Monthly Archives: April 2017

Own country second, world first!

Redeeming the losers of globalization

Multinational companies[1] worldwide earned gold money in the years 1980 – 2013. In 2013 their profit after tax reached $ 7200 billion, almost 10% of the gross national product of the world. Half of the 2013 profits belong to North American and West European corporations[2]. The tremendous increase in profits is a direct consequence of globalization: The expanding global trade of goods and services at ever-lower prices, made possible by global competition, automation, offshoring, and low cost of raw materials[3].

Samenleving - olifantscurve

The question is who has benefited most from the increased wealth and who least? For many years the Serbian-American economist Branco Milanovic has focused  on answering this question[4]. He divided the world population into 10 groups for 30 consecutive years: The poorest 10%, the second-poorest 10% and so on. He calculated the change in income for each of these groups within this period. The graph below depicts the outcomes. This graph is called the elephant curve because of the eye-catching similarity with the back of an elephant.

The-Elephant-Curve

Worldwide, there are two groups of winners and two groups of losers.

The winners:

  • The richest 5% of the world, the 1% richest in particular. Half of the benefits of economic growth went to this group. Fabulously wealthy people can be found in all countries. However the majority are living in North America and West Europe.
  • The middle class within Asian countries. Its income increased about 200 to 300%. Hundreds of million people are involved, but the total monetary value of this growth is relatively limited as incomes were low.

The losers:

  • The poorest 10% of the world population. This group has gained nothing in 30 or more years. In the Republic of Congo, the average real income remained unchanged in 100 years due to corruption, self-enrichment by the rulers, natural disasters and wars.
  • The middle class in the rich countries. This group has also seen no progress in 30 years. As a matter of fact, many jobs were lost due to offshoring and automation in particular. Many people who belonged to the middle class in the end of the 20th century now have to settle for a job in the lowest paid sector. Here they enter into competition with migrants, who belong to the other group of losers.

Samenleving - wrong side of capitalism

Social democracy in Western countries has failed to notice this structural change and as a consequence its voters left for the extreme right or the extreme left. In the USA, the frustrated middle class helped Donald Trump to power and in the UK it voted for Brexit.

Policy makers in Western countries can learn from the elephant curve. Among others, the following policy measures will support the revitalization of the middle class worldwide:

  • Reduction of difference in status and income between jobs
  • Redistribution of jobs through a reduction of working hours and flexible retirement, supplemented with the option of a basic-income
  • Fair tax payment by companies, among others to co-finance the external effects of automation.
  • Realistic prices for raw materials and agricultural products for the benefit of the workers in poor countries and the farmers in rich countries
  • Supporting entrepreneurship in developing countries
  • Discouraging labour migration, among others to limit brain-drain
  • Continued support for peacekeeping in conflicts around the world, therefore strengthening UN rather then NATO.

In the long term fighting inequality is in everyone’s interest.

[1] Included are listed and unlisted companies with a turnover of at least $ 200 million. See: https://hbr.org/2015/10/the-future-and-how-to-survive-it

[2] Companies around the world still make huge profits, but the share of ‘Western countries’ has decreased as the distribution over the world of production is becoming more evenly . Further, especially in Western countries small innovative companies take over part of the production of the powerful but rather inflexible multinationals.

[3] He is from 2014 professor at New York University and was a researcher at the World Bank. For a recent interview: Humo February 8, 2017: https://blendle.com/getpremium/item/bnl-humo-20170207-132032

[4] Where necessary, he further subdivided these groups.

 

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Smart higher education: both face-to-face and online

The number of participants in higher education is growing rapidly worldwide. Apart from the growing number of adult participants, the variety of students in general is increasing. However, the organization of universities is hardly able to deal with this growing variety. Students can chose between campus or distance-teaching universities and between full-time or part-time studies. A thorough redesign must offer relief.

