticNot fragmented Learning is designed on upper levels of Blooms synthesis, analysis and evaluation (HOTS)

Outcome based curriculum

Knowledge is constructed, created and gottenIs connected through previous knowledge and experiences, interests, talentIs not through memorization

Outcome based curriculum

Assessment Is continuousDemonstration of understanding through applicationBy peer, facilitator and selfHolistic rubrics

Outcome based education

What is it? ITS NOT WHAT WE TEACH,

ITS WHAT THE STUDENTS LEARN It is a method of curriculum design and

teaching focuses on what the students can actually do after they are taught.

Why OBE? OBE in PSPTN

Why OBE? OBE in Act 679

OUTCOME BASED EDUCATION

Quality

Accountability

outlines specific, measurable outcomes

Why Outcome Based Education (OBE)?

The proof of good education andtraining is in finding whether:learning has really taken placelearning has equipped learners

with the skills and knowledgethat will enable them to solveauthentic problems in aworkplace situation.

Why OBE? the quality of education:

highly valued by the community and by nations; seen as fundamental to being successful in this

knowledge age. What matters today :

good education and training =key aspects for being successful in life.

It is too time-consuming for learners to attend academic institutions; get qualifications and then still have to get in-service training to be able to do the job.

Therefore, good education and training should not only be of an academic nature, but it should also prepare learners adequately for the workplace.

Why OBE? About 44,000 graduates are without jobs as they have

nothing outstanding to offer to the job markets although they possess degrees and diplomas.

Professor Emeritus Datuk Dr Khoo Kay Kim of Univ. Malaya said this was one problem which must be looked into.

He said this had been mainly caused by students memorising facts without knowing how to apply them in a particular situation.

As a result, most of them cant even do simple things or solve simple problems. Another factor is their laid-back attitude. This is one phenomenon that is evident today

NST August 20, 2002

Why OBE? About 44,000 graduates are without jobs as they have

nothing outstanding to offer to the job markets although they possess degrees and diplomas.

Professor Emeritus Datuk Dr Khoo Kay Kim of Univ. Malaya said this was one problem which must be looked into.

He said this had been mainly caused by students memorising facts without knowing how to apply them in a particular situation.

As a result, most of them cant even do simple things or solve simple problems. Another factor is their laid-back attitude. This is one phenomenon that is evident today

NST August 20, 2002

Tan Sri Sri Megat Najmuddin, chairman of Asian World Summit, the organisersof the conference, said that while we were capable of producing over one hundred thousand graduates each year, our graduates lacked critical thinking and communication skills to survive in the real working world.

What is OBE ?

Education that is outcome-based, is a learner centered, results oriented system founded on the belief that all individuals can learn

James Towers (1996)

What is OBE ?

OBE is education based on producingparticular educational outcomes that: focuses on what students can actually

do after they are taught; expect all learners/students to

successfully achieve particular(sometimes minimum) level ofknowledge and abilities.

What is OBE ?Outcome based does not mean curriculum based with outcomes sprinkled on top. It is a transformational way of doing business in education. (Spady, 1993)OBE is an approach to education in which decisions about the curriculum are driven by the learning outcomes that students should display at the end of the course. These decisions include curriculum content, educational strategies, student selection and assessment.

ITS NOT WHAT WE TEACH, ITS WHAT THE STUDENTS LEARN

What is OBE?

Source: King Features Syndicate

From teaching to learning

OBE basic foundations

All students can learn and succeed, but not all in the same time or in the same way.

Successful learning promotes even more successful learning.

Schools (and teachers) control the conditions that determine whether or not students are successful at school learning.

