Abstract: Computer science is a relative young science that also straddles technology and engineering, but is now taught in the vast majority of universities. The talk will explore overall trends in student numbers and profiles, curriculum content, etc., in the UK and elsewhere. The relationship with school-level education and industry will be covered and some possible solutions to key issues will be proposed.
A talk on Computer Science Education in Universities, delivered at the House of Lords in London on 20 March 2013.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Presentation made by Andreas Schleicher, Director for the OECD Directorate of Education and Skills, at the Education World Forum, 21st January 2019, London
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Computer science curriculum based on Program learning outcomes and objectivesJawad Khan
Designing curriculum of computer sciences and computer engineering on the bases of needs in the industry. Program learning objectives have been dealt in a case study in this presentation
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
March 16, 2012 Technology Alliance Group (TAG) for Northwest Washington panel presentation by Jeff Wright (WWU), Dean of the College of Sciences & Technology; Janice Walker (WCC), Workforce Education Coordinator; and Sharon Carpenter (BTC), Dean of Professional Technical Education.
Ohio University College of Arts & Sciences Fall 2014 Data SummitLoriBauer
At the fall semester College of Arts & Sciences Data Summit on Dec. 12, Dean Robert Frank and attendees discuss the current state of the college, recent developments at the college, and university-level plans for the future.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Presentation made by Andreas Schleicher, Director for the OECD Directorate of Education and Skills, at the Education World Forum, 21st January 2019, London
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education ( http://www.oecd.org/edu/trends-shaping-education-22187049.htm) examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Computer science curriculum based on Program learning outcomes and objectivesJawad Khan
Designing curriculum of computer sciences and computer engineering on the bases of needs in the industry. Program learning objectives have been dealt in a case study in this presentation
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
March 16, 2012 Technology Alliance Group (TAG) for Northwest Washington panel presentation by Jeff Wright (WWU), Dean of the College of Sciences & Technology; Janice Walker (WCC), Workforce Education Coordinator; and Sharon Carpenter (BTC), Dean of Professional Technical Education.
Ohio University College of Arts & Sciences Fall 2014 Data SummitLoriBauer
At the fall semester College of Arts & Sciences Data Summit on Dec. 12, Dean Robert Frank and attendees discuss the current state of the college, recent developments at the college, and university-level plans for the future.
Efforts to Revitalize the Computer Science Education in ThailandIJERA Editor
The shortage of ICT professionals in Thai workforce has been appeared in spite of many ICT-related programs
offering in universities across Thailand. The statistics show that a promoting of new ICT-related programs,
modified by CS program, is stealing students from CS program. Thus, CS enrollment decline as well as
students’ dropping outs are problems facing in every Thai universities. This paper reports on a study in which
10 people who are the representative of ICT graduates’ users were interviewed and 702 freshmen who took in
the introductory computer course were surveyed to try to determine the relationship of CS enrollment and ICT
professionals and the factors contributing to decline in CS enrollments. The results revealed that most of ICT
professionals were developed from CS background. The top reasons for rejecting the CS major, were its’
difficulties and students’ desire to use IT as an application, instead of a construction. These were their weakness
in programming and technical work, but the reasons for choosing the CS major were opposite. Finally, this
paper proposes a revitalization of the CS education framework to reverse the trend of CS enrollment decline.
A Computer Science degree from a UK university will equip you with the requisite skills needed to build up your career. UK universities are pioneers in the field of Computer Science and many of them have research wings conducting research for top IT companies of the world.
In Drazen talk, you will get a chance to listen to how Data Science Master 4.0 on Belgrade University was created, and what are the benefits of the program.
Similar to Computer science education in universities (20)
Communities and Ancestors Associated with Egon Börger and ASMJonathan Bowen
In this presentation, I discuss the community associated with Abstract State Machines (ASM), especially in the context of a Community of Practice (CoP), a social science concept, considering the development of ASM by its community of researchers and practitioners over time. I also consider the long-term historical context of the advisor tree of Egon Börger, the main promulgator of the ASM approach, which can be
considered as multiple interrelated CoPs, distributed over several centuries. This includes notable mathematicians and philosophers among its number with some interesting links between the people involved. Despite most being active well before the inception of computer science, a number have been influential on the field.
