Tapio VARIS
University of
Tampere, Finland
Microsoft
Government Leaders Forum-Europe
Prague, January
31-February 2, 2005
Background
ideas for Session: Discussion Forum I - Track A: Employment and Social
Inclusion
Education
and e-Skills in a Knowledge-Based Economy
Europe cannot face
the global ICT challenge in isolation. Mr. Cristovam
Buoarque, Minister of Education of Brazil, said in his opening speech to
the International Seminar "University XXI" in Brasilia, November
2003, that knowledge has evolved at a speed that academic centres are not
prepared for it, university diplomas no longer give a guarantee for the future,
communications media are taking the role of knowledge sharing, production of
knowledge is global, and that globalisation, however, separates the world.
The spirit of
global co-operation is expressed by Mr. Koichiro
Matsuura, Director-General of Unesco, who emphasises that "it is
necessary to build up large movement to humanise globalisation, based on
solidarity, on the spirit of caring for and sharing with others."
Therefore Unesco promotes "Open Educational ResourcesÓ (OER) initiative as
a co-operation mechanism for the open, non-commercial use of educational
resources.
The European Commissioner in education, Ms. Viviane Reding wrote in our publication "Global Peace Through the Global University System" (edited by Tapio Varis - Takeshi Utsumi and William Klemm, University of Tampere 2003) that in Europe, universities are key actors in the transition to the Knowledge Society. It is crucial that we consider how best we in Europe can adapt and strengthen our educational polices to help us in this transition, which has been aptly described as a 'Knowledge Revolution'. Education plays an increasing role in preparing all of us, but especially our young people, to understand and to take advantage of the Knowledge Society.
Against this
background, the European Council set in 2000 an ambitious target for Europe to
become within ten years "the most competitive and dynamic-based economy in
the world, capable of sustainable economic growth with more and better jobs and
greater social cohesion." They also placed education firmly at the top of
the political agenda, calling for education and training policies to be adapted
to meet this challenge.
In response to this, the European Commission launched its eLearning Action
Plan in 2001. It is an ambitious initiative, addressing ICT needs in all areas
of education and training, and it is soon to become a full program. In
addition, in July 2002, the Commission presented a proposal for another new
program, Erasmus Mundus, to enhance quality in European Higher Education and to
promote intercultural understanding through co-operation with third countries
in higher education. Finally, in February 2003, we adopted a new Communication
on the role of universities in the Europe of knowledge. (Reding
2003)
In Europe, Finland
has been one model of developing an information and knowledge based society.
Implementing ICT in our educational system so that it will reach the vast
majority, however, will require still much work and resources. According to the
assessment there is still a shortage of high-quality digital learning
materials, pedagogical and technical support is still insufficient and teacher
training needs to be increased and better-focused
The Finnish
National Strategy for Education, Training and Research in the Information
Society emphasises that success will be based on citizens equal opportunities
to study and develop their own knowledge and extensively utilise information
resources and educational services. A high-quality, ethically and economically
sustainable mode of operation in network-based teaching and research will have
be established.
The Ministry of
Education has established an action programme to implement the aims of the
strategy. In order to achieve the objectives of lifelong learning and an
information society based on civic equality, an extensive programme has been
launched to familiarise citizens with new ways of the information society, and
to improve media literacy, and information and communication technology skills
of citizens.
In order to
promote the new literacies European-wide we are participating in the project of
creating a European Centre for Media Literacy , see: http://ecml.pc.unicatt.it/english/.
I have been involved with the idea of creating a Global University System (GUS). The Global University
System is a world-wide initiative to create satellite/wireless
telecommunications infrastructure and educational programs for access to educational
resources across national and cultural boundaries for global peace. The GUS
help higher educational institutions in remote/rural areas of developing
countries to deploy broadband Internet in order for them to close the digital
divide and act as the knowledge centre of their community for the education of
poverty and isolation. Education and job skills are the keys in determining a
nation«s wealth and influence. As the ultimate stage, competition among nations
will be competition among educational systems. The GUS education thus will
promote world prosperity, justice, and peace, based on moral principles rather
than political or ideological doctrines.
There is an urgent
need to focus on the digital content services of different disciplines and fields
of applications in order to avoid biased e-library services. Learning technology standards are critical because they
will help us to answer a number of open issues. Whether it is the creation of
content libraries, or learning management systems, accredited standards will
reduce the risk of making large investments in learning technologies because
systems will be able to work together like never before. Accredited standards
assure that the investment in time and intellectual capital can move from one
system to the next.
As pointed out by Dr. Ritva-Sini Merilampi in the Ministry of Education, the strong Finnish faith in learning and cultivation is a heritage of the 19th century proponents of the Finnish culture and civilisation. It is widely understood that literacy is not inherited, but each generation must build its own literacy. Both young and old Finns, boys and girls alike are highly literate in the traditional and also in the new media environment.
In the information
society, knowledge forms the foundation for education and culture and
constitutes the single most important production factor. Information and
communications technology significantly promotes interaction and exchange of
information between individuals, business enterprises, and other organisations,
as well as the provision of, and access to, services. The extent to which the
information society is implemented in schools and libraries, health care, the
promotion of business and industry and other administrative services, as well
as enhancing transparent decision-making, largely depends on the decisions made
and the measures taken by local authorities.
