TVTE and Problem Based Learning: The Strategic Needs of Industries:

The Challenge to Training and Education Institution

Prof. Lutfor Rahman

Vice-Chancellor

Pundra University of Science and Technology, Bangladesh
lutfor@agni.com

1. Introduction

Technology has become an important part of today’s society, and students entering the workplace are expected to have better technological backgrounds. To help become technologically competent, universities need to provide more technological facilities for students to use. Students are sometimes more technically competent than some faculty members, and reversing the role of teacher and student can be very successful. It is also important to emphasize to faculty members that technology begets money. In many of the industrialized countries, large numbers of grants are being awarded to institutions and individuals involved with innovative methods for integrating technology. Many careers require specialized training outside of four years higher education institution. These occupations can be challenging as well as rewarding.

2. A Problem Based Learning Approach

It has been proved that motivation soars when students are given a problem to solve that is important to them personally. Let them pick the problems themselves, subject to teacher approval. In this type of setting, a teacher is less an information provider and more a mentor. The focus enlarges beyond the acquiring of information and rudimentary thinking skills to also include the solving of a real-world problem. Consequently, students grow in self-confidence. They come to know that they are abele to face complex, open- ended situations and work their way through them. These students are better prepared to undertake the challenges of solving new problems.

3. Views from the Electronics Industry

Tomas Alva Edison was obsessed by the idea of turning electricity into light. After thousands of experiments with various materials, he finally succeeded when he understood that the glowing wire must be protected from the oxygen in the air. Scientists started to analyse the light bulb and found some new phenomena that led to the discovery of the electron in 1897 by Thomson. This new understanding of basic science led to the development of diode, then in 1907 to triode. Researchers at Bell Laboratories found the semi-conducting materials and the transistor was born in 1949. The first mobile phones from Ericsson, built in 1956 and based on vacuum tube technology, could only be implemented in cars, as the weight was 40 kilograms–without batteries. The evolution of electronics is a good example of how cooperation between academia and industry has resulted in something good for society in general. The transition from an industrial to a knowledge society is one of the greatest challenges on the threshold of Millennium. ‘The biggest barrier for new development of Human-Centric Knowledge Society is our Industrial Age mindset!’ (Kautto-Koivula and Huhtaniemi 2003).

4. School-Industry Cooperation:
During the 1990s, in many countries, a new policy frame work for sustaining economic development resulted in the reform of their education systems. In those reforms school-industry cooperation played an important role.

4.1 Goals of School-Industry Cooperation

Over the past decade, a new form of school-industry cooperation has evolved especially in UK and USA based on partnerships that aim to bring about changes in school curriculum to promote students’ understanding of industry and industrial society. Industry is interested in education to attract talented and motivated students and through general education to address the public understanding of science and technology. As a result of the meaningful participation of industries in the education process, several efficient models of partnerships between industry and schools have emerged. Some are industry specific and in formal, others are broader and more formal.

Economic and social turmoil resulted in a breakdown of the links between schools and industries in the Republic of Slovania, where such connections had once been well developed. Currently, both schools and industries are aware of the mutual benefits that result from cooperation, especially for career counseling and attracting young, talented people to pursue careers in industry. Readiness for cooperation depends on the size of the economic problems of different industrial branches. The prosperous industrial branches are ready to establish partnerships with local schools.

5. Science and Technology for Solving Real Life Problems

Numerous applications of research-based scientific knowledge have changed the lives of most inhabitants of Earth. Science has also transformed our social structures – the ability to apply science based knowledge has become the key to wealth. For example, in many developing countries, new, educated middle classes have appeared as a result of science based production. Today the educational standard of the work force in a country, rather than its natural resources, have become the route to national economic success. The new science based opportunities have primarily benefited populations in industrial countries, while inhabitants of developing countries largely have been unable to take proper advantage of these opportunities. This is the reason some countries are labeled developing countries. The inability of the workforce in a country to use science-based knowledge effectively will leave the country out of global competition. Cultures that value scientific knowledge tend to make fast economic progress, while cultures that have relied on traditional products, with much lower value added, are unable to take advantage of the new science-based opportunities. Therefore, one of the keys to economic success today is the provision of high quality science and technology education.