Did Alan Turing OBE FRS (23 June 1912 – 7 June 1954), the celebrated mathematician, codebreaker, and pioneer computer scientist, ever visit Oxford? He is well-known for his connections with the University of Cambridge, Bletchley Park, the National Physical Laboratory, and the University of Manchester, but there is no known written archival record of him ever visiting Oxford, despite it being the location of the University of Oxford, traditionally a rival of Cambridge. However, surely he must have done so.
The Digital Renaissance from da Vinci to TuringJonathan Bowen
The Italian Renaissance started a rebirth of culture and knowledge not experienced since Roman times. Leonardo da Vinci was arguably the leading polymath of the era. We are now in the throes of a Digital Renaissance, arguably started by Alan Turing in England. This paper draws some parallels between these two periods and speculates on the future of digital developments, especially in the context of the EVA Florence conference in Italy and the EVA London conference in the UK.
Alan Turing is well-known as the "father of computing". With his contribution to mathematics, code-breaking, computer science and logic, he has long been a subject of great fascination. Following the centenary of his birth in 2012 he has become even more widely recognised for his remarkable contribution to our understanding of the world around us through his work on the computational mathematics that underlies life and evolution, which some compare to the insights of Einstein and Newton.
Developing communities has become increasingly easy on the web as the number of interactive facilities and amount of data available about communities increases. It is possible to view connections on social and professional networks in the form of mathematical graphs. It is also possible to visualise connections between authors of academic papers. For example, Google Scholar, Academia.edu, ResearchGate, and historically Microsoft Academic Search, now have large corpuses of freely available information on publications, together with author and citation details, that can be accessed and presented in a number of ways. Identification of academic authors online is increasingly important too, using facilities such as ORCID. Some practical guidance on what is worthwhile in presenting publication information online will be given.
Visibility and visualisation of scholarly publications online: Erdős and beyondJonathan Bowen
Developing and monitoring communities has become increasingly easy on the web as the number of interactive facilities and amount of data available about communities increases. It is possible to view connections on social and professional networks in the form of mathematical graphs. It is also possible to visualise connections between authors of academic papers. For example, Google Scholar, Microsoft Academic Search, and Academia.edu, now have large corpuses of freely available information on publications, together with author and citation details, that can be accessed and presented in a number of ways. In mathematical circles, the concept of the Erdős number has been introduced in honour of the Hungarian mathematician Paul Erdős, measuring the "collaborative distance" of a person away from Erdős through links by co-author. Similar metrics have been proposed in other fields. The possibility of exploring and improving the presentation of such links online in computer science and other fields will be presented as a means of improving the outreach and impact of publications by academics across different disciplines. Some practical guidance on what is worthwhile in presenting publication information online will be given.
Note: The talk will be accessible for academics across different disciplines.
Patterns in scholarly publications online: Erdős and beyondJonathan Bowen
Developing and monitoring communities has become increasingly easy on the web as the number of interactive facilities and amount of data available about communities increases. It is possible to view connections and patterns on social and professional networks in the form of mathematical graphs. It is also possible to visualise connections between authors of academic papers. For example, Google Scholar, Microsoft Academic Search, and Academia.edu, etc., now have large corpuses of freely available information on publications, together with author and citation details, that can be accessed and presented in a number of ways. In mathematical circles, the concept of the Erdős number has been introduced in honour of the Hungarian mathematician Paul Erdős, measuring the "collaborative distance" of a person away from Erdős through links by co-author. Similar metrics have been proposed in other fields. The possibility of exploring and improving the presentation of such links online in computer science and other fields will be presented as a means of improving the outreach and impact of academic publications. Some practical guidance on what is worthwhile in presenting publication information online will be given.
The Brooklyn Visual Heritage Website: Brooklyn’s Museums and Libraries Collab...Jonathan Bowen
The Brooklyn Visual Heritage website (http://brooklynvisualheritage.org) represents a new visual resource for cultural heritage. The site was created as part of Project CHART (Cultural Heritage, Access, Research and Technology), a three-year collaborative project (2010-2013) funded by the Institute of Museum and Library Services (IMLS) between Pratt School of Information and Library Science and three of New York’s leading cultural Institutions, the Brooklyn Historical Society, Brooklyn Museum, and Brooklyn Public Library. This paper examines the Brooklyn Visual Heritage website from the diverse perspectives of these cultural institutions and the communities they serve, from geographic communities to those of scholars, historians, and educators, while also addressing technical aspects of user experience and the challenges of cross institutional collaboration. We consider questions of shared decision-making on website design, public access and use as well as issues regarding how the BVH collections will continue to grow, while expanding the use of social media to promote greater community participation as part of a sustainable model.
