District Transformation Forum 2017

March 10, 2017 – Silka Hotel

Leadership in Education
for the Future
Dzulkifli Abdul Razak
Chairperson, Board of Directors, USIM
Member, Board of Trustees, PADU Corp
14th President, International Association of Universities, Paris

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 www.playbuzz.com
pt.dreamstime.com
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 Basic needs don’t change
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 What must changed?

The
Education
we want
which one?
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 The ‘Shifts’
20th Century 21st Century
(Tensions)
Industrial Revolution (3M) Post-Ind Rev (3H)
Filling the vessel Igniting the flame
(Re)telling, memorising (Re)discovering

Leadership
Textbook, exam driven Curiosity driven
Passive learning Active learning
Time based Outcome based
Competition Collaboration
National Glocal
Information transfer Learning to learn*
Teaching, artificial Nurturing, organic
*Learning to know, to do, to be, to live together
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 The ‘Shifts’
sustainable -centric
Leadership

Hierarchical, Rigid, Me, Networked, Flexible, Us,

Competition, Red Ocean, Collaboration, Blue Ocean,
Unsustainable, Dead Sustainable, Living
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 What about ‘sustainability’?

Sustainability is to meet the needs of the

present without compromising the ability of
future generations to meet their own needs.

- Report of the World Commission on Environment

and Development: Our Common Future
Transmitted to the General Assembly as an Annex to
document A/42/427 - Development and International
Co-operation: Environment
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 Policy Shifts
Leadership
UNSustainable Education Sustainable
• Here & now! ✓ Future-oriented
• Consume ✓ Conserve/Preserve
• 4Ws: Want! Waste! Want more! Waste more! ✓ 4Rs: Refuse, Reuse, Reduce, Recycle
• Maintain - status quo ✓ Challenge - status quo
• Incremental change ✓ Transformational
• Individual-focused, EGO ✓ Community-focused, ECO
• “More” Learning ✓ Un-, Re-, Co-learning, LLL
to reduce the “imbalances”
and “tensions”
✓ Relationship
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 Leadership

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 s • Easiest to develop
•
Abilities KPI-based (extrinsic, 10%)
Leadership

• Measurable
water level

self-identity, -worth, -values, • More difficult to (re)develop

worldview, who are you?
habitual behaviour, engaging mind set,
build trust, flexibility, self-control
• KIP-oriented (intrinsic, 90%)
• Not easily measurable
• Acculturation

Values/Virtues
aspiration, drive, intention, higher purposes
Inner Universe
Inner Universe
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 A person’s tongue can
give you the taste of
his (her) heart.
- Ibn al-Qayyim

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 …the disconnect ?

EGO

“EDUCATION”
The art of achieving
personal(ised) well-being
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 Where is the
HEART?

I AM HUMAN CAPITAL
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 Human Capital Theory and Education
Patrick Fitzsimons
In Encyclopedia of Educational Philosophy and Theory

• Throughout Western countries,

education has recently been retheorized
under Human Capital Theory as primarily
an economic device. Human Capital
Theory is the most influential economic
theory of Western education, setting the framework
of government policies since the early 1960s.
It is seen increasingly as a key determinant
of economic performance.

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 Ultimate Aim: Up the Value Chain
We are
Human Capital

…the materialist “me-first” ethos…

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 Human Capital Theory and Education
Patrick Fitzsimons
In Encyclopedia of Educational Philosophy and Theory

• In The Wealth of Nations (1776) Adam Smith

formulated the basis of what was later to become
the science of human capital.
• … In the modern Human Capital Theory all human
behavior is based on the economic self-interest of
individuals operating within freely competitive
markets. Other forms of behavior are excluded or
treated as distortions of the model.

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 Evolution of Human Capital ‘Leaders’
High
Organisational Complexity

Human
? being
‘Human
‘Human
Capital
Resource
‘Personnel Leaders’
Manager’
Manager’
‘Labour
‘Welfare Manager’
Low Officer’
Period/Phase
1900-1913 1914-1939 1940-1979 1980-1990 1991-present
> Human Relations
Movement (1945-’60)
> Social Issue Era
(1963-’80)
> Cost–Effectiveness Era
(1980s-’90s)
> Technological Advances Era
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 Human Capital Theory and Education
Patrick Fitzsimons
In Encyclopedia of Educational Philosophy and Theory

• A key strategy in determining economic performance

has been to employ a conception of individuals as
human capital and various economic metaphors
such as “technological change,” “research,”
“innovation,” “productivity,” “education,” and
“competitiveness.” Economic considerations per se
in the past, however, have not determined
education.

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gh

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 “the Western philosophical tradition
has accustomed us to distinguishing and
separating the mind from the body, the
cognitive processes (the reason) from the
emotions (the passions), even though it could
be more appropriate to try to explore and
understand their interrelationships, that is,
the emotional nature of cognitive processes
and cognitive nature of emotions”
-
(Pons, de Rosnay & Cuisinier 2010)

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 FALSAFAH PENDIDIKAN KEBANGSAAN
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi
intelek, rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri, serta
memberisumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat
dan negara.
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 Spiritual
Needs

Rohani-Emosi
Kesejahteraan Diri

Intelek-Jasmani

STREAM
Economic Technological
Needs Needs

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HUMANCAPITAL
I AM HUMAN BEING
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 JUSTICE
…must
balance!

WISDOM

…the heart of education is education of the heart

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 Balanced
leadership
with a heart

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HUMANCAPITAL
I AM HUMAN BEING
 Conclusion

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 Thanks!

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 Acknowledgement
& Disclaimer
This presentation and the opinions expressed are those of the
author as of the date of writing and are subject to change. It has
been prepared solely for purposes of education, information and
discussion by the recipients. Any reference to past data/indicators
are not necessarily a guide to the present and future. The
information and analysis contained in this publication have been
compiled or arrived at from sources believed to be reliable, and are
duly acknowledged. The author does not make any representation
as to their accuracy or completeness and does not accept liability
for any loss arising from the use hereof.

Neither this document nor any copy thereof may be sent to or taken
into territories/places where the use and the distribution may be
restricted by local law and/or regulation.

This document may not be reproduced either in whole,

or in part, without the written permission of the author.
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