Training Financial Experts in Higher Educational Institutions of Developed World Countries

Стаття присвячена порівняльному аналізу підходів до підготовки фахівців з фінансів у вищих навчальних закладах розвинутих країн світу, зокрема Сполучених Штатах Америки, Великобританії, Німеччині, Австрії, Франції та Японії. Визначено, які навчальні заклади готують фахівців до майбутньої діяльності у фінансовому секторі економіки країни. Розглянуто особливості організації та змістові аспекти навчання майбутніх бакалаврів з економіки, різноманітність (спеціалізації) та змістове наповнення магістерських програм з фінансів, підходи до підвищення кваліфікації та організації систематичного навчання працівників фінансових та інших установ, особливості методик викладання економічних дисциплін та організації практичного навчання, шляхи вирішення проблеми працевлаштування випускників вищих навчальних закладів та їх адаптації до професійної діяльності. Зроблено висновки стосовно запозичення вивченого досвіду вищими начальними закладами України з метою забезпечення підготовки конкурентоспроможних фахівців з фінансів для фінансової системи.The article is devoted to problems of interdisciplinary relations in the system of professional training of future specialists in information security in higher educational institutions of Ukraine. Based on the results of the analysis of scientific pedagogical sources clarified the essence of the concept of "interdisciplinary connections". The article analyses the peculiarities of interdisciplinary connections of mathematics with the disciplines of professional cycle of training of bachelors science 12 Information technology specialty 125 "Cybersecurity". The role of mathematics education in professional training of future experts in cybersecurity. The main topics of mathematical disciplines (higher mathematics, probability theory and mathematical statistics, discrete mathematics, numerical methods) used in the study of professionally oriented disciplines. It is proved that mathematical knowledge perform the role of methodological bases of scientific knowledge, the basic component of most of the main subjects of future specialists in information security

Theoretical Aspects of Interdisciplinary Communications Between Mathematical Disciplines and Disciplines of Professional Training of Future Specialists in Organization of Information Security

Стаття присвячена дослідженню проблеми міжпредметних зв’язків у системі професійної підготовки майбутніх фахівців із організації інформаційної безпеки у вищих навчальних закладах України. На основі результатів аналізу науково-педагогічних джерел уточнено суть поняття «міжпредметні зв’язки». Проаналізовані особливості міжпредметних зв’язків математичних дисциплін із дисциплінами циклу професійної підготовки бакалаврів галузі знань 12 «Інформаційні технології» спеціальності 125 «Кібербезпека». Розкрито роль математичної освіти у професійній підготовці майбутніх фахівців із кібербезпеки. Наведені основні розділи математичних дисциплін (вищої математики, теорія ймовірностей і математичної статистики, дискретної математики, числових методів), які використовуються під час вивчення професійно-орієнтованих дисциплін. Доведено, що математичні знання виконують роль методологічної основи наукового знання, базової складової більшості профілюючих дисциплін майбутніх фахівців із організації інформаційної безпеки.The article is devoted to problems of interdisciplinary relations in the system of professional training of future specialists in information security in higher educational institutions of Ukraine. Based on the results of the analysis of scientific pedagogical sources clarified the essence of the concept of "interdisciplinary connections". The article analyses the peculiarities of interdisciplinary connections of mathematics with the disciplines of professional cycle of training of bachelors science 12 Information technology specialty 125 "Cybersecurity". The role of mathematics education in professional training of future experts in cybersecurity. The main topics of mathematical disciplines (higher mathematics, probability theory and mathematical statistics, discrete mathematics, numerical methods) used in the study of professionally oriented disciplines. It is proved that mathematical knowledge perform the role of methodological bases of scientific knowledge, the basic component of most of the main subjects of future specialists in information security

Shuffle, cut, and learn: Crypto Go, a card game for teaching cryptography

This article belongs to the Special Issue Mathematical Modeling and Simulation in Science and Engineering Education II.Cryptography is the mathematical core of information security. It serves both as a source of hard computational problems and as precise language allowing for the formalization of sound security models. While dealing with the mathematical foundations of cybersecurity is only possible in specialized courses (tertiary level and beyond), it is essential to promote the role of mathematics in this field at early educational stages. With this in mind, we introduce Crypto Go, a physical card game that may be used both as a dissemination and as an educational tool. The game is carefully devised in order to entertain and stimulate players, while boosting their understanding on how basic cryptographic tools work and interplay. To get a preliminary assessment of our design, we collected data from a series of test workshops, which engaged over two hundred players from different ages and educational backgrounds. This basic evaluation indeed confirms that Crypto Go significantly improves students' motivation and has a positive impact in their perception and understanding of the field.The printouts of Crypto Go decks, and some of the experimental workshops described in this paper have been financially supported by several institutions: Instituto Nacional de Ciberseguridad (INCIBE; contract 2018/00520/001), Fundación Madri+d (Science Week), and Universidad Carlos III de Madrid (Technological Fridays). M.I.G.V.'s work is funded by the NATO Science for Peace and Security Programme, grant number G5448 and by MINECO under Grant MTM2016-77213-R

James R. Killian, Jr., Sputnik, and Eisenhower: White House Science Advice and the Reformation of American Science Education, 1955-1958