OBE

Student centred learning (SCL)

TEACHER-CENTERED vsSTUDENT-CENTERED LEARNING

ELEMENTS

KNOWLEDGE

STUDENT PARTICIPATION

ROLE OF LECTURER

ROLE OF ASSESSMENT

EMPHASIS

ASSESSMENT METHOD

ACADEMIC CULTURE

TEACHER-CENTERED

Transmitted from Instruction

Passive

Leader/Authority

Few Tests, Mainly for Grading

Learning Correct Answers

One-Dimensional Testing

Competitive, Individualistic

STUDENT-CENTERED

Constructed by Students

Active

Facilitator/Partner in Learning

Many Tests, for Ongoing Feedback

Developing Deeper Understanding

Multidimensional Testing

Collaborative, Supportive

OBE vs. Traditional Education (Content-Based Learning)

Content Based Learning System Outcomes Based Learning System

Passive students Active learnersAssessment process exam & grade driven Continuous assessment

Rote learning Critical thinking, reasoning, reflection & action

Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations

Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork

See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities

Teachers/trainers responsible for learning -motivated by personality of teacher

Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth

Emphasis what teacher hopes to achieve Emphasis outcomes what learner becomes & understands

Content placed in rigid time frames Flexible time frames - learners work at own pace

Paradigm Shift in the Education & Training Philosophy

From teacher-centered (TCL)

Traditional teaching teacher owns the knowledge and convey it to the students.

Teacher brings the content and the answers into the classroom/ training room with him / her.

to a student-centered (SCL)

SCL Based teaching : students (trainee) to learn as much as possible.

teacher as a coach/facilitator, innovator, motivator who asks questions and provides guidelines for the acquisition of knowledge.

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )

Principles of OBEa) Clarity of focus about outcomes

Always have the outcomes as the focus. Let the students know what they are aiming for.

b) Designing backwards Design curriculum backward by using the major outcomes as the focus

and linking all planning, teaching and assessment decisions directly to these outcomes.

c) Consistent, high expectations of success Set the expectation that OBE is for ALL learners. Expect students to succeed by providing them encouragement to engage

deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994).

d) Expanded opportunity Develop curriculum to give scope to every learner to learn in his/her own

pace. Cater for individual needs and differences, for example, expansion of

available time and resources so that all students succeed in reaching the exit outcomes.

OBE RequisitesWhat the students learn must be clearly identified.The students progress is based on demonstrated achievement.Multiple instructional and assessment strategies need to be available to meet the needs of each student.Adequate time and assistance need to be provided so that each student can reach the maximum potential

OBE Emphasis?

ASSESSMENT OF

OUTCOMES

OBE is assessment driven

Assessment is used to determine whether ornot a qualification/ condition/ criterion/ skill hasbeen achieved

To determine whether learners are successful,(i.e. whether students know they have learntwell) the learners must be assessed using theassessment criteria of the outcome

Relevancy of OBE

Rating/Accreditation requirements:

1. Quality Assurance Audit by the Ministry of Education: Malaysian Qualifications Framework (MQF) emphasis on learning outcomes.

2. Accreditation Requirement for Professional Programmes by professional bodies emphasizes learning outcomes

Real Benefits of OBE

Anticipation of real benefits More directed & coherent curriculum Graduates will be more relevant to

industry & other stakeholders (more well rounded graduates)

Continuous Quality Improvement (CQI) is an inevitable consequence

OBE is an educational process.

Directed/focussed at achieving certain specified outcomes in terms of individual student learning.

Outcomes - key things students should understand and be able to do or the qualities they should develop.

Both structures and curricula are designed to achieve those capabilities or qualities.

Educational structures and curriculum are regarded as means not ends. If they do not do the job they are rethought (Continuous Quality Improvement (CQI)).

Therefore, OBE

OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits.

