Is there a need for New Higher-Education Business Systems
PART A: Is there a need for New Higher-Education Business Systems
This market research report will investigate whether there is an opportunity to deploy new education products and services with existing institutional education facilities. The objective is to increased qualification services through alternative engagement models with educa
tional institutions.
Fig 1: graphs population information provided by ABS Data from 2009 estimates.[1] For the purposes of this research report, it is assumed that the potential education market is equal to the population between the ages of 16 and 60 years of age. The number of potential educational participants in this market is approximately 13.56 million, of a total geographic population of approximately 21.875 Million.
In a web-based publication entitled “Newman reader – idea of a university”[2] a university is described as a place of “teaching universal knowledge”.
Whereas in more modern times, a university also provides a qualification, or certificate, which is in-turn required by employers seeking skilled staff. Over time, the requirements for qualifications have increased substantially. The Chart below has been generated from further ABS Data[3] outlining the current understanding of educational demand drivers. Using this model, the highest rate of participation and unmet demand totalled to approximately 2.88 million potential participants; Whereas, the population statistic outlines a much higher potential level of participation not taken into account through this ABS data-model.
The newman reader publication described the history of universities with church and how, through historical development ‘the office of intellectual education’, is maintained by the university sector. Yet, in 2008 the total number of students within all higher education providers only amounted to just over 1.05 million people[4]. This is a seemingly small portion of total population which in past would be reasonable overall; however, in the information age we live in today, qualifications have become increasingly relevant and through technology, information is more accessible.
Through the development of Internet or “online” communications, our lives are increasingly information rich. We are provided a range of new opportunities to learning on a continual basis, throughout their daily lives. As a result, Online Education Markets are growing rapidly with an estimated market valuation of $3.5bn in 2010[5] suggesting demand for accessible higher education services is significantly beyond that which is catered for by traditional education sectors.
Traditional institutions are more readily integrated TAFE and University facilities, with on-going web-based development to encourage further engagement. However a range of external providers are starting to emerge.
These external providers include;
Online Education Providers (ie: http://www.kaplanprofessional.edu.au/About_Us )
Registered Training Authorities (ie: www.mwtinstitute.com.au )
Private Colleges (ie: http://www.tradecollege.com.au/atcnb/info )
The primary driver for this educational diversification is the development of Internet technology and industry demand. An increasing portion of the overall educational services demand is becoming fulfilled external organisations not directly associated to university infrastructure. This trend continues to risk the revenue stability and growth of university-orientated institutions through a reduction in assignable revenue.
Online education as defined by IBIS WORLD for the purposes of their report is courses where 80% of the education service is delivered over Internet. The industry statistics outlined by this report also states that the market valuation is estimated to be $1.15 Billion in 2004-5 to $3.54 Billion in 2009-10. This fundamental statistic outlines a clear market need for new educational models to be provided to the community at large, which traditional university programs are failing to engage on an effective basis.
The experience of participating within a University Environment is difficult to replicate elsewhere. Learning outcomes gained through short-courses; do not provide the same or similar level of educational outcome than what could be engendered through long-term associations to university environment. Regardless of the virtualisation or cloning of education service styles that may be less effective overall, the significant take-up and market development outlines a clear opportunity that is under-capitalised by university institutions.
Does this point to limitations in the existing university enrolment and educational development process?
In a report by Crikey entitled “university reform; yes – but what is it for”[6] discusses the issue, “the now clear signs that the quality of the educational experience is declining”. The term decline is remarkable word to associate to the undertaking and provision of educational services. It goes on to talk about developing the accessibility of education, and how the values of education policy has seemingly changed, using linguistics moreover linked to industrial performance, than terms used when describing the development of humanity and intellect. The article continues to discuss reports, which highlight some of the issues facing Australia and how this mandates action within the education sector.
A Consortium of universities has banded together through an organisation entitled “group of eight Australia, or “Go8″. In a “backgrounder’ document discussing their initiatives for “strengthening the Australian Qualification framework”[7] is outlines in one of its key points elements it sees, that act to “reduces the choices and pathways available to students”. In yet another paper, produced to discuss future growth rates[8], it talks about participation rates rising by single digit numbers, whilst the totals continue to be less than 1 in 5 people between 15 and 64, similarly broken down into age-groups.
