Presentation Title Here 30pt Arial

1. Presentation Title Here 30pt Arial CEPIS Education and Research Task Force CEPIS Council Meeting Ljubljana, April 12th 2008 Vasile Baltac Vice President

2. WHY POSITION PAPER? • The distinct and unique role of ICT • Europe - under pressure from both the American and Asian continents • European universities in charge to produce the needed skills • Demand for professionals exceeds the offerings • A divorce between the educational institutions and the needs of ICT professionals by the industry ? • In several countries some university graduates do not have all the necessary basic skills to use ICT • Universities: to meet level of expectancy -2010 strategy

3. UNIVERSITY – INDUSTRY PARTNERSHIP • Opinions: universities and industry do not cooperate at a sufficient level • Even in USA taken as a model • Universities and industry have different objectives • they might be naturally on different sides • It is worthwhile finding a compromise for the mutual benefit of all • European universities are in competition with the US and other world universities • A better cooperation with the industry in partnership with the relevant authorities

4. UNIVERSITIES IN A CHANGING WORLD • Students are now less ready to accept what university delivers • Their demands influenced by industry job offers • Skills need to be changed often • A growing trend toward part-time studies • Courses tend to became world assets through ICT • Changes in the demographics of students - students at any age • Industry creates competitors to universities • attractive for students needing more skills and less formal diplomas.

5. ICT HIGH INNOVATION RATE • Lack of university adaptation widens the gap with the level of skills industry expects • The ICT industry innovates fast • does not imply that universities should follow every industry hype blindly • A simplified perspective • universities would focus on science and reflective research and ICT industry handles the applicative angle • The present state of the differences between what European Universities offer and European ICT industry needs in the work force

6. UNIVERSITIES AND ENTREPRENEURSHIP • ICT industry growth is fed by innovation carried out in small and medium enterprises • Most large ICT companies in the world, including Europe, started as SMEs • Universities are the main source of entrepreneurs • European universities will better contribute to the increase of the SME sector in ICT • first by giving the students a solid scientific and technical background • second by preparing them with the managerial skills needed in a small enterprise • Universities are also the catalysts of entrepreneurship through technological parks

7. RESEARCH IN UNIVERSITIES • The research activity is the most important pillar • sustaining teaching • bringing educators close to technology levels • The European R&D framework programs have largely succeeded in bringing Universities and industry together • Universities accelerate innovation in learning and research • understand the marketplace • develop new types of learning systems

8. UNIVERSITIES AND ICT SKILLS • Universities are the main supplier of ICT skills • ICT practitioner skills • ICT User skills • E-business skills • Universities produce professionals, having ICT practitioner skills • It is not the task of universities to prepare the people to use ICT applications • Europe is not uniform as regards the level of digital literacy • Universities should ascertain and bring all students to the necessary levels of basic user skills • ECDL as an appropriate tool to asses this level

9. UNIVERSITIES AND THE INCREASING SCARCITY OF ICT PROFESSIONALS • Europe would face shortages up to 70.000 ICT practitioners • E-Skills in Europe: Matching Supply to Demand - CEPIS Report 2007 • Universities and policy makers are far from agreeing on what actions are urgent, both as diversification of ICT profiles and annual output • In some countries the supply/demand disequilibrium of ICT students is expected to deepen even more dramatically

10. UNIVERSITIES AND THE INCREASING SCARCITY OF ICT PROFESSIONALS • Industry has pragmatic goals and expectations • look for young employees that are immediately employable and functional • influence curricula • Identify promising students and employ in advance • In universities, there are still calls for a high level of student training for everybody • professors criticize the fact that very good students are hired by companies during their studies • Conciliation among these divergent tendencies is vital

11. PROFILE OF ICT GRADUATES • The universities aim to produce well-qualified scientists and engineers • Normally this is what industry would need • Industry has no homogenous requests • Large companies ask for a solid background as they have resources to further train their staff • ICT SMEs prefer specialized ICT graduates ready-to-work • Every university has to decide what kind of professional they want to offer to the industry • adapt the curricula to best fit to that requirement within the type of professional chosen.

12. Graduate level vs. certifications • The ICT industry has developed vendor certifications • related to a particular company and product • not suited for new graduates • It would be ideal if a graduate would have a certification • this would mean a serious perturbation of university role and duties towards students • Universities keep away from vendor oriented industry certifications • A more general certification based more on general professional competence would build a university-industry bridge; such a certification is proposed through EUCIP

13. CURRICULA - IS THE BOLOGNA PROCESS MOVING IN THE RIGHT DIRECTION? • Curricula differentiate universities • Industry ask universitiesto update frequently their ICT curricula • The present curricula are judged in industry as not being adaptive enough to the new trends in ICT industry • A major consideration is that the university curricula give less attention to industry internships • Universities should produce both practitioners and research oriented people • Universities claim to have adapted their curricula to the requirements of the Bologna recommendations • Three-year bachelor’s degree programs is not acceptable for computing as a general opinion • Computer science or engineering will continue with 4 or 5 years in many universities