It is widely recognized that in order to be economically successful, nations must be able to create and maintain a labor force that is competitive in the international market for technology applications. Today, science based technologies are so fast that only a highly qualified workforce with research training in the respective fields is able to evaluate and modify such technologies for local use. In order for a country to be competitive, most citizens must be able to apply science and science based technology, and some must know how to create new scientific knowledge. The import of science talents and science trained labor, on which some rich countries rely, is not feasible for developing countries. Therefore science programs, which provide a strong motivation for science and technology based careers, have become a necessary condition for the creation of an internationally competitive workforce.

6. Applications of Modern Technology

Millions of people lack access to safe water, efficient sources of energy, health care, and education. The United Nations has set goals for meeting these needs. Nanotechnologies may promise effective solutions in these areas. What opportunities we can expect from nanotechnology in regard to safe drinking water, energy, health care, information technology and communications, and food and agriculture? What human health and environmental risks might nanotechnology products present? What are the challenges in linking nanotechnology and development?

6.1. What is Nanotechnology?

Nanotechnology involves the study and manipulation of matter on a very small scale: generally in the range of 1-100 nanometers (1 meter = 1 billion nanometers). By way of comparison, viruses range in size from 20 to 300 nanometers. Nanotechnology is not one technology, but many. It defined nanoscience as “the study of phenomena and manipulation of materials at atomic, molecular and macromolecular scales, where properties differ significantly from those at a larger scale.” It defined nanotechnologies as “the design, characterization, production and application of structures, devices and systems by controlling shape and size at nanometer scale. Nanoparticles exist all around us. We have manipulated matter through chemistry, physics, and plant and animal breeding at the nano-scale (atoms, molecules, cells) for hundreds of years. Many see nanotechnology as the next “transformative technology,” like the Internet or electricity. Just as electricity changed society in ways that society could not imagine in the early days of that technology, nanotechnology is playing the same role. By combining nanotechnology with other technologies such as biotechnology and information technology at the nanoscale, the potential effects may be more significant than with any other new technology. Potential benefits include improved water purification systems, energy systems, health care, food production, and information and communications technologies.

6.2. Nanotechnology Worldwide

Japan identified nanotechnology as one of its main research priorities in 2001. The funding levels increased sharply from $400 million in 2001 to around $800 million in 2003. China is devoting increasing resources to nanotechnology. The US, Europe, Japan, and China are not alone in their enthusiasm for nanotechnology. Over 20 countries now have national nanotechnology programs resulting in an annual collective investment approaching $4 billion globally.

Brazil has three “millennium institutes” and four cooperative networks in nanotechnology. Taiwan plans to spend $663 million over six years to advance nanotechnology and nanotechnology-related industries. In India, more than 30 institutions are involved in research and teaching/training programs on nanotechnology. The government of India has allocated $22.8 million under its 10th five year plan (2002- 2007). In South Africa, about a dozen universities, four science councils, and several companies are active in nanotechnology R&D.

6.3. Applications of Nanotechnologies in Diverse Fields

6.3.1. Water and Health

One of nanotechnology’s most immediate and compelling promises may be in the area of access to safe drinking water. Waterborne diseases and water-related illnesses kill more than five million people a year worldwide, 85% of these being children (WHO). Most of the deaths are caused by diarrhea due to fecal contamination of drinking water.

Natural arsenic in wells is a big problem in Bangladesh. Researchers at Oklahoma State University in the US say they have used nanoparticles of zinc oxide to remove arsenic from water, even though bulk-scale zinc oxide particles cannot absorb arsenic. Nanoparticles of titanium dioxide and zinc oxide are being used in sunscreens and cosmetic products.

