What is good about it? Bad?

I joined higher education after working in the information technology field for more than twenty-five years, serving users, departments and organizations while automating manual jobs for computerization, boosting and mentoring staff, and working with rules and regulations. I felt something was missing in higher education. I wondered whether this could be that the information technology teams (IT team) thought that all employers were much more educated, and they are. Other staff working in sections and departments does not need help and advice to do things better, to make manual work automated. The staff ran their day-to-day work like the old school system. I felt the staff, the instructors, the instructional designers, the managers, and the executive directors needed more help to run their jobs better with more advanced technology and methods. Even if these were requested from IT, the staff did not understand the requirement, so the request was never actioned or took ages to sort out.

Who and what parts makes it up?

The staff members who were inspired to go the extra mile to get what was needed for the students and other educators made them up. Departments challenged other departments to change the teaching style and incorporate new teaching methods. 21century skills, technology innovation, knowledge, and skills to perform the work, and training were needed. To better service the instructors, instructional designers should be able to re-design courses, develop the curriculum courses and create training materials with advanced instructional design skillet; this will make up a better system.

What are its resources and how are they applied?

The main reason was that the resources were not adequately managed. Most of the time, staff did not know who was handling what and the responsibilities of each member in the college. Questions from students, staff, or instructors go through so many hands before they are answered, frustrating the caller or the person who requested information. Tech did not want to take responsibility.

The recruitment policy was different from other institutions; hence the positions filled were not according to the qualification on the required specialized job requirement.   Positions were not filled according to the education and knowledge skills, which lengthens the creativity and the knowledge required to handle the required positions. For example, the instructional designers required years of teaching experience despite not having instructional design (ID) experience. When they come on board, due to the lack of ID experience, they need to be trained in the methods, theories, and designing curriculum—this place a more significant loss of training to train the instructors, which takes more than six months.

What economic and social aspects impact your system?

The economic and social aspects fired up when the COVID-19 pandemic hit when no one was prepared, and all had to make way to provide education online with no good experience. Economic losses were deeply felt by the disadvantaged or underrepresented students whose families did not have the support of the government. The education sector had to move in fast space to get things in place here, which I feel was the best thing that ever happened. However, there were downsides due to the pandemic. Most of the educational sector, departments, sections, and staff had to join as one institute to quickly provide technology assistance for students to start online education, build platforms, and offer connectivity and equipment to students, instructors, and staff to manage their education work-related needs. Teachers were trained online to accept the changes positively and re-create the face-to-face classes to the online mode. The production of new learning and teaching materials, methods, and tools were used. Gradually there was growth in the economy as everyone started looking for changes in the system and learned the new ways how the education had to be presented, and looked for new technological advancement 

Give me details about how the system interacts with money and the people.

The systems interacted with knowledge of education for money, although at a reduced cost because education was a service within the community. Rendering knowledge and educating students through curriculum development depends heavily on the shoulders of the faculty and depends on their knowledge and experience. This knowledge and experience are different by faculty, sections, department settings, and how the curriculum is delivered. With education, skills, and experience, the service towards the teaching will benefit the students. The system, which is the college, interacts with the world through the number of students that graduate and how students are recruited to higher-level jobs.