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Bulletin of Applied Computing andInformation Technology |
Article C2:
Sectoral Linkages (Secondary, Tertiary and Industry): A Panel Session |
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Garry Roberton, Wintec, New Zealand Panel ChairRoberton, G. (2007, Jun), Sectoral Linkages (Secondary, Tertiary and Industry): A Panel Session. Bulletin of Applied Computing and Information Technology Vol. 5, Issue 1. ISSN 1176-4120. Retrieved from ABSTRACTThe Sectoral Linkages (Secondary, Tertiary and Industry) panel session was one of a number of forum and panel presentations and activities specifically related to IT careers and career preparation. It provided an opportunity for attendees to debate the challenges associated with strengthening and enhancing sectoral linkages to encourage secondary school students to continue into tertiary studies, leading to a career in Information and Communications Technology (ICT). Following a short PowerPoint presentation by the panel chair on an action plan for the development of an ICT Curriculum Framework for Waikato secondary schools, panellists were invited to present their views on the current situation. The following is a summation of their presentations, the discussions that followed and some conclusions that can be derived from this panel session, including recommendations for action. KeywordsCareers, Information and Communications Technology (ICT), Curriculum Framework. 1. INTRODUCTIONThe five panellists, including the chair, initiated discussion by giving short presentations of their views on the current state of ICT in NZ. They were each primed prior to the session with an email from the panel chair that briefly touched on a variety of issues and initiatives concerning the topic, including:
The views of the panellists were framed in terms of falling enrolments versus a strong demand by industry for suitably qualified and skilled graduates. 2. DISCUSSIONFollowing the opening presentation by the panel chair, each of the four panellists was invited to address the floor. Mark Carroll, Architect for the Developer & Platform Strategy Group of Microsoft (NZ), introduced himself as an avid education consumer. Mark addressed the macro picture of Information and Communications Technology (ICT) as a key driver of the NZ and global economies. He referred to the current shortages of skills in the ICT sector and the serious long term affect that this would have on the supply and demand situation, with companies attempting to source personnel off-shore. Addressing the micro picture Mark referred to his own teenage children, their ICT interests and the influence of computers on their lives. Specific examples included playing with Xbox, which could teach rugby skills and using Lego Mindstorms to expand their programming, electronics and robotics knowledge and skills and improve their overall problem solving ability. Mark emphasised the importance of promoting ICT to local communities and to adult students as second chance learners. Josephine Hall, a Year 13 Tech Angel at Wellington Girls’ College, described her role as a Tech Angel in terms of mentoring both teachers and other students and in promoting ICT to all girls at her school. Jo applauded the one-on-one teaching provided to students and teachers as this helped the Tech Angels consolidate their own ICT knowledge and skills and promoted positive relationships between students and teachers. Jo spoke of several Tech Angel initiatives to help promote ICT within her school, including a skills-oriented programme offered during their lunchtime. She also emphasised the importance of promoting intergenerational communications as a way of helping to break down the barriers of understanding, of ICT and its impact on society, between the baby boomers and generations X and Y. Peter Brook, a lecturer at Otago Polytechnic, enthusiastically described the OtagoNet project, which is designed to bring a computing curriculum to rural secondary schools in the Otago region. Classes are delivered to schools via blended teaching using video conferencing, a learning management system, visits and workshops. Peter described the development of a curriculum designed around ‘techy’ subjects and things that students love, such as electronic gadgets that move about under remote control, for example via a cell phone. He also promoted Mindspring as a great resource for supporting the digital communications and video conferencing necessary to help ensure the successful implementation of this blended teaching model. Finally, Peter emphasised the need to reach out to secondary school students who might otherwise never engage in tertiary studies, let alone consider a career in ICT. Murray Brown, Manager ICT Unit - Curriculum Teaching and Learning, Ministry of