This paper chronicles the often-overlooked relationship between President Dwight D. Eisenhower and Dr. James R. Killian, Jr., the first-ever appointed Presidential Science Advisor. Emphasis is placed on the role of Dr. Killian and the President’s Science Advisory Committee (PSAC) in advocating curricular reform in the fields of science and mathematics, a reformation which became doubly important following the successful launch of the Soviet satellite Sputnik I in 1957. This essay examines the efforts of Eisenhower and Killian to keep pace with the Russian scientific advances by improving American education in the scientific and technical fields. It concludes with a discussion of the National Defense Education Act of 1958 and Killian’s efforts to see the piece of legislation enacted

The Contribution of Education to Economic Growth

There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies. There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth (UNESCO 2012). If 75% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012)

The STEM Workforce Challenge: The Role of the Public Workforce System in a National Solution for a Competitive Science, Technology, Engineering, and Mathematics (STEM) Workforce

[Excerpt] Science, Technology, Engineering, and Mathematics (STEM) fields have become increasingly central to U.S. economic competitiveness and growth. Long-term strategies to maintain and increase living standards and promote opportunity will require coordinated efforts among public, private, and not-for-profit entities to promote innovation and to prepare an adequate supply of qualified workers for employment in STEM fields. American pre-eminence in STEM will not be secured or extended without concerted effort and investment. Trends in K-12 and higher education science and math preparation, coupled with demographic and labor supply trends, point to a serious challenge: our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work productively within the STEM industries and occupations. It will not be sufficient to target baccalaureate and advanced degree holders in STEM fields. Our nation’s economic future depends upon improving the pipeline into the STEM fields for sub-baccalaureate students as well as BA and advanced degree holders, for youth moving toward employment and adults already in the workforce, for those already employed in STEM fields and those who would like to change careers to secure better employment and earnings. The seriousness of this challenge has penetrated public and opinion-makers’ consciousness—and government, industry, and education and training providers have begun to respond. NIH, NSF, and the Department of Education have been leading the federal effort. Industry associations, individual firms, foundations, and other organizations have identified and tried to fill gaps. State governments, too, are working to strengthen the STEM workforce pipeline. Much remains to be done, though, within government and across diverse sectors, to ensure that U.S. education, workforce, and economic systems rise to the STEM challenge. The U.S. Department of Labor is already an important partner in federal efforts to strengthen the science, technology, engineering and math (STEM) pipeline. The U.S. Department of Labor invests about $14 billion a year in the nation’s workforce system and in increasing the skills and education of our current workforce. In addition, the Department of Labor has begun investing regionally in ways that overcome typical fragmentation in planning and action among industry, government, non-governmental organizations, and education and training institutions. The Department of Labor has the potential to play an even more important role in addressing gaps in the nation’s approach to strengthening the STEM pipeline in three areas: 1) building the gateway to STEM careers; 2) enhancing the capacity of talent development institutions to produce more and better skilled STEM workers; and 3) catalyzing and supporting innovation, entrepreneurship, and economic growth. The leadership of the Employment and Training Administration is committed to—and stands ready to— contribute and collaborate to develop an overall national strategy around the STEM workforce pipeline and to improve coordination across federal agencies

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Analysis of Economic Motives in the Individual Choice of Educational Paths

The authors consider the economic motivations when individuals choose an educational path. This line of research is relevant from both, the point of view of science — research of economic behavior of an individual, and the point of view of practice — allows to increase efficiency of investments in a human capital. The authors have developed the economic and mathematical model of choice of optimum educational paths by individuals. The model is realized in the software and approved on real data on more than 5,5 thousand students. For the analysis of the importance of rational economic expectations when an educational path has to be chosen, the paths chosen by students is compared and the educational paths optimum from the point of view of economic rationality are calculated. The analysis of the results has showed that mainly, the choice of educational paths happens according to the economic motivations. On the considered selection, 66 % of prospective students have chosen an optimum path from the point of view of economic preferences. The most significant factor providing development of optimum educational paths is an expectation of higher income upon completion of education — 22 % of all educational paths, and a possibility of cost-cutting of educating or state-subsidized education — 12 %. In our opinion, one of the most important practical results of the research of optimum educational path is the need to consider expectations of students and prospective student when developing a state policy of investment in human capital

Industry and faculty surveys call for increased collaboration to prepare information technology graduates

Academic and industry collaborations can help improve computing curricula and student learning experiences. Such collaborations are formally encouraged by accreditation standards. Through the auspices of ACM and IEEE-CS, the IT2017 task group is updating curriculum guidelines for information technology undergraduate degree programs, similar to the regular updates for other computing disciplines. The task group surveyed curriculum preferences of both faculty and industry. The authors, with the group\u27s cooperation, compare US faculty and US industry preferences in mathematics, IT knowledge areas, and student workplace skill sets. Faculty and industry share common ground, which supports optimism about their productive collaboration, but are also distinct enough to justify the effort of actively coordinating with each other

Identity development in career-changing beginning teachers : a qualitative study of professional scientists becoming school teachers

This qualitative study provides a critical case to analyse the identity development of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that those teachers who were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues generated a positive professional identity as a teacher. The failure to establish supportive relationships was a decisive event that challenged their capacity to develop a strong sense of identity as a teacher