Education and Work - Legal Realities - Ideals - Innovation
Presented By 2050 Knowledge Corporation – Speaker – John Boon, J.D.
 

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“John Boon has written a thoroughly researched, carefully crafted, and well-organized account of the legal challenges faced by colleges and universities. This excellent book (Out of Print) is a valuable resource.” Kerry Melear, Professor, University of Mississippi.

 

Canada must approach education service markets with the discipline we bring to other industries.” Sergio Marchi, former Canadian Trade Minister, Ambassador to the World Trade Organization.

“Universities are no longer organized for optimal management…They must cast off ecclesiastical roots… technology is changing universities as it changed all media… universities fear being irrevocably changed”  UBC President Stephen Toope – April 2013

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Education is the key to personal and collective security, functional states, good governance, accessible and productive workplaces, competitive enterprises and sustainable development. Education sectors are also a huge economic generator themselves.
 
That importance of education sectors makes education management and regulation just as important and they can only achieve objectives if they fully grasp all elements of a constellation of sector relationships – including commercial and contract realities – and the rights, duties and expectations of diverse parties.
 
Education, work and business operations are not distinct linear events. They are inextricably and forever linked because of existing relationships, common forces of change and common innovations that disrupt them all and force them closer together. It is about lifelong learning, reinvention and adaptation.
 
Only innovation can end outdated practices and reduce service assembly costs, service transaction costs and student debt. Only with positive change will all people have the lifelong education, adaptive capacity, meaningful work, opportunities and security they want and need – not what others thrust upon them.
 
Some legacies need protection, but forces opposed to change must accept that reliance on centuries old scarcity models, more and more public funds and blank checks – where non-government decisions trigger public expenditure or tie government hands – is not sustainable and not in anyone’s interest.
Module 1 - Public and Private Education - Service Contract Realities - Service Quality - Outcomes
  1. Colleges and universities (institutions) are service providers – corporate shells – assemble services with supplier contracts.
  2. Public and private post secondary (some K-12) institution and student relationships are contractual – if tuition is paid and often if it is not because choices have legal consequences.
  3. Contracts, contract law and public regulation may separately order common relationships.
  4. Service and education service quality in legal terms – the proper way to view quality.
  5. Sector goals include economic development outcomes that go beyond what institutions can contractually promise a student.
  6. Education service contracts – must state what service or other outcomes are promised and un-promised – service to help student learn – assessment – credential (legal declaration of learning achievement) – support – post contract jobs,  professional or immigration status.
Module 2 - Private and Public Institutions - Both Needed - Legal Relationship to Government
  1. Public and private institutions – similarities – distinctions – legal relationships to government.
  2. Quality assurance regulation – distinguished from public funding.
  3. Institutions and students must remain free to decide what they teach and learn.
  4. Governments are similarly free to decide how to spend scarce public funds.
  5. Public and private program profits are not bad – private institution profits are not bad – key metric is profit per student training outcome.
  6. Performance funding – tied to factors like grad rates – government must apportion scarce funds and protect freedoms – metrics and data used are the issue – financing options exist.
  7. Education systems need public and private institutions.
  8. Markets are imperfect – accessibility at affordable prices not always assured – a business case may not exist.
  9. Reliance on scarce public funds creates scarcity.
  10. Learners and service providers must be free to innovatively find and engage each other on their terms without needless restrictions.
Module 3 - Education Sector Innovation - The Need to Overcome Status Quo Forces
  1. Learners must be the driving force for education innovation – status quo is not in their interest.
  2. Education – a media content sector with distinct features.
  3. Like all media sectors – education must focus on diverse learner needs – and the current ability of diverse providers to meet learner demands.
  4. Innovation – more than online lectures from one institution.
  5. Access to expertise at multiple institutions – and outside institutions.
  6. Institutions cannot have experts in all fields – must integrate or recognize more external expertise.
  7. New assessment, credentialing or credit transfer systems.
  8. Focus on competency and mastery – not credit hours.
  9. Workplace integrated learning – institution program, corporate training or professions focused.
  10. Transformed education and training systems – essential to addressing rapid workplace change.
  11. Education – not about places – no longer constrained by time and place.
  12. Institutions must rely more on technology and service inputs existing in the community – and rely less on governments paying to provide everything onsite.
  13. The need – sometimes – for caution, incremental reform and experimentation.
  14. The need to overcome the forces and inertia of the status quo – and other obstacles to innovation.
Module 4 - Education and Work – Related and Distinct - Not Linear Events
  1. Education and work are not linear time and place constrained events.
  2. Existing contracts – key to understanding relationships and distinctions.
  3. Education is the key to productive work.
  4. Workplace integrated learning – can be institution program, corporate training or professions focused.
  5. Innovative technologies – from modern telecoms, digital technology, the Internet, virtual reality and articulation intelligence – impact them both in distinct and similar ways.
  6. Transformed education and training systems – the essential key to addressing workplace change.
  7. Institutions must rely more on existing technology and other service inputs in the community – and rely less on governments paying to provide everything onsite.