In recent news reports, Monash University exposes its cost cutting measures, “slashing staff across its campuses”[9]. Yet the question must be asked, why if such a small percentage of the population obtain educational qualification related services, why not just get more students?
The same paper describes, the cuts in expenditure are in part a result of a “downturn in international student numbers”. Yet, as the knowledge nation, why is this a problem? Especially when the market overall is growing through the application of alternative education providers. The article continues to discuss how “more than 20% of revenue is sources via international student fees”, which in effect is resulting in a damaging impact on our Australian institutions for education services in cases where these student numbers, and revenues drop, suggesting that overall the revenue models for which the university functions, has a fundamental preference for encouraging international student growth, over the tuition and skills development of the local population due to a basic financial necessity.
There is a clear and significant opportunity for growth through the development of new engagement models that improve accessibility and utility of university institutions. This can be used to assists organic revenue growth and community engagement.
PART B:
This paper will continue by examining the current market to identify whether there is a realistic opportunity to increase participation in higher education, to beneficially develop this mantel of social doctrine. Through the use of further research, case studies have been developed to examine both potential opportunities in rural and regional Australia, as well as some of the dynamics surrounding outstanding achievement and its association to university and/or further studies.
Attached are two appendices. APPENDIX A is a case study developed about The Mansfield Armchair Cinema. The ability to associate new market segments to previous centuries to the social schema of practical tutorial was tested in terms of traineeships and new industry. It found that there is an inability to associate the full-scope of learning outcomes achieved, with university relevant pre-requisites for entry into an undergraduate degree course. The case-study also found that the government has examined the issue and maintains a key interest in the area for the benefit of rural and remote communities overall, with special consideration of the youth population and the maintenance of this population for communities on an inclusive basis.
Appendix B explores leadership and undertakes a virtual survey of leaders, summarising their skills, which are then associated to their roles. A Group of 41 profiles were identified on LinkedIn who have shown an internationally recognisable level of excellence for their particular field.
Interestingly 8 out of 41 selected, did not have any education listed and/or listed “school of hard knocks”, or similar. Those who were qualified, listed courses in company management as one of the highest results, whilst other results included Communications, Computer Science, Engineering, Economics, History, and perhaps more interestingly, ‘Experimental Psychology’. Many of these individuals, even at the top of their fields, did not have a full embodiment of relevant qualifications most beneficial to their roles.
Even though these individuals lead the world in their particular fields and represent a very minor percentage of the overall population the skills of these individuals largely are not represented in qualification terms.
As another article sourced via the Internet describes, many industry heavyweights continue throughout very successful careers without any formal qualifications.
The question then becomes, whether it is the loss of the individual for not obtaining qualification, or a loss for the institution for not finding an appropriate means, to qualify these individuals for the field in which they quite obviously show brilliance[10].
Findings
A process of educational retooling is necessary and already underway; however these initiatives are seemingly misaligned with key stakeholders on an educational basis. On a broad level, the retooling initiative has formed around a preclusive concept of “e-learning”, and externally governed RTO’s, where a more inclusive strategy could be defined to assist the local population through the provision of enhanced opportunities to become involved with higher-education services provided by university infrastructure.
It is also imperative to understand the link between research, innovation and intellectual capital.
The economic performance of our nation depends on our capacity to leverage intellectual capital. If and where this pipeline leaks, opportunities are lost in research time, which diminishes incremental development, or valuations on innovation and overall incrementally affects commercial considerations for continual development of intellectual capital. New supervised learning paradigm are seemingly required for the future of our nation, such measures should aim to deliver the necessary grounds required by university institutions to plug the gap and involve a minimum of 2 out of 5 people rather than the current number of approximately 1 out of 5.
This in-turn should assist with both revenue creations, in addition to the provision of a method to make university qualifications more relevant overall. Through fixing some of the gaps in this leaky pipe, limitations exhibited by those previously incapable of engaging educational facilities should be improved and economic development, including the balance sheet of universities, should prosper in a manner aligned with student’s engagement figures.
