Eduardo Ismodes

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Revolution in the University

• Eduardo Ismodes
• Science and Technology Literacy
• Perú, Chipre, USA 2006

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Do we improve in Perú? (1)

• The State yearly spends 2.200 million soles in
  social help programs, some of them related to
  youngsters, but nobody notices any improvement.
  What happens is that money is not everything.

Francisco Sanz, Orazio Potestá,
http//www.elcomercioperu.com.pe/Elecciones2006/Ht
ml/2005-11-19/Informe0406396.html
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Do we improve in Perú? (2)

• Of the seven million youngsters living in the
  country, with ages ranging from 15 to 29,
  approximately 2 million neither study nor work.
  And not because they dont want to. A proof of
  this is that 48 of youngsters have had to
  migrate from their towns of origin in the search
  for an informal job and to do whatever has to be
  done.

Francisco Sanz, Orazio Potestá,
http//www.elcomercioperu.com.pe/Elecciones2006/Ht
ml/2005-11-19/Informe0406396.html
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77 of Lima citizens would live abroad... if they
could

• 30 to the United States
• 26 to Spain
• 86 of youngsters aging from18 to 24, if they
  could, would emigrate abroad.

Survey done by Support, Opinion and Market
surveyors (Apoyo, Opinión y Mercado encuestadora)
for News Paper El Comercio, 15/5/2005. Renato
Cisneros, http//www.elcomercioperu.com.pe/edicion
impresa/html/20052D052D15/imppolitica0306664.htm
l
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But ... is it that? Are there no resources?
Is there no money?...Is there no future?...
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S/.200 mlls. of international help are wasted (1)

• The last Peruvian International Cooperation
  Agency (PICA) report reveals that in the year
  2004 more than 200 million of not-reimbursable
  soles - that is, donated, were not used. The
  total international help provided by different
  countries and organizations to support State
  projects for fighting against poverty and in
  favor of development was of around 253 million
  soles, and hardly a bit more than the fifth of it
  (52 millions) could be used.

Cover of the news paper El Comercio 27/12/2005
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S/.200 mlls. of international help are wasted (2)

• Excess of bureaucracy and the deficiencies in the
  elaboration, management and execution of the same
  projects handicapped the proper use of the given
  funds.
• 53 projects were affected.

Cover of the News Paper El Comercio 27/12/2005
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No one knows in what is the mining canon invested
(1)

• Despite the increase of the amount being
  transferred to the regional and local governments
  - 97 more in relation to that in 2004
  concerning the mining canon, there is no way of
  knowing exactly what is this amount being spent
  in.

News Paper El Comercio, Perú, Friday 30 December
2005
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International Reserves in Perú reach US 14.004
millions

• The net international reserves (NIR) reached 2005
  US 14.004 on Dec. 13th of 2005, exceeding in US
  461 millions those registered at the end of
  November, as reported by the Banco Central de
  Reservas del Perú (BCR).

http//www.elcomercioperu.com.pe/ediciononline/htm
l/20052D122D17/onleconomia0422647.html
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A new capital source.

• After more than 12 years of activity, Peruvian
  AFPs attend around 3.5 million registered people
  and have accumulated assets for as much as 8,700
  million dollars. This amount corresponds to
  almost 60 per cent of the national investment
  capital, with a growth rate of 60 million dollars
  per month according to Fernando Muñoz-Najar
  Perea, advisor for the Association of AFPs.

BIDAmérica, 4 January 2006 http//www.iadb.org/id
bamerica/index.cfm?thisid3798
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And what are we doing?How do we start?How can
we get organized?...What is the role of the
University?
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In what Era are we in?

• Era of information
• Era of communication
• Era of knowledge

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What does a University ideally do?
Graduates (Under and Post Degrees, Continuous
Education)
Society Requirements
The University
Research Development Innovation
Receives
Gives
Social Responsability
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What does a University in Peru really do?
Graduates with no title and extenión coure
Society Requirements
The University
Research Develpoment Innovation
Receives
Gives
Social Responsability
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Fundamental Internal Workin the University

• Receive, aprehend Knowledge
• Store Knowledge
• Process Knowledge
• Transmit Knowledge
• Create Knowledge
• Give sense to reception, storage, process,
  transmission and Knowledge generation

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The essence of the University

• Handle
• Knowledge

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Self-limitation of the University

• In the knowledge issue, the peruvian University
  is basically devoted to transmitingt knowledge,
  not to generating it and by not doing so, our
  capacity to prominently influence in the
  development of the country turns out to be very
  limited.

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What is a professional in engineering?

• A person with enough knowledge to exercise his
  career.
• A person capable of attending to the problems
  that arise in his profession with abilities,
  aptitude, attitudes and capacities in
• Handling Projects
• Management, Administration, Economic aspects
• Oral and written Communication
• Group and interdisciplinary Work
• Ethics
• Continuous Learning

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Reasons to follow university studies
Interest in studying an area of knowledge
Potential for obtaining good economic income
when finishing studies
Social pressure / Family pressure
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Acting environment of the University
Candidate
Graduate
Depend. or Independ worker.
University
Is interested in an issue
Has Knowledge
Has a job in what he likes
Wants a good job
Has Capabilities
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Are we well focused?

• One of the most serious problems of most Peruvian
  universities is that we teachers are neither
  worried about if our students will find a job nor
  what kind of job they will get.

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Real acting environment of the University in Perú
Candidate
Graduate
Depend. or Independ worker.
University
Is interested in an issue
Has Knowledge
Gets a job in What he likes
Wants a good job
Has Capabilities
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Present situation in the Universities

• There is no clear orientation about the great
  issues where the country must handle Knowledge.
• The potential sources of wealth are not studied.
• The academic units inside each university are
  functioning as feuds.
• Peruvian universities compete with each other
  over the recruitment of new students.

