Auckland University of Technology Wins Overall Excellence Award for Innovation in ICT Education

Auckland University of Technology wins Overall Excellence Award at Microsoft Tertiary ICT Innovation Awards

Auckland University of Technology has taken the top prize, the Overall Excellence Award, at the Microsoft Tertiary ICT Innovation Awards. Presented at the Tertiary Education ICT Conference, the prize celebrates excellence in technology.

The Auckland University of Technology also received the Microsoft Excellence in Technology for Students Award trophy and $3,000 of Microsoft Innovative Technology Pack in recognition of its cutting-edge work.

Derek McCormack, Vice Chancellor of AUT said: “It is a real honour for our innovative Student Digital Workspace to win the Microsoft Excellence Award, and a great pleasure to be bringing the trophy back to AUT again. What is particularly gratifying this year is the recognition of our collaborative approach with our ICT Services, Student Services and Marketing teams, and the large part our students have played in this achievement.”

“Student Digital Workspace is a platform that supports and enhances the experience for each and every one of our students,” added Liz Gosling, CIO of AUT. “By doing this AUT now has a space that not only makes studying and learning enjoyable, fundamentally Student Digital Workspace is a place that our students want to come to and learn together.”

Katrien Pagnaer, Higher Education Lead at Microsoft New Zealand, said, “The conference theme for this year, Shaken, Not Stirred focuses on sharing key issues and opportunities for ICT in tertiary education, now and into the future. Along with 60’s spy chic, the theme investigates the impact digital innovation is having on higher education sector. We hope these awards will continue to encourage others in the sector to make the most of what technology has to offer.”

Held in Wellington as part of the 36th Annual Tertiary ICT Conference, the Microsoft Innovation Awards celebrate ICT excellence within the tertiary education sector. The two categories for the 2016 awards were:

1.    The Microsoft Award for Technology innovation: Otago Polytechnic for Enterprise Service Transformation.
2.    The Microsoft Award for Excellence in Technology for Learning, Research or Students: Auckland University of Technology for their Student Digital Workspace.

The Microsoft Innovation Awards is another example of Microsoft’s commitment to the education sector in New Zealand. Other initiatives include the Partners in Learning programme, local tertiary education alliances, and leading software solutions designed to facilitate learning through the use of ICT.

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ICT Education: The Loss of the Next Generation

The education system of the Republic of Trinidad and Tobago must be reformed to cater for the next generation (Generation Y and the following).

The situation is so perilous that if we do not act quickly, intelligently and structurally, and begin this discussion and implement certain changes, Trinidad and Tobago as we know it today and during the years of plenty, may have economic problems, mass migration and experience heavy recessionary periods, following our once prosperous twin-island-state economy and ways of living.

We cannot continue to educate our human capital as we are doing and did over the past decades. The education system must equip graduates with more than certification via obsolete and ineffective learning methodologies.

Education today is not any more related—or proven—on what we achieve, in terms of formal education certifications only, but on what we can do; what we can produce; and how we can help our community, our country and the world. Too often as a nation we talk and give examples of successful educational systems. The time has reached where we must act.

There is growing interest and concern, globally, in the relation prevailing between education systems and whether and how the acquisition of 21st century skills could be part of the curriculum.

These skills are valued in the labour market. With growth stagnation and unemployment soaring worldwide, educators are mandated to focus more on producing graduates with skills that feed into labour demand and support the sustainable increase of employment.

Education policy- and decision-makers must be aware of the importance of transforming the curriculum, facilitation methodologies, classroom environments, assessment practices, cultural ideologies and ensure 21st-century thinking and competencies are seamlessly served throughout our education system. The time for politics in education cannot be an issue. The heritage, prosperity and economic sustainability of the country is at stake.

The 21st century is a unique era where change happens at alarming speeds and where these changes are felt globally. From access to the Internet to apps and driverless vehicles, almost everything has felt and responded to the new technological inventions, whether we want to believe it or not.

Teaching and learning have not been spared either, and has progressed from the era of the 1960s through the 1990s and have undergone even more transformations in the 21st century, in terms of pedagogy, curriculum, knowledge, acquisition of content for all disciplines, being a lifelong learner and what type of graduates this era requires.

Unfortunately, not all educational systems, institutions and countries have made the transition and reforms or are willing to do so. Trinidad and Tobago belongs to the group which has not been reforming its education system to meet the needs of the 21st century.

Education is key and the more advanced societies and economies are facing the challenges through reform based on research, analysis and practice. What is also clear is that the most successful educational systems today have been reforming their philosophy and implementing reforms based on the changing needs of their society and globalisation.