Online Communities: Visualization and Formalization.Jonathan Bowen
Online communities have increased in size and importance dramatically over the last decade. The fact that many communities are online means that it is possible to extract
information about these communities and the connections between their members much more easily using software tools, despite their potentially very large size. The links between members of the community can be presented visually and often this can make patterns in the structure of sub-communities immediately obvious. The links and structures of layered communities can also be formalized to gain a better understanding of their modelling. This paper explores these links with some specific examples, including visualization of these relationships and a formalized model of communities using the Z notation. It also considers the development of such communities within the Community of Practice social science framework. Such approaches may be applicable for communities associated with cybersecurity and could be combined for a better understanding of their development.
Making scholarly publications accessible onlineJonathan Bowen
Developing and monitoring communities has become increasingly easy on the web as the number of interactive facilities and amount of data available about communities increases. It is possible to view connections on social and professional networks in the form of mathematical graphs. It is also possible to visualise connections between authors of academic papers. For example, Google Scholar, Microsoft Academic Search, and Academia.edu, now have large corpuses of freely available information on publications, together with author and citation
details, that can be accessed and presented in a number of ways. In mathematical circles, the concept of the Erdős number has been introduced in honour of the Hungarian mathematician Paul Erdős, measuring the collaborative distance" of a person away from Erdős through links by co-author. Similar metrics have been proposed in other fields. The possibility of exploring and
improving the presentation of such links online in the sciences and other fields will be presented as a means of improving the outreach and impact of publications by academics across
different disciplines. Some practical guidance on what is worthwhile in presenting publication information online are given.
Formal methods aim to apply mathematically-based techniques to the development of computer-based systems, especially at the specification level, but also down to the implementation level. This aids early detection and avoidance of errors through increased understanding. It is also beneficial for more rigorous testing coverage. This talk presents the use of formal methods on a real project. The Z notation has been used to specify a large-scale high integrity system to aid in air traffic control. The system has been implemented directly from the Z specification using SPARK Ada, an annotated subset of the Ada programming language that includes assertions and tool support for proofs. The Z specification has been used to direct the testing of the software through additional test design documents using tables and fragments of Z. In addition, Mathematica has been used as a test oracle for algorithmic aspects of the system. In summary, formal methods can be used successfully in all phases of the lifecycle for a large software project with suitably trained engineers, despite limited tool support.
From a Community of Practice to a Body of Knowledge: A case study of the form...Jonathan Bowen
Speaker: Prof. Jonathan P. BOWEN, London South Bank University / University of Westminster / Museophile Limited United Kingdom
Date: Friday, 24 June 2011, FM 2011 Symposium, University of Limerick, Ireland
Abstract: A Body of Knowledge (BoK) is an ontology for a particular professional
domain. A Community of Practice (CoP) is the collection of people developing
such knowledge. In the paper we explore these concepts in the context
of the formal methods community in general and the Z notation community, as
has been supported by the Z User Group, in particular. The existing SWEBOK
Software Engineering Body of Knowledge is considered with respect to formal
methods and a high-level model for the possible structure of of a BoK is provided
using the Z notation.
Biography: Prof. Jonathan P. Bowen, FBCS, FRSA, is Chair of Museophile Limited, an IT consultancy company. He is also a Visiting Professor at University of Westminster since 2010 and an Emeritus Professor at London South Bank University since 2007. From 2007-2009, he was a Visiting Professor at the King's College London. In 2007, he was a visiting academic at University College London; in 2008, he was a visiting lecturer at Brunel University and during 2008-2009 he worked on a large industrial high integrity software engineering project using formal methods. Previously he was at the University of Reading, the Oxford University Computing Laboratory and Imperial College, London. He has been involved with the field of computing in both industry and academia since 1977, specializing in software engineering in general and formal methods in particular. In 2002, Bowen founded Museophile Limited with the original aim to help museums online. He is an enthusiastic contributor to Wikipedia in the area of museums and on computing topics. Bowen is a Fellow of the British Computer Society and of the Royal Society of Arts. He holds the Freedom of the Worshipful Company of Information Technologists and is a member of the ACM and IEEE. He has an MA degree in Engineering Science from Oxford University.
