ICT CURRICULA REQUIREMENTS FOR E INSTITUTIONS IN … · GIS Geographical Information System ......

ICT CURRICULA REQUIREMENTS

FOR

EDUCATION INSTITUTIONS IN NORTHERN PART OF CYPRUS

Sustainable Economic Development and ICT Sector Programme in the northern part of Cyprus

This project is funded by the EU and implemented by DIADIKASIA Business Consultants S.A Consortium

Bu proje AB tarafından finanse edilmekte ve DIADIKASIA Business Consultants S.A Konsorsiyumu tarafından uygulanmaktadır.

Sehit Ecvet Yusuf Caddesi, Hacıbulgur Apartmanı No.1, Yenisehir, Nicosia

Telephone: +90 (0)392 2282470

ICT Curricula Requirements for

Education Institutions in northern part of Cyprus

Project Activity Number: 2.7.

Release: 1.1.





Telephone: +90 (0)392 2282470

Table of Contents

Table of Contents .....................................................................................................................3

1 List of Abbreviations .....................................................................................................5

2 Executive Summary ......................................................................................................6

3 Introduction ...................................................................................................................7

4 Current ICT Education Situation in northern part of Cyprus ..........................................8

4.1 Elementary Schools: ................................................................................................................... 8 4.2 Secondary (High) Schools .......................................................................................................... 8

4.2.1 Vocational High Schools ....................................................................................................... 8 4.2.2 Regular High Schools .......................................................................................................... 10

4.3 Universities ................................................................................................................................ 10 4.3.1 School of Computing and Technology Programs ............................................................... 11 4.3.2 School of Applied Science programs .................................................................................. 14 4.3.3 Faculty of Education programs ........................................................................................... 15 4.3.4 Faculty of Art and Sciences................................................................................................. 16 4.3.5 Faculty of Communications and Media programs ............................................................... 19 4.3.6 Faculty of Architecture and Engineering programs ............................................................. 20

5 Assessment of Market needs ...................................................................................... 25

5.1 High Schools ............................................................................................................................. 25 5.1.1 WEB Design module ........................................................................................................... 26 5.1.2 ICT Technician Module ....................................................................................................... 28

5.2 Universities ................................................................................................................................ 30

6 Conclusion .................................................................................................................. 34

Figures

Figure 1: ICT Sector Growth .................................................................................................... 7

Figure 2: Gartner's Radar for next decades of ICT ................................................................ 34

Tables

Table 1: ICT Curricula in Vocational High Schools .................................................................. 8

Table 2: School of Computing program statistics ................................................................... 11

Table 3: Information Technology Program ICT Courses ........................................................ 12

Table 4: Visual Communications Program Courses .............................................................. 13

Table 5: School of Applied Science statistics ........................................................................ 14

Table 6: Management Information Systems Program Courses .............................................. 15





Telephone: +90 (0)392 2282470

Table 7: Faculty of Education statistics ................................................................................. 15

Table 8: Computer and Instructional Technology Teaching Course Program ........................ 16

Table 9: Faculty of Art and Sciences statistics ....................................................................... 17

Table 10: Applied Mathematics and Computer Sciences Course Program ............................ 17

Table 11: Graphic Design Course Program ........................................................................... 18

Table 12: Faculty of Communications program statistics ....................................................... 19

Table 13: Visual Arts and Visual Communication Design Program Courses .......................... 20

Table 14: Faculty of Architecture and Engineering programs statistics .................................. 20

Table 15: Department of Computer Engineering courses ...................................................... 21

Table 16: Department of Software Engineering courses ........................................................ 22

Table 17: Department of Information Systems Engineering courses ..................................... 23





Telephone: +90 (0)392 2282470

1 List of Abbreviations

BSO Business Support Organisation EC European Commission ECDL European Computer Driving License ESYA Education, Sports, and Youth Authority EU European Union EUCC EU Coordination Centre EUPSO EU Programme Support Office FAA Future Application of the Acquis GIS Geographical Information System ICT Information and Communication Technologies KOBIGEM SME Centre R&D Research and Development SC Steering Committee SME Small and Medium Sized Enterprises TAT Technical Assistance Team TCc Turkish Cypriot community TO Telecommunications Office

YODAK (Yüksek Öğrenim Denetleme ve Akreditasyon Kurumu) Higher Education Control and Accreditation Establishment

YOK Higher Education Council (Turkey)





Telephone: +90 (0)392 2282470

2 Executive Summary

This report has been prepared to entail the current situation of ICT Curricula in northern part of Cyprus and provision of support to design a reasonable ICT Curricula which is suitable to market demanding.

Starting with current general and ICT education system, the designed methodology and following objectives, activities to reach to those objectives and the results are mentioned in relevant sections.