The time for the discussion to begin is now. The time for reform is now. The time to think about our future as a nation is now. Education has a very important part to play in this venture. The five-year plan proposed by the present Government is expected to ensure:

1. The establishment of an overarching information and communications technology (ICT)-driven (“digital”) agenda in the Education Policy;
2. Training and professional development of teachers and other educators;
3. Provision of adequate and appropriate ICT infrastructure in schools;
4. Curriculum reform to include ICT-infused lesson plans for students; and
5. Establishment of an ICT Steering Committee.

These plans are excellent. The best edu­cation systems in the world possess them; the difference is that they systematically implement their reforms. We as a nation here in Trinidad and Tobago always seem to be well informed in terms of what is to be done.

The problem continues to be the will at implementation. But now is the time to alter this. As policy and decision makers, an opportunity has arrived to put nation first and prepare our next generation for a world that we know nothing about.

The least we can do is create a platform from which graduates will have the competencies to develop themselves and become life-long learners. A comprehensive plan is required and if 21st century competencies are not a part of the policy, then it is futile. Does anyone want to start the dialogue? Is anyone interested in education reform?

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Online Language Learning Market to Make a Huge Impact in Near Future in Global Market and Forecast up to 2017-2021

Online language learning consists of digital content and solutions that facilitate the learning of
languages through ICT tools and platforms, such as mobile apps, e-Books, games, videos, audio clips, digital software, learning lab equipment, and online tutoring. These tools and avenues are interactive, allow real-time feedback, and enhance learning processes as they involve different formats to impart information. Among the languages spoken globally, English has emerged as the most preferred language to learn followed by Mandarin Chinese.

New research report on Online Language Learning presents an in-depth study of the market. Providing a brief history about the market, the report analyses the entire value chain of the market and points out the key drivers and restraints affecting the growth of the market during the forecast period. The report also analyses the market attractiveness and the effect of Porter’s Five Forces on the various factors governing the overall Online Language Learning market.

Companies Profiled in this report includes, Linguatronics LC, Duolingo, Rosetta Stone Inc., Speexx, Sanako Corporation, Lesson Nine GmbH, SANS Inc., Culture Alley, EF Education First Ltd., Voxy,  Inc.

For Sample copy of this Report visit @: http://qyreports.com/request-sample?report-id=52335

The report studies the different product segments and end-user applications segment of the Online Language Learning market. Compiling important data from relevant sources, the report estimates the growth of individual segments of the market. Also, the market size and the growth rate of each of the market segments have been discussed in the report. The report pays very special attention to the growth exhibited by the Online Language Learning market in key geographic segments and talks about all the favorable conditions propelling the market growth. Growth trajectory of the market across the key geographic segments is discussed in the report.

Reason to Access the Online Language Learning Market Research Report:

The report is presented in a clear and concise manner so that readers can understand the market structure and dynamics effectively. Recent trends and developments in the Global Online Language Learning market have been analyzed. Opportunities leading to the growth of the market have been analyzed and stated. The report focuses on the global Online Language Learning market, and answers some of the most critical questions stakeholders are currently facing across the globe. Information about the size of the market (by the end of the forecast year), companies that are most likely to scale up their competitive abilities, leading segments, and challenges impeding the growth of the market are given.

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Information Technology Job Offers at IIT-Bombay Dips this Placement Season

MUMBAI: The information technology sector, which usually hogs the limelight during placements at the Indian Institutes of Technology, picked fewer candidates than the previous years, indicating that the industry was at its low point. On the other hand, research and development companies (R&D) saw an upswing and hired many more IIT-B graduates in 2016-17.

Interestingly, companies across most sectors, barring finance, consulting, FMCG and PSUs, picked more MTech candidates than BTech students. For instance, the IT space picked 79 MTech candidates versus 73 undergraduates. R&D companies also hired 49 postgraduate students and 37 BTech graduates.

But this year, fewer IIT-B students bagged annual salaries of over Rs 11 lakh during campus placements. While 435 candidates were offered these top-slot jobs last year, in 2016-17, 403 candidates saw salary offers crossing the Rs 11-lakh mark this time.
A total of 158 jobs were offered to IIT-B graduates on day 1 of campus placements. In all, 305 recruiters landed on campus and made 1,114 offers taking the average annual salary to Rs 11.41 lakh. The Powai institute did not reveal its 2015-16 average annual salary offer. The total number of international firm offers this time was around 67 and there were 59 pre-placement offers.

"Over the years, pre-placement offer has been a growing trend of hiring talent from IIT-B," said the placement report. For the placement season 2017-18, which began in July, 110 students have received pre-placement offers till Wednesday. "Despite the challenging market situation, IIT-B managed to maintain good interest among the recruiting firms. Over the years, there has been a gradual increase in the number of companies visiting the campus," stated the placement report.

