How the Tertiary Access focus group can influence the Education system in RSA

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Information about How the Tertiary Access focus group can influence the Education system...
Education

Published on March 3, 2014

Author: sabridgeproj

Source: slideshare.net

Description

Dr Marietjie Vosloo is a Programme Director at the Sasol Inzalo Foundation. Marietjie made some brief comments on opportunities for the tertiary access focus group to influence the education system in the August 2013 meeting. In this meeting she shared a full description of some of the models available to the focus group. A batch of existing frameworks that the group could draw learning from is described here.

How this forum can influence the education system Bridge Tertiary Access focus group 7 November 2013

Transformative change cycle Buckley and Perkins • Unconscious stage – • Awakening stage – • • Education system showing signs of “awakening” and “reordering” Analyzing existing, challenging underlying patterns; members begin to ask questions Translation – – – • Formulating a vision from information, metaphors, personal visions etc from previous stages Individuals can then discover a personal “fit” Then develop ways to make it work Commitment – Individual influence Consolidated message that change is needed Reordering – Collective influence Readiness for change building, acknowledge something is wrong – • Organization takes responsibility for implementation – may happen in stages (some already in awakening stage, others later) Torn between potential of the new and security of the old – prepare individuals for these stresses Embodiment – – • Manage interaction of 3 elements: consciousness shifts, structural changes, behaviours Trial and error, stop/start, frequent adjustments – permission needed for experimentation Integration – – Formal and informal systems align Stay in this stage long enough but not too long Sasol Inzalo Foundation, Confidential

Joseph DeStefano Civil Society Collective contribution Driving Forces Institutional Framework Institutional Capacity Politics Leadership Communication & political strategies for dealing with mental models and entrenched interests if conditions are to prevail at scale Resources Pedagogy Classroom management School organization Curriculum Assessment Information/Learning about broader conditions needed for technical interventions to succeed 3

Self-organizing systems Margaret Wheatley Identity Information The sense-making capacity of the system The growth medium of the system • Conversation about who we are • Create the conditions for selforganisation to emerge Relationships The pathways of the system 4

The system needs a growth mindset … Carol Dweck Fixed mindset Growth mindset Talent is a fixed trait Talent is a malleable quality; a potential that can be developed Look smart at all costs Learn at all costs It should come naturally Hard work makes you smarter In the face of setbacks: Its about me: •Hide mistakes •Conceal deficiencies It’s part of learning: •Capitalize on mistakes •Confront deficiencies No recipe for recovering from mistakes: •Giving up, retreating to comfort zone •Blaming others •Trying to feel superior Intelligence praise – you are smart Effort (process) praise – you worked hard 5

Influence behaviour and policy • • in an open system without having direct authority Voluntary adoption of a new way of doing to spread rapidly Looking at ideas from: • • • Videos etc “going viral”, memes (virus of the mind) Environmental movement – triggering behaviour change Market penetration, innovation diffusion, etc HOW? 6

Behaviour change Les Robinson Control, time, self-esteem Make it sticky Make it easy Make it safe Make it contagious (STEPPS) ) Evolve to meet different needs to reach next group 7

Make it sticky Changeology - Les Robinson -5 -------- 0 -------- 5 • Control (over outcomes that matter to them) • Time cost (easier and quicker) • Social value • Certainty (predictably getting results that matter) • Compatibility (easy to fit practices) • Complexity (easy to understand and do) • Trialability (trial without commitment) • Observability (you and others can observe the benefits) • Pleasure 8 Sasol Inzalo Foundation, Confidential

Making it safe Changeology - Les Robinson Expanding the comfort zone (use as many as you can): • Familiarity – Seeing someone similar perform the same actions (modelling) – Try it themselves in a safe environment – Detail stories about how someone like them did it (flight simulation stories) • • • • • • • Personal control (autonomy) – put people in control of the process Discussion with peers Goals and feedback Enjoyment (alters sense of risk) – e.g. games, humour Social proof – evidence that plenty of similar people are already doing it Commitment – get people to commit to a small act, visible to others Labelling – tell people they are {..} – only works if consistent with their self-image, and if they don’t feel manipulated • Incentives 9 Sasol Inzalo Foundation, Confidential

Making a product or idea contagious Jonah Berger Social currency Triggers Consider the context: What cues make people think about your product or idea? How can you grow the habitat and make it come to mind more often? Emotion Focus on feelings: Does talking about your product or idea generate emotion? How can you kindle the fire? Public Does your product or idea advertise itself? Can people see when others are using it? If not, how can you make the private public? Can you create behavioral residue that sticks around even after people use it? Practical value Does talking about your product or idea help people help others? How can you highlight incredible value, packing your knowledge and expertise into useful information others will want to disseminate? Stories 10 Does talking about your product or idea make people look good? Can you find the inner remarkability? Leverage game mechanics? Make people feel like insiders? What is your Trojan Horse? Is your product or idea embedded in a broader narrative that people want to share? Is the story not only viral, but also valuable? Sasol Inzalo Foundation, Confidential

Behaviour change Les Robinson Control, time, self-esteem Make it sticky Make it easy Make it safe Make it contagious (STEPPS) ) Evolve to meet different needs to reach next group 11

Diffusion of Innovations – Everett M Rogers Crossing the Chasm – Geoffrey A Moore Re-invention • Innovators are good partners in the development stage – act as gatekeepers into the social system • Early adopters are willing to try out new innovations - opinion leaders that often recommend to others – will critique your solution and help to improve it - but may also go on to the “next new thing”… • For the innovation to take hold it has to jump the “chasm” to the early majority, who are pragmatists: Innovation Target strategic niche groups (that provide entry into larger communities), group by group, with a 100% solution • Sasol Inzalo Foundation, Confidential To reach the late majority and laggards need new strategies 12

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