The value of personal contact between students and teachers

Whether students are enrolled in a campus or a distance-teaching university, they spend most of their time on independent study: At home, at work, on the train or in the library. The difference between the two types of universities is the way they support these activities. The majority of campus universities are deploying a combination of lectures and seminars. Distance-teaching universities offer a sequence of assignments, which students have to submit in order to receive feedback. When it comes to getting acquainted with knowledge or theoretical insights, both ways are effective. However supporting independent study online is definitely outperforming lectures and seminars with respect to efficiency and scalability[1].

Unknown-1The value-added of campus universities should rather be sought in teaching methods where the degree of interaction between students and teachers goes beyond incidental questioning and answering in lectures and seminars. Think of tutorials (meetings a few students with a tutor), projects (intensive meetings of students, occasionally attended by a teacher), working groups in problem-based learning (10-15 students, who meet with a tutor regularly) and some types of training. Activities like these outperform the capabilities of education online with respect to the support of aims like critical thinking and problem solving. Unfortunately, the domination of lectures and seminars prevents that campus universities take advantage of this potential value.

The value of self-paced learning

The majority of educational programs – campus-based or distance teaching – are starting once or twice a year and their length is fixed. For the rapidly growing group of students who combine study with a job, music or sport, a family and a social life, this system is untenable. Students differ with respect to the time they can spend on their study each week, to the distribution of the available time during the year, to the speed at which they learn and to the knowledge and skills they already possess.

Fortunately, a growing number of distance teaching institutions is able to deal with differences between students with respect to the time they need to complete their studies. These institutions offer unlimited opportunity to enrol as well[2]. In order to stimulate that students prioritize their study as much as possible, they offer active mentoring and count a fixed monthly fee under the motto learn as much as you can. Unfortunately, the majority of online programs fail to realize the benefits of flexibility.

Distance teaching and campus-based education both have potential advantages, whose benefits are not fully used. However, students will benefit best, if these advantages are made available for all of them.

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The value of blending learning

Education online is perfectly well equipped for enabling educational aims like the acquisition of knowledge and the development of theoretical insights. With respect to this aim, campus-based universities can economize by substituting lectures and seminars by online teaching methods. As mentioned before, some types of face-to-face interaction between teachers and students are superior in the realization of educational aims like critical thinking and problem solving. All students – in campuses or online – will benefit from occasional participation in tutorials, projects, small group meetings or intense trainings like boot camps. For some students it will be feasible to be on campus daily, for others one day every week suits best or they prefer a few residential weeks a year. By offering a variety of blends of face-to-face meetings and activities online, university campuses could become nodes in educational networks and be able to host many more students than at present. The functional combination of independent study with both face-to-face and online support is representing the best of both worlds at lower costs.

The value of freedom what or where to learn

The body of scientific knowledge is doubling every nine years, disciplinary borders get blurred and best research is interdisciplinary. As a consequence, the disciplines that emerged in the 19th century have become obsolete. Nonetheless, they still dominate the educational landscape. It is time to exchange traditional subjects for broad fields of study that offer ample opportunity to chose introductory and advanced course and projects.

At the same time, students will increasingly obtain their degree by visiting several universities within their country or abroad. Thus, students take maximum advantage of the differences between institutions. In order to assess students, universities should describe their examination rules in terms of competencies to achieve instead of courses to follow.

A variety of blends of face-to-face and online activities to support students’ independent learning could become the new normal.

[1] Read my post: The lecture is the iconic symbol of wastage in higher education: http://wp.me/p3lna5-6M

[2] Self-paced learning is a common characteristic of the most innovative educational institutions in the USA. For instance, the College for America, which is a part of the Southern New Hampshire University (60,000 students) and the Western Governors University (70,000 students). See: Alana Dunagan College transformed. Five institutions leading the charge in innovation http://www.christenseninstitute.org/wp-content/uploads/2017/02/College-transformed.pdf

 

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Filed under Education, Higher education