6.3.2. Information and Communication Technology (ICT)

Cheaper information and communications technology (ICT) can help society reach the MDGs in the areas of education and of general poverty alleviation, in that it can make farmers, fishermen, and small business people more competitive. ICT can also help to create trained, educated, and healthy workforces that can build vibrant and successful economies. Nanotechnology may increase the speed and quality of connections and make computers, display devices, wires, and connection devices much cheaper.

6.3.3. Food and Agriculture

Several studies suggest that nanotechnology will have major, long-term effects on agriculture and the production of food, but it remains unclear whether effects on developing country agriculture and nutrition will be positive or negative. Nanotechnology may help make food products cheaper.

6.4. Challenges in Linking Nanotechnology and Development

There is still a risk that small minorities of people will benefit from its opportunities, while large majorities, mainly in the developing world, will not. Some academics have argued that many previous technology introductions and revolutions, including the industrial revolution, have benefited the rich while further marginalizing the poor. In fact, nanotechnology could be a major problem for poorer countries if it makes their labor, commodities, and other exports less necessary in the global market.

6.5. Government

Most industrial country governments and a few governments in the developing world are investing heavily in nanotechnology, but even in the countries where a large proportion of citizens are poor, little of this investment is going to benefit for the poor. Northern aid agencies tend not to be involved in the funding or guidance of nanotechnology. The US is funding nanotechnology research projects in Vietnam and collaborating with research programs in Argentina and India.

6.6. Academia

Many universities and research institutes around the world are working on nanotechnology, and many are involved in collaborative projects that involve researchers in developed and developing countries. Universities and research institutes receive much of their funding for nanotechnology research through government programs and, to a lesser extent, through partnerships with the private sector. Much of this nanotechnology funding is going to research that supports improved national corporate competitiveness and improved quality of life in developed countries and is not targeted to addressing needs of poor people.

7. Strategic Applications of Technology in Education

7.1. Global University System (GUS)

GUS is a world wide initiative to create a satellite/wireless telecommunications infrastructure and educational programmes for access to educational resources across national and cultural boundaries for global peace. GUS aims to build a higher level of humanity with mutual understanding across national and cultural boundaries for global peace. GUS helps higher educational institutions in remote/rural areas of developing countries to deploy broadband Internet in order for them to close the digital divide. Education and job skills are the keys in determining a nation’s wealth and influence.

GUS has task forces working in the major regions of the globe with partnerships between higher education and healthcare institutions. Learners in these regions will be able to take their courses, via advanced broadband Internet, from member institutions around the world to receive a GUS degree. These learners and their professors from participating institutions will form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology.

7.1.1. Proposed Infrastructure of GUS:

GUS programs and services will be delivered via regional satellite hubs, typically located at a major university, that connect via high speed satellite (~45 Mbps) to educational resource cites in the EU, USA and Japan. The major university may also be connected to very high speed broadband Internet, similar to the optical fibre network at 3 Gbps of the Multimedia Broadband Internet (MBI) of the Ethiopian government. This advanced wireless communication with laptop computers will make e-learning possible for anyone, anywhere and anytime, with the capability for Internet telephony, fax, voice mail, e-mail, Web access, videoconferencing, etc. This will not only help local community development, but also ensure close cooperation between the higher, middle and lower levels of education. The major university will connect to secondary and elementary schools, libraries, hospitals, local government offices, NGOs, etc., with broadband wireless Internet at drastically discounted rates or free of charge. GUS projects are now starting in Ethiopia, Nigeria and Malawi in Africa and Cambodia in Asia and have inquiries have been received for the same from others.

GUS has its headquarter at the Global E-learning Center at the University of Tampere in Finland, under the direction of the UNESCO/UNITWIN Networking Chair, held by Dr Tapio Varis. Currently, institutions with faculty members who are participating in GUS development projects are numerous in various countries. GUS will serve as an educational broker for universities, thus helping them gain international influence and access to students that they would not otherwise reach. Those institutions affiliated to GUS become members of the GUS/UNESCO/UNITWIN Networking Chair Program.