Part 3: Recommendations
There is a clear opportunity to enhance the delivery of a mobilised identification and recognition of intellectual development throughout the local population.
There is an opportunity to enable an educational subscription services to 4 out of 5 people within the educationally segmented age bracket, in Australia.
Online Learning is Growing, whilst universities are scaling back staff due to issues pertaining to international student revenues. Revenue structures could be addressed further to better align learning opportunities with population (the people’s) demands.
These opportunities need to be developed for the benefit of all Australian’s. Paradigms may likely be assistive for other markets overseas.
There are further opportunities for universities to engage potential students, and for students to be provided new ways to engage universities. These potential opportunities should be explored and tested.
[1] 3201.0 Population by Age and Sex, Australian States and Territories
[2] http://www.newmanreader.org/works/idea/preface.html
[3] ABS cat. no. 4102.0, Australian Social Trends, Data Cube – Education and training
[4] 2008 Full Year Student Summary tables – All Higher Education Providers - XLS
[5] Page:16 X0008 Online Education in Australia july 2010 Industry Report IBIS WORLD
[6] http://www.crikey.com.au/2009/10/14/university-reform-yes-but-what-is-it-for/
[7] http://www.go8.edu.au/storage/go8statements/2010/go8backgrounder12_strengtheningAQF.pdf
[8] http://www.go8.edu.au/storage/go8statements/2010/go8backgrounder10_HE_demand_revised_version.pdf
[9] http://www.monashweekly.com.au/news/local/news/general/monash-university-weighs-up-ways-to-cut-costs/1971375.aspx
[10] http://www.openforum.com/idea-hub/topics/lifestyle/article/12-business-founders-who-succeeded-without-a-college-degree-glen-stansberry
MANSFIELDS CASE STUDY: Mansfield Armchair Cinema
APPENDIX A: MANSFIELDS CASE STUDY: Mansfield Armchair Cinema.
Executive Summary
The Mansfield Armchair Cinema was established in 2008 as the Mansfield Armchair Cinema Trust. The organisation operates a local media organisation, providing a twin-cinema, delivering between 6 and 8 sessions of digitally presented films, 6 days a week. The primary business is Digital Cinema Operations, which was the first of its type in Australia when established. The cinema operates Digital Cinema Initiative[1] (DCI) compliant technology infrastructure, which allows it to deliver movies on their release date, which in this small town had commercial limitations previously. With traditional cinema systems meaning movies were on film, the financial outlay involved excluded this type of cinema delivery for the township previously, with the old cinema closing its doors between 3 and 5 years ago.
This case study will examine the business for the purposes of examining the educational development opportunities for youth in rural communities, which this initiative has uniquely brought to market.
Historical Examination
The undertaking to build a new cinema was brought together by the township. Business owners and higher wealth individuals were presented with a business opportunity to invest into the not-for-profit trust, which was to establish the cinema. Whereas the previous cinema operated on few occasions throughout the week, offering relatively older films, the new business proposition made possible through the experimental implementation of the DCI technology systems (digital projection, digital films) brought about an opportunity to source “day and date release” of new films.
In addition to the ability to show more recent films, another element of the plan included the objective to have it operated by students from the local high school, Mansfield Secondary Collage (“Mansfield High”). Mansfield High had been incredibly successful in the establishment of school-based apprenticeships throughout the community. It had in-place the capability and understandings of how to apply learning outcomes and related qualifications to industry-based participation, and allow broader qualifications to be obtained by students.
The capability to engage students in the operation and management of this Cinema brought about three key benefits;
Engaging youth in community affairs
Within small communities, there are much fewer ‘urban styled’ opportunities for youth than would traditionally be available in urban environments. This new business concept does not discredit the many benefits rural and remote communities offer students. Rather it seeks to offer similar opportunities in business, training and skills development, for the traditionally uncommon commercial and “white collar” industry sectors, within the rural township.