Amongst Expected Changes: Curriculum Restructuring/Revision Innovative/Flexible Delivery Method Variety of Assessment & Evaluation Methods Collection of Evidences Continuous Quality Improvement (Closing the

Loop (CDL))

Therefore, OBE

Planning (1)

Developing (2)

Implementing (3)

Evaluating (4)

OBE PROCESS

Evaluate / analyse

Closing the Loop (CDL)

CQI Report

Curriculum REVIEW

Course Outcomes (CO)

SLT

Curriculum

AssessmentsTL Activities

Credit Hour

Blooms Taxonomy

Blooms Taxonomy

Summative Assessment

Curriculum

Documenting

Evidences

Lesson Plan

Test Blueprint

Marking Scheme

Student Portfolio

Formative Assessment

Entrance/Exit Surveys

Rubrics

Blooms Taxonomy

Academic Level

CurriculumPEO

Program Outcomes (PO)

ProgramStandards

ISSUES AND CHALLENGES Changing Labour market Technological changes Cost Society and health system Global competition Accountability , governance and coordination Absence of full fledge long-life learning policy

CONCLUSION

What kind of education do we need?

The answer to the question lies in the answer to a different question: What kind of society do we want?

Eugenio Tironi: El sueo chileno (2005)

The Wingspread Group on Higher Education, 1995:

teaching is more than lecturing. active engagement in learning is more

productive than passive listening. we should evaluate institutional

performance against student outcomes.

We need to rededicate ourselves to the values that made us educators in the first place.

We need to see the familiar aspects of our work through the lens of a new paradigm.

Are our students ready for the new global economy?

Conclusion

Conclusion

Are our students critical thinkers and problem solvers?

Are our students globally aware?

Are our students self-directed?

Are our students good collaborators?

Are our students flexible and adaptable?

Are our students innovative?

Are our students effective communicators?

Conclusion

http://www.healthprofessionals21.org/docs/HealthProfNewCent.pdf

THANK YOU

DEMOCRATIZATION AND LIBERALIZATION OF ALLIED HEALTH EDUCATION:ISSUES AND CHALLENGES Overview DEMOCRATISATION OF EDUCATION DEMOCRATISATION OF EDUCATION DEMOCRATISATION OF EDUCATION LIBERALISATION Why do we need to democratize and liberalize Allied Health Sciences Education? 20th century educational strategies is unfit to tackle 21st challenges Slide Number 9NATIONAL EDUCATION ACTION PLANNATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN (NHESPEducation ACT 1996 : for Higher EducationNATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN (NHESP)NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN (NHESP)CHANGE Slide Number 15Why must change?Why must change?Why must change?Why must change?Why must change?Why must change?Slide Number 22Why must change?Why must change?PARADIGM SHIFT From teaching to learning Instruction ParadigmLearning Paradigm Learning Paradigm Slide Number 30Slide Number 31Outcomes?Outcomes?Outcomes?Outcomes?Outcomes?Outcomes?21st century curriculum design for 21st learners 21st century learning21st century learning 21st century learning 21st century skills What is learning?Learning The mind is not a vessel to be filled but a fire to be ignited 20th century vs 21st century Goals of higher education Improve teaching and learning Improve teaching and learning Improve teaching and learning 21st century curriculum design21st century curriculum designOutcome based curriculumOutcome based curriculumOutcome based education Why OBE? OBE in PSPTNWhy OBE? OBE in Act 679OUTCOME BASED EDUCATION Why Outcome Based Education (OBE)?Why OBE?Why OBE?Why OBE?Slide Number 63What is OBE ?What is OBE ?What is OBE ?What is OBE?From teaching to learningOBE basic foundationsOBE TEACHER-CENTERED vs STUDENT-CENTERED LEARNINGOBE vs. Traditional Education (Content-Based Learning)Paradigm Shift in the Education & Training PhilosophySlide Number 74Slide Number 75Principles of OBEOBE RequisitesOBE Emphasis?Slide Number 79Relevancy of OBEReal Benefits of OBESlide Number 82Therefore, OBE Therefore, OBE Slide Number 85ISSUES AND CHALLENGES CONCLUSION Slide Number 88ConclusionSlide Number 91Slide Number 92Slide Number 93Slide Number 94Thank You