FM 2011 Symposium slides
Ten Commandments of Formal Methods: A decade laterJonathan Bowen
In 1995, a paper "Ten Commandments of Formal Methods" suggested some guidelines to help ensure the success of a formal methods project. It proposed ten requirements (or “commandments”) for formal developers to consider and follow, based on our knowledge of several industrial application success stories, most of which have been reported in more detail in two books. The paper was surprisingly popular, is still widely referenced, and used as required reading in a number of formal methods courses. However, not all have agreed with some of the commandments, feeling that they may not be valid in the long-term. We re-examine the original commandments a decade later, and consider their validity in the light of industrial best practice and experiences, especially with respect to formal notations such as B and Z. We also cover the activities of the UK Verified Software Repository Network (VSR-net) in the context of Grand Challenge 6 on Dependable Systems Evolution.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Computer Science
Education in Universities
Prof. Jonathan Bowen
Emeritus Professor
London South Bank University / Museophile Limited
www.jpbowen.com
2. Alan Turing (1912–1954)
• Centenary in 2012
• “The Father of
Computer Science”
– The Scientists, Thames & Hudson, 2012
• Annual Turing Award
– CS equivalent of Nobel Prize
“I was flabbergasted to learn that today
computer science is not even taught as
standard in UK schools. This risks throwing
away your great computing heritage.”
– Eric Schmitt
Google CEO, 2011
3. Computer science
• Young discipline (first department in 1962)
• Science, Technology, Engineering, Maths
• Taught in most universities
• Student numbers
• Curriculum content
• School-level preparation
• Industrial relevance
• Possible solutions to key issues
4. Computer science courses on offer in UK fall 18%
• As fees go up to £9,000 a year, course choices narrow
• By Anh Nguyen | Computerworld UK | 24 February 2012
• The number of full-time undergraduate computer
science courses offered by UK universities has fallen
by nearly a fifth since 2006...
• ...169 computer science courses were available in 2012,
down 18% from 2006, when 207 courses were on offer.
• ... The number of courses available at UK universities
has fallen by 27% since 2006, with those in England
cutting 31%, compared to just 3% in Scotland.
University and College Union (UCU)
report, based on data from universities
admission service UCAS.
5. UCAS applications for Computer Sciences in 2012
Maths A-level preferred to CS in general
2012 applications (total 89,673)
3% 1%
I1 - Computer Science
7%
I2 - Information Systems
9%
I3 - Software Engineering
13%
II - Combinations in CS
67%
I6 - Games
I4 - Artificial Intelligence
Group I Computer Sciences, UCAS, 2012
6. UCAS acceptances for Computer Sciences in 2012
CS acceptance ratio 4.6:1, 22% (cf. 5.7:1, 18% overall)
2012 acceptances (total 19,353)
1% 0%
I1 - Computer Science
7%
10% I2 - Information Systems
I3 - Software Engineering
15%
II - Combinations in CS
67%
I6 - Games
I4 - Artificial Intelligence
Group I Computer Sciences, UCAS, 2012
7. Computer science undergraduate students in the UK
Full-time increasing, part-time decreasing
90000
80000
70000 18220 16155 15455
19935 18345
60000
50000
40000
30000 55700 56030 58680 60385 61135
20000
10000
0
2007/08 2008/09 2009/10 2010/11 2011/12
Full-time Part-time
Data from Higher Education Statistics Agency Limited, 2013
8. Computer science vs. overall science full-time
undergraduate student percentage in the UK
4.6
Science
4.5 overall level,
cf. CS
4.4 decreasing
4.3 CS %
Science %/10
4.2
4.1
4
2007/08 2008/09 2009/10 2010/11 2011/12
Data from Higher Education Statistics Agency Limited, 2013
9. Computer science postgraduate
students in the UK
18000 17135
16335
15720
16000
14000 13425 13460
12000
