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Bridging the Gap in ICT Education: Needs, Realities, and Opportunities

Explore the perspectives of employers, lecturers, and IT experts on educational needs in ICT, with a focus on technological advancements, program development, and overcoming knowledge obsolescence.

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Bridging the Gap in ICT Education: Needs, Realities, and Opportunities

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  1. Education of ICT – needs, reality and opportunities. Marko Šušnjar www.bitart.hrwww.beam-ict.com Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr

  2. Employer’s Point of View • - an immediate need for a prepared team of people • changing the criterion perspective due to the inability of finding such people • searching for the person that can achieve the needed level of knowledge in the short period of time • prefers the learning self-contained employee • the reason lies in the existence of the technological gap: education - requirements Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  3. Lecturer’s Point of View • - rapid technological changes; Moore’s Law • more orientation toward the scientific fundamentals instead of technological • IT specificities: bracing the science and technology • lack of the coupling with the economy • lack of the employers’ needs understanding • shift toward more secure scientific approach in terms of the education and its domains Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  4. IT Expert’s Educational Features - IT expert’s short-term average knowledge - programme developer 2-5 years - system administrator 2-3 years - technological cycle dependancy Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  5. IT Expert’s Educational Features - technology is not the same at the beginning and at the end of the educational period - the speed of the technological change poses problems in young people’s education - scientific vs. technological - knowledge obsolescence collides the market needs Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  6. How to incorporate two apparently opposite aspects ?! - connect the employers and lecturers through the field of the mutual interest - projects - the projects need to be interesting enough so that the employers can assist the financing - scientific staff would have an additional motive for absorbing the new technologies and thus to successfully keep up with such changes - involve the students in such projects = in order to overcome the technological gap Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  7. Technology Areas Lecturer  Current Issues • - high academic professional qualifications required • the inability to motivate the IT specialist to acquire the academic professional qualifications • huge time and energy investment, but insufficient the return on such investment • the IT specialist is more prone to invest it all in an own company or in the one that he/she is working for Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  8. FESB Split Case Study - projects that are initated beyond the technology educational activities - CISCO Academy - Microsoft Partners In Learning Programme - project that are started for the purpose of educating the companies’ management while introducing the new IT technologies Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  9. FESB Split Case Study • - company IT system analysis and improvement projects • - faculty staff involved, led by prof. Sven Gotovac • different IT specialists from Split participate as well • students are also engaged in the IT projects • - Microsoft college coding camp - an example of a successfull project showing the overcoming of the technological gap Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  10. Who Belongs Where? • Informatics bachelor • basic knowledge about the products and technologies that are currently available in the market • - IT system support • - less demanding development Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  11. Who Belongs Where? • Informatics Master of Science • - basic knowledge about the products and technologies currently available in the market • - development cycles knowledge • high level of science defining the knowledge of an expert • innovation – is it possible to get such education?! • - IT product complex development • - IT system planning and design Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

  12. Conclusion • A need to: • - shift the technological understandings toward the later phase of the educational system • effectively keep up with the technological changes • continually work on a diversification of the educational programmes • approach and observe the education as a market •  people who are responsible for different fields of an education need to become the managers of knowledge Šetalište Ivana Pavla II 31 21000 Split info@bitart.hr www.bitart.hr

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