The national
vision is a society, which develops and utilises the opportunities inherent in
the information society to improve the quality of life, knowledge,
international competitiveness and interaction in an exemplary, versatile and
sustainable way.
To open up better
opportunities for self-enhancement, interaction and influence the decisive
factors for the competitiveness of a business enterprise are rapid responses,
flexibility and networking. The public sector develops the overall conditions
for the information society and promotes the construction of technology and the
infrastructure. To be able to make the best use of the opportunity thus offered
for everyone who needs new skills or intercommunication with one to other.
Uncontrolled
information society development may lead to the exclusion of some population
groups and regions. The increasing use of ICT in office work is conducive to
efficiency, and at the same time it reduces labour needs. Electronic
transactions and trade may impair services for those with inadequate skills and
knowledge for electronic self-service. Access to sources of information in the
midst of the information flood may increase inequality between people if the
cost of reliable and well organized information services is too high. The
constantly expanding data systems include more and more information about
individuals, which, if abused, may compromise people's privacy. Dependence on
ICT may increase risks in nearly all activities, which highlights the need to
prepare for exceptional circumstances.
In his epilogue on
"Education for a multicultural world" to the International Commission
on Education for the Twenty-first Century published by UNESCO in 1996, Rodolfo
Stavenhagen pointed out that most modern nation-states are organised on the
assumption that they are, or should be, culturally homogeneous. That is the essence of modern "nationhood,"
upon which contemporary statehood and citizenship are founded. But a truly multicultural education
will be one that can address simultaneously the requirements of global and
national integration, and the specific needs of particular culturally distinct
communities, both in rural and urban setting (Stavenhagen 1996, p.230-231).
The Global
University System (GUS) is adopting philosophies and principles that emphasise
trans-cultural and moral values rather than ideologies. The priority is in academic freedom and
quality in education (Utsumi, et al., 2001). The
Global University System (GUS) is a network of networks formed in particular by
higher education institutions, but also by other organisations sharing the same
objectives of developing a co-operation based on solidarity and partnership
aiming to improving the global learning and wellness environment for people in
the global knowledge society, where the global responsibility is shared by all.
The GUS at the University
of Tampere, Finland is the headquarters Chair of the GUS/UNESCO/UNITWIN
Networking Program. When broadband Internet will be available and interconnect
member schools of our GUS/UNESCO/UNITWIN Networking Program, we can expect
followings:
–
Coalition
member universities will be able to build the network of facilitators for
support of e-learners,
–
Learners may
take one course from a university of different country, in Japan, Canada,
Brazil, Finland, etc., to get his/her degree from the GUS, thus freeing them
from being confined with one philosophy of a university. The broadband Internet
will enable Web-based teaching with more interaction among/between learners and
instructors compared with less interaction in replicating class-room teaching
via satellite - thus stimulating global dialogues among them to attain world
peace,
–
Learners and
faculties at the member universities can promote exchange of ideas,
information, knowledge and joint research and development of Web-based teaching
materials, community development, and many others locally, regionally and even
in global scale,
–
Researchers
in even developing countries can perform joint collaborative Hi-Tech research
and development on various subjects, e.g., Globally Collaborative Environmental
Peace Gaming, micro-biology, meteorology, chemical molecular study, DNA
analysis, 3D human anatomy, design of space shuttle, etc.
In a sense, our
GUS/UNESCO/UNITWIN Networking Chair program is to construct global scale
knowledge forum with advanced ICT, e.g., with the use of massive parallel
processors of globally distributed and yet interconnected mini-supercomputers
around the world through Global Broadband Internet (GBI) of the global neural
computer network
References:
Buoarque,
Cristovam: Responsible University, Opening Address in the International Seminar
"University XXI, New Paths for Higher Education: The Future in
Debate" in Brasilia, Brazil, November 25, 2003.
Matsuura,
Koichiro, Address to the World Forum of Unesco Chairs, Unesco, Paris, 13 November
2002.
http://unesdoc.unesco.org/images/0012/001281/128198e.pdf.5.11.2004
Merilampi, Ritva-Sini: Facts behind
young Finns« success in literacy comparisons. Unpublished paper, Ministry of
Education, Helsinki, Finland, May 2002
Reding Viviane: The Global University System and the European
Union, In Global
Peace Through The Global University System 2003
Ed. by T. Varis, T. Utsumi, and W. R. Klemm University of Tampere, HŠmeenlinna,
Finland
Utsumi, Takeshi
– Varis, Tapio – Knight, Peter – Method, Francis –
Pelton, Joseph: Using broadband to close the digital divide. Intermedia, April
2001, Vol. 29, No 2.
Varis, Tapio: What is media competence and why
is it necessary? Parliamentary Assembly Hearing, Council of Europe, 23 March
2000, Brussels.
Varis, Tapio: Approaches to media literacy and e-Learning.
European Commission Workshop, ÒImage Education and Media Literacy,Ó November 16th,
2000, Brussels (Varis 2000a).
Varis, Tapio - Takeshi Utsumi - William Klemm (Eds.): Global Peace Through The Global University System, University of Tampere, Finland, 2003.
Saarijarven Offset Oy.ISBN
951-44-5695-5