E N D
1. SE2004 Curriculum Guidelinesin Central and Eastern Europe Vladimir L Pavlov – International Software and Productivity Engineering Institute (Ukraine-USA)
Andrey A Terekhov – Microsoft, CEE HQ (Germany)
Andrey N Terekhov – St. Petersburg State University (Russia)
2. Worldwide Education In Figures Talking points:
90% of all students are in K-12
DPE focuses on the higher ed students (historical issue with NSAT in college) and specifically on STEM-D
Growth is in CEE, Asia, MEA, other non traditional markets
Size of these markets is astounding
Talking points:
90% of all students are in K-12
DPE focuses on the higher ed students (historical issue with NSAT in college) and specifically on STEM-D
Growth is in CEE, Asia, MEA, other non traditional markets
Size of these markets is astounding
3. CEE Education In Figures
4. General Observations IT is cool in CEE; IT enrolments are on the rise; IT education is seen as a “ticket to a better life”
Jobs argument is not as relevant for CEE as for the USA; 70-80% of senior students already work
Universities are moving from Soviet-stile system to Western-style
From 5 years of education for all university students to Bachelors/Masters
Governments are in the process of establishing new national educational standards
There is a big disconnect between Academia and Industry (aging faculty; low salaries; mostly public funding; no incentives for improving quality)
5. CEE: Two Ways to Apply SE2004 As a general guidance for STEM elucidators
Since many of STEM graduates go into software development industry
As a basis for (new) national educational standards
6. How SE2004 Was Applied We published the Russian translation of SE2004 Curriculum Guidelines
Distributed for free - great “Thank You” to APKIT, Intel and Microsoft who sponsored this effort
National educational standards on Software Engineering are under development now
Based on SE2004
Key modifications include increasing required # of hours for mathematical courses, English and humanitarian courses
New standards are currently piloted in 30+ universities
7. Lessons Learnt Localization is important since a lot of faculty do not speak English
It is not always easy to localize – for example, there is/was no direct translation for the “computing” word to Russian
Special attention to English to help graduates get access to global market
Still a lot of efforts have to be invested into “globalization” of CEE SE education
Collaboration with local industry to provide students with real-life experience
Strong emphasis on fundamental education is the competitive advantage for CEE universities and must be maintained
8. SE2014: Suggested Improvements More country templates
Explicit entry/exit criteria
More attention to globalization
Recommendations for specializations
by function
by vertical
More practice
More attention to entrepreneurship
9. Acknowledgements Alexander Babich
Alex Tumanoff
Anatoliy Doroshenko
Igor Mendzebrovski
Irina Zolotaryova
Ivan Poyda
Viktor Kauk
Vladimir Hahanov
Yury Timoshenko
Zoya Dudar
10. This presentation was delivered on October 12, 2007, in Milwaukee (Wisconsin, USA) on the IEEE/ASEE “Frontiers in Education” conference, and then on October 17, 2007 in Yalta (Ukraine) on the “Microsoft Academic Days” conference
It is available for download from http://www.vlpavlov.com