Curriculum change - opportunity for changing perspectives Dr. sc. Blaženka Divjak, asist. prof. University of Zagreb Faculty of Organization and Informatics

Content Tempus project Tempus project where this “little research” started where this “little research” started Information society Information society new global economy new global economy Underrepresented groups in ICT Underrepresented groups in ICT In Croatia and worldwide In Croatia and worldwide Good practice Good practice Conclusion Conclusion

Tempus project Aspects of Organization and Information Systems: Curriculum Development Aspects of Organization and Information Systems: Curriculum Development Coordinator: Doc.dr.sc. Blaženka Divjak University of Zagreb Faculty of Organization and Informatics Contractor: Prof.dr.sc. Wolf Rauch Karl-Franzens University Graz Institut für Informationswissenschaft

Tempus project partners Karl-Franzens Universität, Graz Karl-Franzens Universität, Graz Albert-Ludwigs-Universität, Freiburg Albert-Ludwigs-Universität, Freiburg South Bank University, London South Bank University, London City University, London City University, London The Amsterdam School of the Arts, Amsterdam The Amsterdam School of the Arts, Amsterdam University of Zagreb University of Zagreb University of Rijeka University of Rijeka University of Osijek University of Osijek Microsoft Croatia d.o.o. Microsoft Croatia d.o.o. Croatian Operational Research Society Croatian Operational Research Society

Tempus project wider objectives To provide the students in the region with appropriate education which is targeted towards the fast changing needs of the IT and economic environment To provide the students in the region with appropriate education which is targeted towards the fast changing needs of the IT and economic environment To provide collaboration among the universities in the region. To provide collaboration among the universities in the region. To take part in the European process of university education – cooperation with EU universities To take part in the European process of university education – cooperation with EU universities

Curriculum change in narrow view Focused on study content Additonaly Teaching methods New textbooks New laboratory and library facilities Bologna process structure of high educational system

Curriculum change in broader scope Enviroment New global economy Market ICT needs Working in information society (society of knowladge) State of the art in the profession and university Future needs Focused on students Includes social aspects Underrepresented groups

source: Information society – global economy M. Castells’ concept nature of work in the new global economy distinction between “individualised” work and “generic labour” “The Rise of the Network Society” “The critical factor in determining who has the opportunity to join the information elite and who is restricted to the pool of generic labour is education.” Martin Hall, “Education and the Margins of the Network Society”, Cape Town

Market - employment Increasing chances for the lowest and highest educational level professionals No secure job – no job for whole life – multiple job careers “learn how to learn”

source: Structure of Unemployment by Education

Ultimate goal: more students

More Successful Students

Groups that must also be taken into account: Female students Mature (older) students Disabled students Foreign students (international exchange) Ethnic minorities Students from rural areas/ low income and low socio- economic status groups Refugees in Croatia still – before refugees from BH

source: Female students Percentage of women: 51.87% Illiterate (1.77%): 0.67% male, 2.77% women (mostly over 65) Unemployment rate: 15.1%; women: 16.3% Ratio in higher education: 60% Women’s participation decreases as academic rank increases

source: Female students Women are underrepresented in most technical fields, engineering; specially in ICT. Ratio of women in ICT: 30% in Croatia Similar in the rest of Europe and USA In USA only 25% of the professional IT force FOI ratio of enrolled female students 20% Solution:

Mature students Students over the age of 30 (not 25 like in EU) Age range 40 and over – underrepresented in ICT work force 80% of ICT professionals younger than 40 At the same time high percentage of unemployed in the age range of difficulties to find job again Solution: special programs at higher educational institutions for older population Life long learning + e-learning (blended learning)

Students with disabilities Disabled population: % of the Croatian citizens Often have lower level of education Teleworking, characteristic for ICT, specialy appropriate for people with physical disabilities Employees work at home (employers are still uncomfortable with it) More Renata & Violeta

Project: Adoptive Educational Software for the Handicapped Children The ultimate goal: to enhance instruction and to modify the way in which a child hears, responds, replies, or implements the instructional process by using the assisted technology Cooperation between University of Rijeka and nearby primary school for children with disabilities

source: Students from rural areas / low socio-economic status groups The worst situation with litracy and IT litracy In rural areas – no internet access Digital divide – “Falling Through the Net: A Survey of the Have Nots in Rural and Urban America”, USA 1995 Lack of tradition of education Government and local government: scholarships, internet access, open laboratories at schools, e- learning programs – virtual classrooms, portals in Croatian

Benefits for ICT Women, disablade and olders are a big pool of potential work force for ICT. Problems: Additional funds Absence of computer literacy and internet access Only 28% of homes in Croatia have computers (more than 50% mobiles)

Public level Changing public image Role models for ICT & science – popularization of science Nationwide accountability Encouragement at home (disabled) Investment in computer-related education Encouragement of success in math & science in secondary education Providing equitable and meaningful access to technology – bridging “digital gap” Establishing networks

University level Underrepresented groups often demonstrate different learning styles How to evaluate their learning? Use of e-learning Quotas for underrepresented groups

Tempus includes Content Include soft skills courses, seminar groups Help students to become successful Teaching methods Different types of students – different learning styles “learn how to learn” E-learning materials Disabled, low income group, mature students Quality! Language courses Foreign students – international exchange

Conclusions Solution for better position of underrepresented groups in ICT field is the wise use of ICT itself. Mutual benefits for underrepresented groups, ICT industry and society in general. Little warning: try to keep the essence of education – something we can recognize in the competence of good teachers