The other counterpart to the engagement strategy was to ensure the cinema provided students the best possible opportunity for educational and social growth. In rural environments social engagement is somewhat different. Negative social impacts in the traditional educational frameworks provided by a far more limited educational framework can exclude individuals from far more opportunities than would ordinarily be made possible via the much more diverse infrastructure made available in urban environments if difficulties with any one institution occurred. Rural and remote communities need to be far more reliant on their local interpersonal frameworks within the communities themselves, and therefore engagement is a fundamental step towards any outcome that could be better, for individuals faced with personal challenges at a youthful age.
Providing unique learning opportunities to youth in a small town
School infrastructure can support learning outcomes within niche commercial environments such as this media business. In this specific case; it was the first of its type, there were no sites exclusively operating DCI equipment to show films, and there were few cinemas with DCI compliant equipment (fewer still, if any, in regional or rural environments) prior to the opening of this particular theatre.
These students were provided the unique opportunity to participate in the defining of how digital cinemas were operated, being the sole individuals on-site who had the knowledge to repair, maintain and support the projection systems on-site as necessary, to successfully start and conduct all sessions. Due to the level of innovation this task incurred, conversations with US Studios were required time-to-time, alongside other professional / industry interactions and support activities – unique to the establishment of new industry. Some of the many opportunities provided including learning outcomes around establishing a website, starting-up a small business, facilitating customer service for patrons without the ability to use existing processes, and how to produce and deliver advertising for the cinema.
These types of learning solutions are not unique to the cinema example. However, the learning outcomes are particularly relevant to only a small percentage of individuals within any subgroup undertaking institutionally based education programmes. In all cases, a class of students seek opportunities to learn and develop for community engagement and fulfilment of life and full potential. The Mansfield Cinema provides a direct and specific example of how this outcome can be supported by community inclusion activities, and association with curricula delivery by institutionally recognised educators, which only affected four people in the first programme of education delivery.
Lowering the operational cost of cinema business.
The cinema was the First Regional Australian Digital Cinema, with Digital Cinema Initiative (“DCI”) approval.
The difference of a DCI cinema is the projection system. Older cinemas use Film, which is most recently based on 35mm Prints. DCI cinemas utilise Digital Media Files, delivered on Hard Disk Drive (“HDD”); which are then delivered to the projector digitally for play out via a Digital Projector and Audio Processors. In this case, the facility was set-up as a mixed use Digital Media Business with two Auditoriums (or cinemas). The facilities and technology infrastructure were established to provide the capability to deliver a range of content from the latest films, through to broadcasts, Optical Disk content (i.e.: DVDs and Blu-Ray) in addition to other non-traditional sources such as computers (for presentations) and gaming consoles. The cinema was set-up to play anything with standard Audio Visual and/or Internet Interfaces, delivered through a system that translates the myriad of standards into 1080p HD or 2K Image formats with 5.1 Cinema Quality Audio in addition to a stage and electronic whiteboard for corporate and community events.
As a result, the auditoriums are capable of operating in a way that is far more flexible than any comparison theatre of recent times. As such, it aims to assists the cinema in generating client revenues from a variety of sources overall, otherwise not obtainable by other cinema auditorium operators. Yet, the act of developing these infrastructures largely relay’s upon the student’s ability to be entrepreneurial, and to undertake the task of developing the enterprise and its offerings.
Through the Student based Apprenticeship model, a significant portion of the employment fee is subsidised by the government. This in-turn provides a significant contribution towards the operational cost of the cinema, and its operations. At all stages, an adult is present in order to manage the theatres operations overall and to provide on-going tuition and supervision of the students. However, these adults are not competent in the operational techniques required to undertake all the tasks, which are subsequently managed by the students.
In combination, the learning environment provided was exceptional for students who took to the facility and made it work with entrepreneurial like compliance. With the supervision of mentor-like adult managers, who assisted to operate the cinema overall, the students learned how to build and operate a small business, as a team.
Their keen interest in undertaking these roles, and the maturity developed throughout undertaking, benefited both themselves, and the wider community, as the capability for the cinema to engage students made the cinema possible for the community overall.
