Week 5.pptx Sustainable Development Issues, Principles & Practice PDF

Sustainable Development: Issues, Principle & Practice WEEK 5 ROLES OF UNIVERSITIES & SUSTAINABLE DEVELOPMENT PRESENTATION STRUCTURE 1. Roles and responsibilities of universities for sustainable development 2. Covid’s impact to universities and sustainable development agenda...

Sustainable Development: Issues, Principle & Practice WEEK 5 ROLES OF UNIVERSITIES & SUSTAINABLE DEVELOPMENT PRESENTATION STRUCTURE 1. Roles and responsibilities of universities for sustainable development 2. Covid’s impact to universities and sustainable development agenda  1. ROLES AND RESPONSIBILITIES OF UNIVERSITY AND SUSTAINABLE DEVELOPMENT https://www.youtube.com/watch?v=9jNPbopUIyQ Is there anything wrong with university’s education system now? Do you receive education that is needed by society needs or what industry needs? Do you think you are being educated to be a balanced person or being prepared for job’s employability? What do you think about the “education” you are receiving in IIUM now? Where and what is the role of ISLAM in the universities?  Falsafah Pendidikan Kebangsaan Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri, serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. (KPM, 1996)  FALSAFAH PENDIDIKAN KEBANGSAAN & PENDIDIKAN ABAD KE-21 INTELEK KEPERCAYAAN JASMANI dan KEPATUHAN INSAN KESEJAHTERAAN SEIMBANG MENYUMBANG DIRI JIWA AQAL KETURUNAN & HARTA IMAN MASYARAKAT HARMONIS kepada ROHANI TUHAN EMOSI … sejahtera… DAR2020  The factory mass teaching methods of the third revolution era have failed to conquer enduring problems of inequity and unfairness. - Anthony Seldon & Oladimeji Abidoye (2018) Pendidikan berasas NILAI Pra-COVID-19 Keberadaan Ilmu Pasca-COVID-19 3M [ Kita V.U.C.A ] Duniasekarang 3 4 H H Manpower > Humanity pekerjaan bersimpati >> >> Mind > Heart inovasi berempati >> >> Machine Pendidikan > High Touch teknologi tanpa roh menyayangi Money (nilai) > Humility (NILAI) DAR2020  The factory mass teaching methods of the third revolution era have failed to conquer enduring problems of inequity and unfairness. - Anthony Seldon & Oladimeji Abidoye (2018) Pendidikan berasas NILAI Pra-COVID-19 Keberadaan Keberadaan Ilmu Ilmu Pascsa-COVID-19 vision - understanding - clarity - 3M [ agility V.U.C.A ] 34 HH Manpower > Humanity ⮚ Vision pekerjaan bersimpati >> >> Mind inovasi KI > Heart ⮚ Understanding berempati >> >> Key Intangible Performance Machine teknologi P ▪ Pendidikan Wawasan meluas ▪ Kefahaman mendalam ▪ mempunyai Pencerahan insaniroh ▪ Kelincahan MANUSIAWI > High Touch ⮚ Clarity menyayangi Money (nilai) > Humility (NILAI) ⮚ Agility https://www.youtube.com/watch?v=HdqtuYtDX_M UNIVERSITIES & SUSTAINABLE DEVELOPMENT  Teaching and Learning (Nurturing the Soul) Research andGOVERNANCECommunity Innovation (from Engagement the Soul for the (Celebrating the Soul) Soul) LEARNING FOR SUSTAINABILITY? Learning to know (learning to learn, general knowledge & understanding) Learning to do (skills, competence, practical ability in a variety of settings) Learning to live together (tolerance, mutual understanding, interdependence) Learning to be (personal autonomy & responsibility, memory, aesthetics, ethics, communication & physical capacity) Learning to become (Education 2030) Delors Commision of Education  Learning for Sustainability Implies shift from To Transmisive learning Learning through discovery Teacher centre approach Learner centered approach Individual learning Collaborative learning Learning dominated by theory Practice oriented learning linking theory and experience Focus on accumulating knowledge and content Focus on self regulating learning and a real issue orientation orientation Emphasis on cognitive objectives only Cognitive, affective and skills related objectives Institutional, staff based teaching/learning Learning with staff but also with and from outsiders Low-level cognitive thinking Higher-level cognitive thinking Integration of Sustainability in University Education (Sterling, 2004) Conventional Transformational Learning Learning Mode 1 Mode 2 Academic Academic & Social Monodiscipline Trans/interdiscipline Technocratic