DEMOCRATIZATION AND LIBERALIZATION OF ALLIED HEALTH EDUCATION: ISSUES AND CHALLENGES

Hjh Shahridah Kassim (Dr) Faculty of Health Sciences UiTM Puncak Perdana

Overview
Democtratisation & Liberalisation in the
context of education National Education Strategic Plan From teaching to learning Outcome Based Education Issues and Challenges

 Democracy
Freedom Rights

DEMOCRATISATION OF EDUCATION

Educate
Foster, Nurture, train, Cause to develop innate capabilities optimally

DEMOCRATISATION OF EDUCATION

Is

rather an amorphous phrase, which one can park all kinds of political and economic consideration.

DEMOCRATISATION OF EDUCATION Basically is a condition for the progress of the society, favourable conditions and obstacles, quality of education in relation to the requirement of socioeconomic 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/HealthProfNe wCent.pdf

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 wellbeing 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 EDUCATION ACTION PLAN

NATIONAL HIGHER EDUCATION LONGTERM STRATEGIC PLAN (NHESP Education ACT 1996 : for Higher Education
Purpose: Method: Target: Guiding principle: Ultimate goal:
to develop individuals potential holistic 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 Equity 2. Improving the Quality of Teaching and learning 3. Enhancing Research and Innovation 4. Strengthening Institutions of Higher Education 5. Intensifying Internationalisation 6. Enculturation of Lifelong Learning 7. Reinforcing the Higher Education Ministrys delivery System

NATIONAL HIGHER EDUCATION LONGTERM 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 FirstClass 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 Mastery of core subjects and ability to apply that knowledge Mastery of Bahasa Malaysia 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 Personal attributes 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). Interpersonal attributes 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 passively received 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.p df

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 of
information The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.

Why must change?

Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking' concept of education, in which the scope of action allowed to the students 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 outof-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. 2. 3. 4. 5. 6. 7. the teacher teaches and the students are taught; the teacher knows everything and the students know nothing; the teacher thinks and the students are thought about; the teacher talks and the students listen -- meekly; the teacher disciplines and the students are disciplined; the teacher chooses and enforces his choice, and the students comply; 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 instruction
Instruction Paradigm :
Curriculum content based List of topics and sub-topic Textbooks Objectives

Lecturers: Transmitters of knowledge

Instruction Paradigm
Teaching/ learning structures Lectures- start/ end at the same time 1 hour lecture 1 credit One teacher, one classroom Single 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 learning institutions to create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and 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

st 21

century learning
A

Six Facets of Understanding

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)

st 21

century learning

Dr. Robert Sternberg (2006) -Optimizing Student Success

Sternberg 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.

st 21

century learning

Curriculum must develop 3Rs: Reasoning Resilience Responsibility

st 21

century skills

Tony Wagner (2008) proposes that students

need 7 survival skills to be prepared for 21st Century 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)

th 20

century vs

st 21

century

Education in the 20th century: is filling the vessel Is re-telling Is information transfer Content based Textbook driven Passive learning Working in isolation

Education in the 21st century: 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 (objectives) Outcome based (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

st 21

century curriculum design

Learning is highly active, dynamic,

interacting Curriculum 1. Integrated and Interdisciplinary 2. Project based 3. Research driven Curriculum is focused on outcomes NOT objectives

st 21

century curriculum design

Teaching & Learning

Teaching is holistic
Not fragmented Learning is designed on upper levels of Blooms synthesis, analysis and evaluation (HOTS)

Outcome based curriculum

Knowledge is constructed, created and gotten Is connected through previous knowledge and experiences, interests, talent Is not through memorization

Outcome based curriculum

Assessment Is continuous Demonstration of understanding through application By peer, facilitator and self Holistic 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 and training is in finding whether: learning has really taken place learning has equipped learners with the skills and knowledge that will enable them to solve authentic problems in a workplace 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 inservice 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 organisers of 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 producing particular 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 of knowledge 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.

What is OBE?
ITS NOT WHAT WE TEACH, ITS WHAT THE STUDENTS LEARN

From teaching to learning

Source: King Features Syndicate

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 vs STUDENT-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 Active Facilitator/Partner in Learning Many Tests, for Ongoing Feedback Developing Deeper Understanding Multidimensional Testing Collaborative, Supportive STUDENT-CENTERED Constructed by Students

OBE vs. Traditional Education (Content-Based Learning)

Content Based Learning System Passive students Assessment process exam & grade driven Rote learning Content based/broken into subjects Outcomes Based Learning System Active learners Continuous assessment Critical thinking, reasoning, reflection & action 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 Learners take responsibility for their learning, motivated by personality of teacher 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)
to

a student-centered (SCL) Based teaching : students (trainee) to learn as much as possible.

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

SCL

Teacher brings the

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

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

teacher

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

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

Principles of OBE
a) 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 Requisites
What 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 or

not a qualification/ condition/ criterion/ skill has been achieved

To determine whether learners are successful,

(i.e. whether students know they have learnt well) the learners must be assessed using the assessment 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. Accreditation Requirement for Professional Programmes by professional bodies emphasizes learning outcomes

2.

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

Therefore, OBE
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))

OBE PROCESS
Curriculum Curriculum REVIEW CQI Report Closing the Loop (CDL) Evaluate / analyse Academic Level Program Outcomes (PO) PEO
Program Standards

Planning (1)

Curriculum

Blooms Taxonomy

Evaluating (4)
Entrance/Exit Surveys Test Blueprint Lesson Plan Marking Scheme Student Portfolio Formative Assessment Summative Assessment
Blooms Taxonomy

Course Outcomes (CO)

Developing (2)
TL Activities Assessments SLT
Blooms Taxonomy

Rubrics

Implementing (3)
Evidences Documenting Curriculum

Credit Hour

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.

Conclusion

Are our students ready for the new global economy?

Conclusion
Are our students critical thinkers and problem solvers? Are our students globally aware? Are our students self-directed?

Are our students good collaborators?

Conclusion
Are our students flexible and adaptable?

Are our students innovative?

Are our students effective communicators?

http://www.healthprofessionals21.org/docs/HealthProfNe wCent.pdf

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