TRAINING CERTIFICATIONS
In-order to facilitate student training for the implementation of the School Based Apprenticeship Model, a local Registered Training Organisation (RTO) was engaged. The RTO was required to undertake a standardised course, based on standardised modules. These modules could either be provided as a complete course, or as counterparts, which could be brought together to form a new course. In either case, the necessary learning outcomes delegated as pre-requisites for a pre-determined certification, as existed in the market.
The difficulty experienced with this educational model was that there are no precedents for this type of learning environment, let alone a relevant learning schedule.
In this case, it was the first digital cinema operation and related management requirements could realistically be aligned with a much higher grade of learning than traditionally associated with that of a year 10, 11 or 12 level course or what would be required to ensure entrance into university, in a manner similarly available to students who undertake similar tasks within an institutionalised environment. In a commercial sense, the achievements made by these students were recognised, by way of awards presented to the most diligent student for recognition of brilliance by association for his works. As part of a government programme, a PR Agency was sent up to include the work in a PR program that sought to recognise the school for achievements under a government programme. Similarly, a student was encouraged to apply for two awards, one of which he won and the second, received a runner-up award. These events were beneficial for the cinema, the school, the government and a range of other stakeholders. Nonetheless, the student still failed to retain a level of certification required to progress from his year 12 level of studies into a university degree course, where the skills enjoyed by all parties could best be nurtured and further developed into the future.
The main difficulty this problem exposed; is that there is little background knowledge or experience in regards to digital cinema operations or small digital media business operations; and therefore, it was impossible for the training authority to effectively tailor a course that could qualify a student’s work, based on the current institutionalised education paradigms. The result is learning outcomes that are achieved on a basis of compliance to an existing system, which is still largely not understood by the RTO provider and/or their representatives. If the development and certification of knowledge is the foundation for which educational institutions were established, why is it the case that students forging knowledge become overlooked in terms of personal growth, but simultaneously showcased and politicised? Is this at the expense of youth and other learning participants?
The MAC trust, established an operating model for learning and community service.
In 2010 we’ve found that it is not feasible for this learning environment to provide tuition to students beyond the school-based apprenticeship commitments, made at the formative stage.
Due to the heavy emphasis student’s place on the learning outcomes of their school-based apprenticeships, they are somewhat limited in their capacity to achieve the results typically needed to achieve a high VCE score. They are not recognised for the excellence they may show outside of the classroom, and are therefore denied many of the opportunities given to their peers who focus entirely on classroom-based tuition.
Therefore further work is being undertaken to expand the operations of the Mansfield Armchair Cinema Trust, to incorporate an advertising agency, which aims to service the local community with media production and output. The broader media skills training will provide additional skills to these students, and seek to broaden the learning outcomes achieved by students engaged with the MAC Trust.
The most recent activities being undertaken as a constituent to this objective is the establishment of basic media production workflow process, and the delivery of a sophisticated ‘model’ campaign, which as of today has resulted in mid-six-figure gross sales income for one of the foundation level investors in the trust. This sales outcome is in day 3 of its sales pipeline, within a campaign period of 3 months, and is expected to gross more than half a million dollars of gross revenue overall. This format enables additional revenue streams to be attributed back to the foundation, which in-turn can utilise the funding to support HR growth, skills development, the establishment of non-school based traineeship business system and related operational development within an organisationally sustainable framework.
To outline the undertaking, the first project was focused upon sustainability, delivering sustainability solutions (specifically solar power) to the community, as a means to achieve the remunerative outcome that could fund this operational expansion, as required by some of the key individuals involved in establishing the cinema. It also creates an opportunity to deliver them a new framework for continued learning opportunities.
Due to the number of individuals this undertaking requires, and the differentiated skills they would have to develop as part of a small team, it has been suggested that it will be difficult for educational institutions to engage the appropriate set of individuals / learning modules Or difficult to engage Educational Institutions?
On examining this issue, the problem lies in defining whether a sufficient level of knowledge has been gained by the student, and whether how this can be effectively qualified. If no institution is capable of recognising the skills development of these students within a rural community, then at least two further aspects should be identified as potential risk factors;
Is it in the best interests of the students to pursue this type of School Based Apprenticeship?