Interestingly, 'budding' start-ups were avoided for the 2017-18 placement season as similar offers from the previous year were either delayed or revoked. "But still, the informal work culture, opportunity to make immediate and visible contributions and chance to own equity seem to attract students to start-ups," it said.

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Foundation Harps on Digital Information Literacy

THE Gani Adams Foundations (GAF) has joined the world to celebrate the World Literacy Day.

Fifty-one years ago, United Nations Educational, Scientific, Cultural Organisation (UNESCO)  proclaimed September 8 as International Literacy Day to mobilise the international community to promote literacy as an instrument for empowerment.

The Osun Hall of the Lagos Airport Hotel, Ikeja venue of the event, was filled with intellectuals, cultural enthusiasts, media practitioners, teachers and pupils who lent their voices to the importance of Information Communication Technology (ICT) in the 20th century.

GAF’s Chairman/Managing Director, Otunba Gani Adams, who was excited with this year’s theme: ‘Literacy in the digital world’, underscored the need for Africans to shift from ‘analogue operation’.
In her lecture titled: ‘Literacy in a digital world’, Dr Kemi Ojemoghaat of the Department of Adult Education, University of Lagos (UNILAG), described digital literacy as a sine qua non to living, adding that technology dictates communication and interaction within mankind.

She called on the government to make digital literacy affordable, and create a link between the teaching of ICT in schools and industries.

She said: “A survey conducted by Research ICT Africa in 2011, disclosed that 70 per cent of non- internet users in Nigeria say affordability is the main reason for not using the internet. The majority of internet users in Nigeria access it exclusively using mobile devices. Smart phones and tablets have become very popular in Nigeria.

“Nevertheless, a mobile broadband cost is high for most people in a country like Nigeria where low per capita incomes subsists.’’

She continued: “The ICT curriculum does not provide the skills that industry value. Despite support from the government, many ICT teachers still do not have the qualifications or knowledge to teach the computing curriculum. Given the pace of technological advances, it will always be a challenge for schools to keep up with the latest innovations.”

A retired professor of African Philosophy at UNILAG, Sophie Oluwole, lamented the loss of Yoruba oral tradition, which according to her, forms the bedrock of knowledge acquisition.
Ifa, Oluwole explained, is a warehouse of knowledge, which cuts across all disciplines including ICT, if acquired.

“If Ifa has over 256 odu and yet our fore fathers without the knowledge of reading and writing, were able to not only memorise, but also passed same to the next generation. Unfortunately, the influence of modern religions have made those practice look fetish or Satanic to an average Yoruba. But I can tell you that Ifa is the bedrock of intellectual knowledge which can be learned to derive new inspirations in engineering, science,and ICT, just name it.”

Oluwole said it was not too late for Nigeria to ape Asian countries, such as Japan, China, and Malaysia, which have attained technological advancement through adoption of their mother tongue as official languages.

Adams said he was praised the UN for the choice of the theme.

“I love this year’s theme,” he said.

“Truth is, the world is going digital and the United Nations through the theme, is challenging us to drastically reduce our analogue way of doing things.

“Some developed societies no longer conduct their activities manually. Even some corporate bodies and institutions are going digital. Some conduct paperless meetings. This reduces work load or hauling of papers and files from one office to another.

“For instance, the mobile phones we use have several applications beyond mere making and receiving calls; unfortunately, most of us only use it to make calls, and failing to utilise other apps for knowledge possession.”

Adams said GAF had identified with the UN through propagating, organising interactive sessions and giving educational materials to schools.

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Micronet Offers SQA ICT Courses

MICRONET International College (MIC) is offering the Scottish Qualifications Authority (SQA) courses in Brunei Darussalam, providing quality education and wider options for enthusiasts dreaming to join the ICT industry.

Working across the United Kingdom and internationally, Scottish Qualifications Authority is based in Scotland (UK) and acknowledged by government organisations, universities, businesses and individuals throughout the world. SQA is sponsored by the Scottish Government’s Learning Directorate. SQA courses offered at the college are accredited by the Brunei Darussalam National Accreditation Council (BDNAC).

The SQA courses available at the college range from National Certificate to Higher National Diploma (HND) level. Those with four GCE ‘O’ Level or four IGCSE ‘O’ Level passes, or BDTVEC Skill Certificate 2 in Information Technology or other acceptable qualifications are eligible to apply for the SQA National Certificate in Mobile Technology.

Upon completion, learners can proceed to the Pearson BTEC Level 3 Diploma in Information Technology or NCC Level 4 Diploma in Computing. Learners can further leverage their skills as they progress to HND, such as the SQA HND courses of HND Computer Science, HND Computing (Software Development), HND Computing (Networking) and HND Computing (Technical Support).

