comparing capacity building frameworks for computer science education in underdeveloped countries:...
TRANSCRIPT
Comparing Capacity Building Comparing Capacity Building Frameworks for Computer Science Frameworks for Computer Science
Education in Underdeveloped Education in Underdeveloped Countries:Countries:
An African and Asian PerspectiveAn African and Asian Perspective
Jandelyn Plane Isabella Venter
University of Maryland College Park University of the Western Cape
Department of Computer Science Department of Computer Science
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Purpose of this PresentationPurpose of this Presentation
• Summary of the state of Computer Science Education in underdeveloped countries as we have seen it in our work
• Introduction of programs we have been involved with
• Frameworks used in these programs for comparison
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Current Computer Science Education Current Computer Science Education challenges in these countrieschallenges in these countries
• Less technological background as students enter a program
• Wider variety needed within a program• Stricter university wide rules on what
else needs to be taken• Lack of required practice, due to
emphasis on theoretical
• Teaching• Who to teachWho to teach• Curriculum choicesCurriculum choices
• Technique• Face-to-face• Distance Education
• Support• Institutional questionsInstitutional questions
Framework options Framework options
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Review of projects and Review of projects and programmes that we participate in: programmes that we participate in:
• Rwanda• Afghanistan• South Africa• AVOIR
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Summary of the project:Summary of the project:
RwandaRwanda
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Teaching and support
• Teaching of courses• Course support• Curriculum design• The University of Maryland College Park
– one-on-one support
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Expanding the SupportExpanding the Support
Technique
• Committee design of curriculum with consultation from UMD
• Face-to-face meetings• Asynchronous distance education
methods–Email, web page. …–DVDs with “tutor assisted video
instruction”
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Summary of the project:Summary of the project:
AfghanistanAfghanistan
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SupportSupport• Curriculum
development • Faculty
member development support from a worldwide alliance of universities
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KU CS Faculty Members and me KU CS Faculty Members and me (Kabul, October 2005)(Kabul, October 2005)
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Afghanistan professors, Johnson and Afghanistan professors, Johnson and me at UWC, South Africame at UWC, South Africa
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Face-to-face classes were given in both Kabul, Afghanistan and Cape Town, South Africa.
Alliance members presented classes in programming skills, engineering principles, research, etc.
TeachingTeaching
( Worst case scenario is during the winter in Maryland, USA)
Meeting time is at:3:30 am (EST) in USA11:30 am in Cape Town1:00 pm in Kabul7:30 pm in Sydney
SupportSupport Synchronous communication through video conferencing and the web
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Support - graduate seminars Support - graduate seminars through desktop video conferencingthrough desktop video conferencing
• Weekly seminar on Thursday afternoon (Kabul Time)
– thesis writing skills
– computer science content
– schedule and events
– presentations by all participants
• Branches were created later for a weekly
– seminar for English language development
– meetings with thesis supervisor and individual student
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Summary of the UWC Summary of the UWC programme:programme:
South Africa
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TeachingTeaching
• The three year (taught) BSc degree is followed by an Honours degree
• Students are taught core and elective courses at Honours level
• The elective courses are chosen to inform the topic of the student’s Honours research project
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TeachingTeaching
– Course work is not, per se, part of the MSc, program.
– The graduate program is very individualized and students do the necessary course work needed to fill in the gaps in knowledge considered essential for their research project.
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Masters at UWCMasters at UWC• To be accepted into the masters program,
offered at the UWC computer science department, a student must have completed a four year degree.
• In South Africa this will typically mean that a student would have passed both a Bachelors degree and an Honours degree.
• The requirement for the UWC MSc is a successfully accepted, externally reviewed thesis.
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TechniqueTechnique
• Students with different backgrounds are accepted into the Honours and Masters programme.
• Course requirements are personalised depending on the topic of research.
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SupportSupport
• in language and writing skills development
• as workshops which reflect expressed academic needs from students and staff
The Post-graduate Enrolment and Throughput project (PET project) offers support:
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SupportSupport
• Individual coursework requirement, and
• research/writing support • make it possible for students from
much less technologically advanced countries to pursue a master’s degree
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AVOIR AVOIR African Virtual Open Initiatives African Virtual Open Initiatives Resources (AVOIR) NetworkResources (AVOIR) Network
Red: AVOIR nodesBlue: Collaborating partnersYellowYellow: Supporting partners
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AVOIRAVOIR
Continent-wide support for the AVOIR Masters
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What is AVOIR?What is AVOIR?
African Virtual Open Initiatives African Virtual Open Initiatives Resources (AVOIR) NetworkResources (AVOIR) Network
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AVOIR vision• A pan-African Free and Open Source
Software ecosystem originating in Africa so that African IT professionals can respond - with local solutions - to the needs of African universities, businesses, government and civil society while also tapping global business opportunities.
• To achieve this vision, AVOIR was established as a network for capacity building in Free and Open Source Software engineering
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Teaching and SupportTeaching and Support
• All participants will teach courses
• AVOIR node universities, collaborators and supporting parties will provide the necessary support
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TechniqueTechnique• Each university will accept students
into the AVOIR Masters programme according to their own entrance requirements
• Course requirements depend on the university that will confer the degree
• All collaborating universities will provide courses to participating universities
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Comparisons – Lessons LearnedComparisons – Lessons Learned• Technique
• Progress in Internet reliability• Distance Education Methods allow Constant
Interaction
• Teaching• Curriculum – maintainability and consistency• More widely spread effect• Retention of Students
• Support• Individual relationship• Remote alliance• Local alliance
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Thank youThank you
Questions…Questions…