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Universities do not relate well with the context

• How do universities relate with those that should
  be the main sources of employment of their
  students?
• What effort is made by universities to get linked
  with enterprises and with the government?
• Do universities have an idea of what they are
  training their students for?

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And how can wealth be generated in a country?
Who are the key actors?What is the role of
the university?
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The well known Sábatos development triangle
(that does not work in Peru)
Government
Academy
Enterprise
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More actors, indeed
Government
PPM Persons Projects Money
Academy School
Enterprise
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Present situation of the University
When society asks the University for
solutions, it addresses the administration or
the teachers, which is like adddrssing the
turbine or the generator. But, how will they
work without energy? How will they transmit the
energy without a transmission system?
Picture taken from http//www.howstuffworks.com/
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Which of the following factors is the most
important in the final result?

• Studies Plan (Sp)
• Teachers (Tr)
• Marks or Assessments (M)
• Infrastructure (I)
• Services (S)
• Administration (A)
• The selfsame student (St)
• Payments ()
• Supervised Field Practicals (FP)
• Time (t)
• Thesis work (T)

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The Energy is in the students!
Photo. taken from http//www.howstuffworks.com/
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We need to create the pipeline that will take
the energy to the turbine and also the line of
transmission that should connect us to society
Picture taken from http//www.howstuffworks.com/

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Solution

• How to cause a revolution in the Universitys
  essence and performance?
• How to create the feeding pipeline and the
  transmission distribution Network?

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Alternative for a solution

• The new information and communication
  technologies offer us a series of tools for us to
  use.
• Since November 2005, the Science and Engineering
  Faculty has launched the Citizens Net of
  Interest Teams.
• See http//equipos.pucp.edu.pe (from January
  15th of January 2006 onwards)

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The Interest Teams Net in IDR
I Innovation D Development R Research
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Products from the Teams
Monthly Report Articles Books Courses
Materials Courses Estrategic Plan Projects Papers
Thesis Consultancies Patents Chartered Experts Vin
culations University, State, Enterprises U-E-G?
Topics of Interest for the generation of wealth
Enterprises
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Categories for the Interest Teams
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The Teams Obligations

• Periodical meetings (at least once a month).
• Publish a one-page report once a month,
  registered in the Universitys Web page.
• Define objectives, aims, intentions at an initial
  stage.
• Develop a strategic plan in its first year of
  existence.
• Propose Thesis Projects related to the Teams
  topics, which will support the objectives of the
  Team.

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Obligations (Duties)

• Relate the students - members of the Team - to
  the professional practicals related to the Teams
  topics of interest.
• Get trained in the preparation of projects.
• Relate the subjects of the member students with
  the Teams topics of interest. Offer the teachers
  of the subjects where any relation can be found,
  an opportunity for them to prepare complementary
  coursework added to the activities developed in
  class.
• Relate the topics of the Interest Teams to the
  needs of the enterprises and of the country.

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The Teams Rights

• Space on the Web page.
• Register and control of first drafts.
• Room for socializing (Space, environment).
• Classrooms, meeting rooms
• Contact with possible financing agencies,
  facilitators, collaborators.
• Depending on the case, help from laboratories.
• Letters of presentation addressed to companies
  and the Government.

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Rights

• Funds through concurse.
• Awards.
• Training in te hdevelopment of strategic plans,
  bussiness plans, knowledge on how to prepare
  projects, thesis plans, etc.
• Space to enable the Teams to offer courses,
  seminaries, conferences.
• Participation before international organizations.
• System of qualification for chartering and for
  practicals adapted to the Teams.
• Any facility that may be given within their
  range.

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Master Interest Team
Academy,Government, Enterprise, School
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Master Interest Team
Curious
Supporters
Candidates
Graduates
Active Members
Financiers and backers
Universe of Interest Teams
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And ... generate enterprises
Enterprise(s) Center Institute Academic
Unit Foundation ONG(s) Other Interest Teams
Original Interest Team
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How to introduce Interest Teams into Universities?
Universities
Formal Environment (Space)
Non-Formal Environment (Space)
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Take advantage of the TICS to create the net
Universities Formal Environment
(Space) Non-Formal Environment (Space)
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The results influence the formal spaces
Key Tool The Thesis and Practicals
University Formal Environment (space) Non-Formal
Environment (space)
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Results transcend the boundaries of Universities
University Formal Spaces Non-Formal Spaces
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Impact in the PUCP

• The Faculty of Science and Engineering has 3300
  students. If every student were a member of an
  interest team, with an average of 19 people per
  team, we would have 330 Interest Teams.
• If the University, with its 17,000 students, gets
  involved, it will be able to yield 1,700 Interest
  Teams.

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Impact in San Marcos University

• How many students are there at the San Marcos
  University? 30,000?
• Could they form 3,000 Interest Teams?

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Impact over the country

• If, in general terms, the universities get
  involved in the formation of Interest Teams, with
  more than 400,000 university students spread all
  over the country, we could count with more than
  40,000 Interest Teams.
• Can you imagine the impact on each one of the
  team members lives and the impact in favor of
  the enterprises?

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And the Knowledge?

• The formation of the network of Interest Teams in
  the Universities would boost the production of
  Thesis investigations, the generation of
  Knowledge and the need to protect the
  intellectual production that has been generated.
• With few resources based on the passion and
  interest of the teams regarding their subjects,
  as well as their dreams, poor countries could
  become an active part of a world that is
  continually building on a base of Knowledge.

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The End

• Thank you for your attention