Managing smart campus and smart libraries: a look at challenges and the way forward for libraries in developing countries

The paper focused on the challenges faced in creating and managing smart libraries in developing countries. The highlight of the paper are an overview of smart campuses and smart libraries; the justification for smart campuses and smart libraries. The key points for driving a smart campus and smart libraries include deep understanding of smart technological architecture; availability of smart devices and availability of smart platforms; The related technologies for smart libraries in smart campus include but not limited to cloud computing, radio frequency identification (RFID), mobile technology applications, internet of things (IoT) and wireless technology. Several challenges were identified such as unavailability of digital infrastructure, low level of partnership drive, lack of ict skills among library and information science professionals, high cost of maintenance and shortage of smart librarians. Provision of digital infrastructures, engaging in sustainable partnership initiatives, training and re-training of library and information science professionals, organizing of in-house training for library and information science professionals, recruitment of smart librarians, adequate funding were recommended. Keywords: Smart libraries, smart campuses, developing countries, librarie

Factors Influencing the Retention of Millennial Software Developers in South African Companies

South Africa has an Information Technology skills shortage leading to high turnover of Information Technology professionals. Not only do companies face significant costs in replacing software developers, but high mobility also affects staff morale. Millennials are known to be more loyal to their own needs and do not tend to stay at companies for long, increasing the complexities of retention. This study explores the factors that influence the retention of millennial software developers in South African companies. The qualitative study was carried out using online semi-structured interviews. The study found that work environment, lifestyle, and management style, play a key role in the retention of millennial developers in South Africa. Key findings relate to the influence of racial/cultural team diversity, competitive compensation, a digital nomadic lifestyle as well as purpose and recognition towards retention. Recommendations are also made on how companies can retain millennial software developers

Training Special Educators in a World of Technology Changes

Educatio

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

INFO1010 Coursework 3 Specification: Group Presentation

Archive of form specifying task, list of possible topics, group choices and marking scheme. NB This will be updated and revised to reflect topics and method for 2011-12 This is predominantly a formative assignment designed to give students initial experience of making a presentation