Education (MoE), began by acknowledging the important contribution made by the Fluency in IT (FITNZ) project and thanking those involved. Murray described the MoE ICT Curriculum Framework Years 11 to 13 project in terms of its current progress and overall aims. The framework would provide a coherent and nationally consistent ICT curriculum that ensured systematic progression through all levels of secondary school. He also mentioned the Beacon Practice Project to illustrate examples of exemplary teaching practice already happening in the Technology subjects. Murray stated that construction of the business case related to the development and delivery of the framework content and the need for collaborative support from all interested parties, especially industry, to ensure a successful outcome. Cheryl Horo, General Manager, Women in Technology (WIT), spoke about the objectives of her organisation and their focus on building capacity for women in the IT industry. She described the structured mentoring programmes, ‘Accelerate’ and ‘Fast Track’, that are operating for women and men already employed in the industry and the work that WIT are doing in promoting IT to secondary schools. This work includes supporting and sponsoring the Tech Angels by arranging visits to schools by industry experts, promoting events within schools and arranging for their attendance at events such as this. There were two main issues raised during the discussions that followed. It was very apparent that teachers were opposed to a prescriptive approach being taken to the development of an ICT curriculum framework. They were also adamant that the development and implementation of an ICT Curriculum Framework in schools would not occur without the appropriate resourcing. Murray Brown responded to both of these concerns. He stated that the MoE is not writing curriculum documents, but is developing a curriculum framework that would provide schools with a coherent set of national standards. These standards would allow schools a degree of flexibility in framing their computing curriculum to suit their programmes, confident that they were in line with national guidelines. Murray invited secondary school teachers to communicate their concerns and any suggestions to Lorrae Ward, Cognition Consulting Ltd. He agreed that the funding issue is a challenge and that sustainable models are being researched and evaluated. A spokesperson from Burnside High School complimented the MoE on its initiative in developing an ICT Curriculum Framework and stated that this would ‘legitimise’ computing and IT as a subject of value in the senior secondary school sector. 3. CONCLUSIONThe panel session was well attended and the presentations were well received. The development of an ICT Curriculum Framework for years 11 to 13 appears to be welcomed by secondary school teachers, provided that schools are sufficiently resourced to ensure that its implementation is sustainable. The framework will provide a flexible structure and systematic approach to the teaching of computing and IT in the senior secondary school sector in NZ. The common theme that emerged from the presentations was that we all have a responsibility to engage with our communities in promoting and marketing ICT qualifications that will lead to a challenging, satisfying and well paid career in the industry. 4. ACKNOWLEDGEMENTSMy thanks to the following participants:
REFERENCESAMR Consulting. Retrieved 18 August 2006, from http://www.amrconsulting.co.nz/contactus.htm CoroNet. Retrieved 16 August 2006, from http://www.coronet.school.nz Digiops Projects. Retrieved 16 August 2006, from http://www.digiops.org.nz/ E-skills UK (Sector Skills Council). Retrieved 5 August 2006, from http://www.e-skills.com/ Futuretech – Career Options. Retrieved 8 September 2006, from http://www.futureintech.org.nz/career_options.cfm Microsoft – MSDN AA. Retrieved 5 August 2006, from http://msdn.microsoft.com/academic/ Ministry of Economic Development (MED) – Growth & Innovation Framework. Retrieved 8 September 2006, from http://www.gif.med.govt.nz/ Multi Serve Trust. Retrieved 11 August 2006, from http://www.multiserve.co.nz/ NZ Department of Labour Job Vacancy Monitor. Retrieved 25 August 2006, from http://www.dol.govt.nz/PDFs/jvm-jul2006.pdf NZQA - Assessment and Certification Rules and Procedures for Secondary Schools. Retrieved 15 July 2006, from http://www.nzqa.govt.nz/ncea/acrp/secondary/7/74112.html NZQA - Changes to the 'approved subjects' list for university entrance. Retrieved 21 July 2006, from http://www.nzqa.govt.nz/news/releases/2006/120606.html OtagoNet. Retrieved 16 August 2006, from http://www.otagonet.school.nz/ Tech Angels. Retrieved 6 September 2006, from http://www.techangels.co.nz/ Copyright © 2007 Garry Roberton |
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