Upon graduation, learners can pursue their degree locally or abroad.

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Local ICT Players: the Impact on Work Integrated Learning

In the spirit of good corporate citizenship, organisations both in the public and private sectors in Namibia have an active role to play when it comes to Work Integrated Learning (WIL) internship initiatives by the local Tertiary Institutions. La Trobe University defined Work Integrated Learning as an umbrella term used to describe a range of approaches that integrate theory with the practice of work within a purposefully designed curriculum.

In Namibia specifically, it has been found that many tertiary students have limited options when it comes to internship opportunities even though it is an academic requirement during their final year of studies before obtaining their respective qualifications.

However, some students have experienced challenges in this regard and as a result, they have had some delays with obtaining their qualifications when they have not had an opportunity to complete the work integrated learning programme. Another concern is that most graduates lack real world experience as they have not been exposed to work integrated learning.

The purpose of the WIL programme ultimately is for students to undertake an internship to enable them to apply theoretical knowledge gained from their studies in a practical setting. Tertiary institutions look to the various industries to provide controlled working environment in the form of job placement opportunities in this regard.

Although different organisations may have different requirements and arrangements as far as their WIL programmes are concerned, those who have incorporated this initiative in their operations have made a significant impact in this regard. In fact, most Namibian professionals started out as interns and with hard work, dedication and the right attitude they grew in their professions.

Green Enterprise Solutions, a local company that provides Information and Communication Technology (ICT); has also opened its doors to college and university students for internship opportunities. The company has a Memorandum of Understanding (MoU) with the Namibian University of Science and Technology to take in their students for work integrated learning.

Over the past six years to date, Green has housed a number of students from the Namibia University of Science and Technology (NUST), University of Namibia (UNAM), Institute of Information Technology (IIT), International University of Management (IUM) and Lingua College.

For Green, the internship programme offers a wide range of opportunities for students to gain insight in the technical and administrative programmes of ICT, namely in software development, infrastructure technologies, networking and security, warranty services, project management, sales and marketing.

The duration of Green internships is between three to six months or longer, depending on the internship guide and requirements as well as performance of the interns.

At an induction session earlier last week, Green’s managing director Llewellyn le Hane highlighted that as a Namibian company, it is important to actively participate in this programme else Namibia will not have local capable resources to contribute to the development of Namibia with bespoke ICT solutions.

Present at the event was Carol Millward, NUST’s industry liaison officer who motivated the NUST intakes to take this opportunity seriously and make the most out of it. Millward added she was humbled to have been part of this session and hopes many other industry players will continue to support NUST and other tertiary institutions in this programme.

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Open Educational Resources Critical to Sustain Africa's Higher Learning

According to Professor Johannes Cronje, Dean of Informatics and Design at the Cape Peninsula University of Technology, the sustainability of higher education in Africa is inextricably linked to freely accessible and education-focused online resources or open educational resources (OER).

Cronje presented a keynote at the 10th annual eLearning Update, an event he organised, and said, "OER would be something similar to Wikipedia, or classes that Harvard, Yale or the Khan Academy make available for free. Typically, any resource that people make available for educational purposes."

In a post-event interview with ITWeb Africa, Cronje said there needs to be more OER available throughout Africa, which continues to face a shortage of teachers and classroom space.

"With OER at the moment in South Africa, what we see is that there's a strong move towards using them, but we have a problem with producing them. And that often has to do with universities and even the government's general policies around intellectual property.
"So if you produce them (OER), people could say that you are giving away intellectual property, and we're saying, 'actually you're not, but simply contributing to a growing selection of OER'," he continues.

Cronje also believes that there is not enough financial investment in Africa's higher education and compares the education system in Finland to that of Africa to emphasise his point.

"Look at the amount of money the education system in Finland spends on a child, where you have 15 students in a class, with a teacher who has a master's degree and a teacher's assistant, as opposed to 40 students with one teacher in the South African classroom ... where does the teacher get time to change their ways if they need to do all that preparation and so on?"

Other ICT leaders have also expressed the need for Africa to rapidly adopt technology in education.

At the Responsible Business Forum, which took place recently in Johannesburg, ICT leaders underlined the significance of digital, innovative and remote education.

Huawei South Africa's deputy CEO Jacky Zhang said ICT can create new learning platforms and make radical improvements in the quality and availability of education, while Shane Wall, HP's CTO and global head of HP Labs, warned the continent will experience a shortage of six million primary school teachers by 2030.

The message to accelerate adoption has filtered through to businesses and NGOs, many of whom are participating in eLearning conferences to help address challenges and identify opportunities – including the eLearning Africa conference taking place in Mauritius from 27 to 29 September.

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