Is there a problem within the Education Industry in relation to the granting of qualifications based on achievement of learning outcomes?
In a report compiled by the Rural and Regional Services and Development Committee to inquire into Retaining Young People in Rural Towns, 22 findings were identified by the report. The report was designed to assist in the identification of factors that influenced youth when considering their future in association to their rural communities, and their continued residence within such communities. The intention was to develop strategies and recommendations on how to increase the number of young people within this demographic to maintain residence within such communities. By association, this report also infers responsibility overall to develop such individuals to full potential, by way of services and opportunities provided to youth WITHIN these communities, rather than neglecting the community as a whole by way of providing any such opportunities solely via relocation to urban communities.
Within the specified recommendations identified by this report, a number of the 22 findings are closely aligned to the objectives of The MAC Trust, and the difficulties experienced through its operational development;
“Finding 1: The development of high-speed internet access throughout rural andRegional Victoria will become increasingly important in providing education and employment opportunities for young Victorians in rural areas. The Committee recognises the increasing importance of these services for social wellbeing and the reduction of isolation”
The MAC Trust operates its business with close alignment to both Digital Media and Digital Communications Systems. By association, this is implemented through the application and utility of Broadband internet for both Media Presentation and Media Production for a range of clients throughout the community.
Support is provided to The MAC Trust by way of internet. This support is complex in nature, involving Internet based verbal, text and digital framework-based support activities. Students use these support services to enhance learning outcomes and to seek knowledge as required undertaking tasks assigned by the business through the course of its activities.
“Finding 3: The most significant reasons for young rural Victorians to leave the community in which they were raised is to gain access to education and training, employment, or to experience urban and/or international lifestyles.”
The opportunities generated by The MAC Trust are well placed to allow skill development in an area which can lead to employment in regional areas.
“Finding 4: A large proportion of rural young Victorians wish to remain in a rural community.”
“Finding 5: The ability of rural young people to exercise their desire to remain in their rural community is closely aligned with the range of available educational and economic opportunities, and youth-appropriate services as well as community decision-making structures which include young people’s participation.”
“Finding 6: There exists a proportion of rural young people who remain in their rural community because of a lack of access to appropriate pathways into work or education and training opportunities of interest to them.”
“Finding 7: The most significant reasons for in-bound migration of young people to rural Victoria are: the positive community, lifestyle and environment attractions of these areas, for employment, and/or to settle into a long-term relationship.”
“Finding 9: Rural youth migration has negative outcomes for some rural communities, exacerbating problems associated with population decline such as the increased average age of many rural communities and the under-representation of young people in rural communities.”
“Finding 10: The decisions by rural young people to move can be influenced by negative perceptions about life in rural Victoria.”
“Finding 11: The Committee acknowledges the value of a diverse range of professional role models for young people in rural communities.”
“Finding 12: The Committee acknowledges the value for rural communities of maintaining links with young people from their area”
“Finding 13: Rural areas of Victoria have distinct geographical, social and economic characteristics. These characteristics often mean general policy processes fail to consider issues of distance and low population density, with negative impacts on service delivery and public administration. Greater attention is needed in policy planning and administration, to the specific needs and requirements of rural and regional areas of Victoria.”
“Finding 14: The Committee recognises the important role that ongoing infrastructure development in rural areas has on ensuring business growth, community and social development.”
“Finding 18: The Committee finds that Local Learning and Employment Networks are providing important connections and support mechanisms for rural communities on issues of education and employment.”
“Finding 20: The Victorian private sector represents the most significant source of employment for rural young people. Ongoing efforts to improve government services to, and reduce compliance costs on, rural businesses will have positive flow on effects to employment.”
“Finding 21: The Committee finds that there are negative perceptions held about the availability and quality of employment in rural Victoria. These perceptions serve as a barrier to the retention of young people, and inbound migration, for rural Victoria.”