14. THE ROLE OF CONTINUING EDUCATION • The ICT industry is appropriate for lifelong learning • Updating professional training via a continuous educational process is not always undertaken by universities in Europe • Continuous education with short cycles is a necessity in ICT • Training in the new technologies is left to industry training schools • Distance learning makes the industry a serious competitor of universities • adult and continuous education • Universities have to play a more important role in the post-graduate training of ICT professionals

15. THE ROLE OF MOBILITY • Mobility in the sense of movement of people between universities and industry is to be encouraged • Universities enjoy a large autonomy • this should encourage people from industry to bring their fresh innovative ideas and experience to students • people from universities to apply their ideas in industry • A change of opinion that the educators are civil servants with immovability • barriers to people from industry • CEPIS believes that mobility of people between universities and ICT industry is beneficial

16. UNIVERSITIES AND ICT BASIC SKILLS • eEurope can not be achieved without overall dissemination of ICT basic skills • SMEs can not invest in basic ICT education of their personnel • Training for basic skills for ICT and E-Business is not the task of universities • There are still cases where not only secondary school graduates have not theses skills, but also some non-ICT university graduates • Universities will bring a notable contribution to ICT basic skills dissemination, if all non-ICT graduates in Europe will have these basic skills • Universities may help with developing curricula and teaching materials

17. ROLE OF EU AND GOVERNMENTS IN UNIVERSITY-INDUSTRY RELATIONSHIP • The governments are the catalysts of universities – ICT industry relations • a high number of universities are public universities, the role of the EU and Governments going far beyond being only catalysts • National governments and the EC • can dramatically change universities – industry relations with focused incentives, mainly derived from their funding schemes • A focus on ICT skills is therefore an action of paramount importance for national Governments and the European Commission.

18. CEPIS ROLE • Offers its services in a multi-stakeholder partnership as mediator between universities and industry • to define requirements for ICT skills at graduate, post-graduate and distance learning levels • the right group to bring together academia and industry in order that the output from the educational institutions satisfies the needs of the industry. • Offers its assistance in standardizing and homogenizing European mutual recognition of the professionalism in the ICT sector. • ICT curricula have to be adapted to reflect the actual needs of future graduates as industry employees • Offers its mediation through its EUCIP certification model that can be used as a tool for leveling up curricula of ICT studies in European universities.

19. CEPIS ROLE • Believes that governments and the EU Commission should encourage, in any form, the development of entrepreneurial centers around universities nuclei of birth for many ICT companies in the industry • Supports the use of e-learning as a continuing professional development methodology • Considers that universities should be encouraged to offer master or other post-graduate conversion courses to non-ICT graduates. • Universities have to check that their non-ICT students have the minimal ICT skills to act in the Information Society • Considers that its ECDL certification tool is very appropriate for checking the level attained by a non-ICT student.

20. CEPIS ROLE • While recognizing the positive role of the Bologna process, asks for a review of the present content of curricula for ICT studies that could affect the future of the ICT industry by producing graduates without the proper theoretical background and practical training. • Considers that the ICT vendor oriented professional certifications should be organized outside universities, offering graduates, after a certain experience gained in the field, a professional status • Offers its vendor neutral EUCIP certification program enabling a unified assessment, across Europe, of professional level of ICT skills. • Such vendor neutral certifications could be undertaken by universities at their evaluation.

21. CEPIS ROLE • Believes that mobility of people between universities and the ICT industry is beneficial. • This should be encouraged by a proper framework. • Highly appreciates the e-Inclusion initiative of the European Commission • Thinks that all non-ICT students should be tested for their basic abilities to use ICT technologies at workplaces and at home • Considers its ECDL tool as an excellent solution for this assessment to be generalized in universities. • Recognizes the role of the new EU members • They represent an important reservoir of ICT skills with proven competences and competitiveness • The e-Inclusion is not at the level of older members of the EU and ICT skills emigration affects these countries • Asks the European Commission to pay special attention to the ICT development needs of these countries • CEPIS has member associations in all these countries and can define the actions and their implementation.

22. The Position Paper on Education • Special acknowledgment • Members of Execom • Geoff McMullen • NikoSchlamberger • IT STAR 2nd Workshop Universities and the ICT Industry • Rome May 2007 • Andrew McGettrick- BCS • via GeoffMcMullen • Participation to EU University-Business Forum • Brussels 28-29 February 2008 • Thanks to Nikos Ioannou • Support of CEPIS Secretariat • Julian Seymour • NikosIoannou • Task Force on Education • Set by CEPIS 94th Execom • Chair Vasile Baltac VP • 18 members from 15 associations • Contributions • 1stand 2nd stage • Vasile Baltac - ATIC • Fernando Piera - ATI • Anders Linde - Dansk IT • 2ndstage • Mary Sharp – ICS • Ernst Mayr - GI • Jos Baeten - NGI • Michael Schanz - VDE • Dirk Deschoolmeester – FBVI

23. Q & A ? • Opinions were not convergent • University environment • ICT industry environment • The paper tried to conciliate them in the interest of ICT as a whole • CEPIS position? • Thank you!