8. Case Studies in South Asia

8.1. Establishing an ICT based University in a Remote Village in Bangladesh

Training is an important activity in human resource development. A program for training was undertaken to build capacity of women scientists, technologists, researchers and medical professionals in Bangladesh to use ICT for improving their professional effectiveness and efficiency. The program was modeled on an initiative by the Tanzania Commission for Science and Technology (COSTECH), funded by the Commonwealth Science Council (CSC), observed by Professor Lutfor Rahman from the Association for Advancement of Information Technology (AAIT), a Bangladeshi (NGO) in 1996. As the programme progressed, a number of other Bangladeshi institutions became partners or provided support. Direct involvement in the courses of senior policy makers, employers and local experts has proven to be absolutely crucial in gaining support for the continuation and expansion of the course, and more importantly, effecting attitude change to women's roles and capabilities in science and medicine. This was underlined by the increasing cooperation extended by them to the project team during preparation and execution of the project.

Recognizing the importance of ICT by the participants (women scientists, technologists, researchers and medical doctors) as well as other enthusiasts of northern region, a project for establishing an ICT based university was adopted in early 2001 in a remote village as a challenge. The university started its academic activities with ICT related subjects. The academic and administrative works are going on smoothly under the leadership of the founder Vice-Chancellor.

8.2. Vocational School in a Remote Island of Bangladesh

A vocational school was established in 2000 in a river island of Bangladesh with the objective of empowering the local community children with relevant and effective technologies. As such the trades were selected on the basis of local needs. The school has the major responsibility of preparing students as learners, workers and honest citizens. The school has enabled the local youths to use technology comfortably. Many of the girls who used to collect cow dung or help their parents’ works are now practicing with sewing machines, screw drivers, screw gauge, slide calipers and other relevant technology tools. They acquire basic knowledge of science from nature and their surroundings. Technology has made a social reform in the small island. A resource centre with the name “Indigenous Science and Technology at Ikrail (ISTI)”, was also established close to the school in 2000 realizing the immeasurable sufferings of community people just because of lack of knowledge, lack of awareness or lack of information. The main objectives of ISTI are:

a) To tap the local knowledge, blend it with the modern knowledge and then produce something that improve living standard, skills and self-confidence of the local people.

b) To utilize the local human resources, natural resources and create job opportunities.

c) To give them (students) the opportunity to use computer as a learning tool for all subjects, and to communicate and make friends across the globe through Internet.

d) To provide free-email services to teachers and students for educational purposes.

e) To organize IT workshops, seminars and exhibitions to encourage rural students.

f) To disseminate and exchange health information to and through the Resource Centre.

References:

Johson C. J. & Rahman, L (2001), Proceedings of the Community Technology Conference at Murdoch University, Australia (Vol. 1)

Ericson Bernt, Science, Industry and knowledge as a public good, World Conference on Science, Science for the 21^st Century

Raymond P. Kirsch, Building Self Confidence: A Multimedia Approach, 13^th International conference on Technology and Education, Proceedings vol. 1.

Glazar, M.V.S.A, School-Industry Cooperation, Science and Environment Education, Views from developing countries.

Huq. M, Technology and Development in the New Millenium, 37-52 (2003)

Kautto-Koivula and Huhtaniemi, “Evolution Towards Human-Centric Knowledge Society. Can Societies Learn from Global Corporations?” (2003) in Global Peace Through The Global University System, Tapio Varis - Takeshi Utsumi - William Klemm (Eds.), University of Tampere, Finland 2003, ISBN 951-44-5695-5

Singer. Peter, Closing the gaps within and between sectors of society, January 2005, Meridian Institute

Utsumi, Dr. Takeshi, Global University System (GUS)