19,426 research outputs found
e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014
Get PDFIn today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees
with the necessary e-skills is a challenge. This is a growing
international problem with many countries having an insufficient numbers of workers with the right e-Skills.
For example:
Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013).
Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012).
Canada: “It is widely acknowledged that it is becoming inc
reasingly difficult to recruit for a variety of critical ICT occupations
–from entry level to seasoned” (Ticoll and Nordicity, 2012).
Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr
actitioners by 2020” (Empirica, 2014).
Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013)
United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)
March 19 2007 AASU Faculty Meeting Minutes
Get PDFMarch 19 2007 Armstrong Atlantic State University Faculty Meeting Minute
Perceptions Measurement of Professional Certifications to Augment Buffalo State College Baccalaureate Technology Programs, as a Representative American Postsecondary Educational Institution
Get PDFThe purpose of this study was to assess, measure, and analyze whether voluntary, nationally-recognized professional certification credentials were important to augment technology programs at Buffalo State College (BSC), as a representative postsecondary baccalaureate degree-granting institution offering technology curricula. Six BSC undergraduate technology programs were evaluated within the scope of this study: 1.) Computer Information Systems; 2.) Electrical Engineering, Electronics; 3.) Electrical Engineering, Smart Grid; 4.) Industrial Technology; 5.) Mechanical Engineering; and 6.) Technology Education. This study considered the following three aspects of the problem: a.) postsecondary technology program enrollment and graduation trends; b.) the value/awareness of professional certifications to employers and students; and c.) professional certification relevancy and postsecondary curricula integration. The study was conducted through surveys and interviews with four technology-related purposive sample groups: 1.) BSC program alumni; 2.) BSC and non-BSC technology program faculty; 3.) hiring managers/industry leaders; and 4.) non-BSC alumni and certification holders. In addition, this study included an analysis of relevant professional certification organizations and student enrollment data from the six technology programs within scope. Research methods included both quantitative and qualitative analytical techniques. This study concluded undergraduate technology students benefitted from a greater awareness of relevant professional certifications and their perceived value. This study also found the academic community may be well served to acknowledge the increasing trend of professional certification integration into postsecondary technology programs
College Catalog, 2013-2014, Graduate
Get PDFhttps://digitalcommons.buffalostate.edu/buffstatecatalogs/1224/thumbnail.jp
- …