Broadly speaking, there is a philosophical attitude held within our culture that those who work hard and gain skills should be recognised for their work, both financially and by certification. In turn, these qualifications are becoming increasingly important within the corporate sector and further mandated by the Human Resources Sector through outsourced Employment Service by organisations seeking new talent. In this case, if / when a course is defined surrounding this type of small business / media systems operation, the participants involved in defining this “new” method, will not be capable of becoming qualified within that field without undertaking coursework through latter years, that will serve primarily to qualify albeit providing related skills development, at the cost of several years overall.
Notwithstanding the diminishment that may occur between the present and such a time in the future; any event may further compound industry growth factors within innovation sectors of industry as this model serves in practice to“lock out” the innovators of an industry, in service for the educational sector who at the time were incapable of assisted them, especially during the inception of new industry developments; and unfortunately, this is not an isolated event.
As previously noted; the report by the Victorian Government (2006), entitled, “Inquiry into Retaining Young People in Rural Towns and Communities”, outlines clear decisive findings primarily recognising the need to resolve these types of issues in society, for the benefit of society overall. In small communities, no matter the location, innovation and the application of innovation fail to be recognised by institutionalised educational processes. This in-turn results in a failure to provide the “student” with a level of certification required for professional development and personal capacity to participate “to full potential” within a community, for mutual benefit overall.
As such, this case is not specific to rural communities but would most likely be exhibited as a higher percentage when compared to population due to demographic limitations such as population density.
Once a new industry has been established, for example Internet Video Systems, there becomes a clear requirement to undertake studies throughout the pre-existing standardised framework; whilst in other pre-existing areas, there are already clear processes set-out, such as the apprenticeship system. In the case of Internet Video Systems, the standards are still not really set, even though it is now possible to do a multimedia degree in broadband delivered video systems and business models.
In these modern times, through the advent of broadband internet communications, it is now plausible to suggest that no matter where in the world an individual is located, they are capable of communicating with others throughout the world, at any level of authority, knowledge or technical capacity, so long as the medium is capable of transferring a suitable level of communications between parties who are able to comprehend each-other, and interested in the content of the communications for further development overall
Summary
Much like the term “church” defines a group of people, not the building in which they form a community; education is also not so much about the buildings. Although the buildings are important, providing an environment dedicated to learning, research and personal development, they are not the only space where people define new knowledge and new professions; it is through the adaption of existing works and expertise development. As such, and as exampled in this case; there is a clearly identified need to encourage innovative learning methods and the fulfilment of students to “full potential”, through the application of learning solutions to the innovative environments in which the principle learning takes place.
This model will form the grounds in which new benefits can be obtained, for individuals and the community as a whole.
There are ranges of fundamentally disparate elements, which are not effectively represented, in the current framework our current institutional learning environments utilise as core business systems for the delivery of qualifications. Yet, associated to this market segment, was in previous centuries a significant social schema of practical tutorial, latter rationalised in terms of apprenticeships. Traditionally, these apprenticeships worked upon sciences of metal or woodwork, but throughout latter years, continued to include plumbing, electrical work and other “trades”.
In today’s market, there is a disruptive emergence of new trades, formed via the emergence of broadband and computing technology. These are not traditional trades, but neither is they professions as defined by an educational degree. Rather, these are new areas of innovation, which continue to develop at a more rapid pace than what our current educational systems are capable of defining.
Expanding on this case study, these difficulties can be seen throughout our society. As self-taught programmers or inventors invent products that build corporations, these people are then under qualified to operate within the organisations their works established or supported, due to setting the frameworks rather than ‘learning’ them through recognised channels.
And individuals qualified within one segment of expertise may want to migrate roles or change career paths, which in turn may require or benefit from retooling with new skills, on an educational basis.
The learning paradigm researched in this paper aims to deliver a method to leverage intellectual capital, the success of which our nation’s economic performance heavily depends. Through the development, and most importantly recognition, of skills which can be gained outside of a classroom setting, new and innovative professions can develop more rapidly, allowing our nation to be more highly competitive, socially responsible and equal to all regardless of location, and overall leading more people to fulfilling lives in careers they are happy and effective in. Through creating these opportunities, and recognising the skills learnt through such opportunities, we can shift our educational model to one, which is better geared towards lifelong learning.
[1] http://www.dcimovies.com/