Participative….. Predictive Exploratory… Certain Uncertain Homogeneous Heterogenous…. Individual production K-coproduction.. Less integrative More integrative Basic /Applied Use-inspired Basic Adapted from Martens, P. 2006. Sustainability: science or fiction? Sustainability: Science, Practice, & Policy 2(1):1– 5 http://ejournal.nbii.org/archives/vol2iss1/communityessay.martens.html  Knowledge be to Education Education do to principles principles Skills to know Attitude Teachin Exposu g Tr a d re Knowledg Acceptan e ce Exposu Skills Ne Attitude w reThinking & Action Learnin Internalizatio g n Acceptan ce T – personality student Generic Knowledge Specialised Knowledge - Expertise “…. university produce graduates whose expertise may be a mile wide and an inch deep, but they can glean enough insights to pass on useful information to those seeking to formulate public policy as against encouraging hyper specialization whereby they may be producing work read only by a handful of their own peers.” “….overspecialization breeds self-indulgent scholasticism. too many scholars write for an audience of dozens, and far too few write for thousands, fewer still for millions. in a bygone era, the best intellectuals wrote for educated people generally, not for a handful of specialists. ……”  Advise From A Nobel Laureate “If we work on research topics that the West is not interested in, we will always be 20 years ahead. If we work on topics that the West is interested in, we will always be 20 years behind”....... Ahmad Zewail 1999 Nobel Prize in Chemistry Going beyond academic and industry  Target of Research Blue Ocean Strategy: Turn around the LANDSCAPE Stop playing catching up World Address the needs of the people of the Bottom billion pop Concentrate on education and research outcomes that 6.7 will reduce inequity and enhance sustainability that billion includes availability, affordability, accessibility and quality of our innovations to those who need it most The The Rich Rich When performing research, provide local solutions to answer global problems. Balance economic needs and social needs- Perform The Poor research to enhance humanity (4 billion) “Bottom. billion”. Which kind of research is needed? What kind of engineering curriculum is needed most by our society Who need these innovation and Who invented them?  Requirement of Research for Sustainability o Appropriateness especially with regard to cultural sensitivity and local values whereby content of research as well as the approach utilized do not run contrary to moral values, ethics and the communal norms o Affordability to ensure that the research output offered can be attained by all members from all levels of society – specifically those at the bottom billion. o Accessibility to ensure that the research outputs are devised are not exclusive and take into account the needs of the public without excluding certain groups. o Availability to make certain that every program offered is always at the disposal of those who need them.  COMMUNITY ENGAGEMENT FOR SUSTAINABILITY  COMMUNITY ENGAGEMENT FOR SUSTAINABILITY Third Mission of Universities: “Universities have now been given a new mission to transfer technologies, in addition to their traditional mission of research and education. The idea of industry-university cooperation has thus gained social recognition.” “A higher education institution, as a whole or as a part, that addresses, involves and promotes, on regional or global level, the minimization of environmental, economics, societal, and health negative effects in the use of their resources in order to fulfill its main functions of teaching, research, outreach & partnership, and stewardship among other as a way to helping society make the transition to sustainable life styles.” https://www.nst.com.my/opinion/columnists/2020/08/614303/students-can-help-v arsities-become-beacons-sustainability “Students are the best bridge for the universities to reach out to communities.” https://www.youtube.com/watch?v=6bL275Nx4e0 POST-COVID HIGHER EDUCATION AND SUSTAINABILITY https://www.youtube.com/watch?v=KIL3HB1LhxM https://www.youtube.com/watch?v=lo9UxC6dfG4 https://www.youtube.com/watch?v=H4xH8sw0Eh8