10000
8000 6520 6750
6180 6145 5615
6000
4000
2000
0
2007/08 2008/09 2009/10 2010/11 2011/12
Full-time Part-time Decreasing recently
Data from Higher Education Statistics Agency Limited, 2013
10. Computer science and overall science full-time
postgraduate student percentages in the UK
7
Science
6 overall level,
5 cf. CS
decreasing
4
CS %
3 Science %/10
2
Many CS
1 postgraduate
students are
0
2007/08 2008/09 2009/10 2010/11 2011/12 from abroad
Data from Higher Education Statistics Agency Limited, 2013
12. US CS degrees
Dot-com boom Dot-com crash + 4 years
1995-2011
13. Total female/male CS students in the UK
30000
25000
20000
15000 Female CS
Male CS
10000
5000
0
2007/08 2008/09 2009/10 2010/11 2011/12
Marked disparity
14. Total female CS students in the UK
2007–12
6500
6000
6045
5860
5750
5500
5445
5270 Female CS
5000
4500
4000
2007/08 2008/09 2009/10 2010/11 2011/12
15. Female CS, science and overall
student percentages in the UK
60
50
40
CS%
30
Science %
Overall %
20
10
0
2007/08 2008/09 2009/10 2010/11 2011/12
Female CS % numbers low and continuing to decline
16. ♂ Gender balance ♀
• CS not very attractive to female students...
• ... despite using IT (mobile, games, etc.)
• Curriculum not female-oriented
• US image different (e.g., The Social Network)
but still 37%♀ in 1985, 18%♀ in 2010, down 51%
• Image problem at school level
• Incentivise better
gender balance?
17. Curriculum
• BCS accreditation – driver for CS content
• Highly desirable for UK degree programmes
• Degrees for Chartered IT Professional (CITP),
also CEng and CSci
• 98 mostly UK universities accredited
• Signatory to Washington and Seoul Accords
(international accreditation)
• BCS currently concentrating on CS at schools
• Review CS at universities?
18. Curriculum
• In US and elsewhere, ACM is influential
• Also IEEE – e.g., SWEBOK
• Software Engineering Body of Knowledge
• What a software engineer should know
• Body of Knowledge
for CS, etc.?
19. Computer science in China
• China’s University and College Admission System (CUCAS)
• Computer Science and Technology
• 2007: 598 universities with CS departments running
847 computing-related programmes (up 75% from
484 in 2002), with over 430,000 undergraduates
• Degree programmes usually split into:
1. computer system structures
2. computer software and theory
3. applied computer science
20. Computer science graduate teachers
• Little incentive for CS graduates to
become teachers (cf. maths and physics)
• Very few CS graduates in schools
• IT often taught by teachers with little CS
experience
• Incentivise CS graduates
to teach CS
• In the meantime, Computer Science
Teaching Network of Excellence ...
21. 70 universities, 600 schools,
18/24 Russell Group 120 lead schools
22. University Master
Teacher
CPD
Schools
(max 40)
First three months: 250 teachers on CPD courses
Thank you to Bill Mitchell, BCS Academy
23. Visas
• General problem
• Discourages collaboration
• Bureaucratic procrustean process
• Working afterwards an issue for students
• Safeguards needed ...
• ... but make proportionate
• More trust in reliable institutions?
24. Industry
• Liaison needed
• Education vs. training
• CS is a very fast-changing field
(fastest?)
• Foundations more stable,
applications change constantly
(e.g., mobile)
First Google
• Need to ensure relevance web server
(1999), already
(short and long term) in a museum
• Enabling through BCS or ...? for many years!
25. Solutions
• Better foundations at school (underway!)
– especially mathematical underpinning
• Scheme for CS graduate teachers
• Improve curriculum (BCS accreditation)
• Incentivise gender balance (how?)
• Visa bureaucracy (reduce)
• Dialogue with industry for needs
(national forum?)
26. Alan Turing
(1912–1954)
• 60th anniversary of
his death in 2014
• The Turing Guide,
Oxford University
Press, 2014
Slate sculpture of Alan
Turing at Bletchley Park
by Stephen Kettle
(www.stephenkettle.co.uk)