As a result of those activities performed during the project it is observed that, the quality of ICT Education is very high in universities (providing trainings according to international curricula for ICT-American Standard and fair in secondary, technical schools. There exist communication problem between sector requires ICT services, graduates and schools. Moreover, the trained people may not settle and leaves island upon completion of training, because of the limited capacity of current market.

Market demands for programmers whose does not have detailed programming experience on development of large scale applications. Current demand focused on quick delivery of commercial, WEB application within a reasonable price.

On the other hand there is relatively big gap in site service functions to handle network, hardware and system software products. To overcome with this problem some institutions provides specific training on some products. CISCO networking, ECDL, SAP, etc. could be considered as a part of such educations to deliver sector professionals.

To enable ICT Island Objective, relevant highly talented human resources are needed, while entrepreneurs, BSOs, Universities, public offices etc. are being organised for ICT based projects and financial resources to invest.

In ICT Sector, the need for investment is smaller when compared with other sectors. Some small incentives, financial support might cause high profitable business, because of the nature of ICT Sector which mostly depends to human resources. The northern part of Cyprus should provide attraction for any level of ICT professionals to work with.





Telephone: +90 (0)392 2282470

3 Introduction

ICT Sector which is increasing competitiveness and reducing accessibility gap is becoming an important economic instrument for the developing countries.

Because of its innovative nature ICT Sector continuously changing and evolving. Each of day new ICT products comes to market, and replaces the old ones. Human resources should also evolve to become effective in this arena. The education should be considered lifelong perspective and graduates should find the possibility to get certified vocational trainings within fair and reasonable budgets.

The ICT Sector Jobs market demands talented people in emerging and operational areas. As stated by IDC research (2012) in the following figure ICT Sector shall continue to grow in next years, and require talented people on specific areas.

Figure 1: ICT Sector Growth

This study reviews the current situation on ICT Education in northern part of Cyprus, and covers advices for prospective ICT Curricula. The specific methodology derived for assessing the requirements for ICT Curricula, which is described in the relevant section.





Telephone: +90 (0)392 2282470

4 Current ICT Education Situation in northern part of Cyprus

Before assessing the current situation of ICT Education, a general perspective of Education system in northern part of Cyprus is summarised in this section.

The current ICT Education System in northern part of Cyprus is analysed in the four different segments as listed in the below.

4.1 Elementary Schools:

No ICT training provided by education institutions.

4.2 Secondary (High) Schools

There are two types of secondary schools in northern part of Cyprus. Vocational (Technical) High Schools and Schools are being analysed as in below.

4.2.1 Vocational High Schools

There are five vocational high schools (Sedat Simavi Vocational High School in Nicosia, Dr. Fazıl Kucuk in Vocational High School in Famagusta, Cengiz Topel Vocational High School in Lefka, Karpas Vocational High School, and Haspolat Vocational High School in Nicosia in northern part of Cyprus, with the following characteristics.

1) There are 9 ICT Laboratories in the Schools

2) There are 31 ICT Teachers (2012)

3) There are 188 students enrolled for ICT classrooms

4) Grade 12 students should get appreciation during business skills course

All schools apply same ICT training weekly syllabus as indicated below. There are two branches (Computer Technician, Programming) in ICT training program.

Table 1: ICT Curricula in Vocational High Schools

Grade Hours Courses

9th class 2 hours General ICT training (ECDL) as being optional course

10th class 16 hours Public class courses applied as:

Vocational Development 2 hours

Hardware 4 hours





Telephone: +90 (0)392 2282470

Grade Hours Courses

Operating Systems 4 hours

Open Source Systems 2 hours

Basic Electronic 2 hours

Basic Programming skills 2 hours

Optional Courses 2 hours

11th class 24 hours Branch class courses applied to:

Computer Networks 4 hours

Electronic Applications 4 hours

Arithmetic and logic circuits 2 hours

Graphic Animation 4 hours

WEB Design basics 2 hours

WEB Design 4 hours

WEB Design tools/applications 4 hours

Optional courses 2 course

12th class 36 hours Branch class courses applied to:

System Maintenance 4 hours

Software Maintenance 4 hours

Internet Programming 6 hours

Business skills 14 hours

Optional courses 4 courses

Optional Courses Elementary Design 2 hours

UPS Maintenance 2 hours

Computer Aided Design 4 hours

Monitor Maintenance 2 hours

Electronic Weights 2 hours





Telephone: +90 (0)392 2282470

Grade Hours Courses

Word Processor 2 hours

Spread sheets 2 hours

Presentation programs 2 hours

Photo processing 2 hours

Information Theory 1 hours

ECDL 2 hours

Design 2 hours

The TAT reviewed the curricula with ICT Education teachers, ICT Institutions and identified the required additional course subjects should be covered in the ICT Training programs for Vocational High Schools.

4.2.2 Regular High Schools

There are 14 secondary public schools, 17 public high schools, and 7 private secondary and high schools. There are limited ICT laboratories in some public high schools, while private schools have the ICT laboratories.

As of Public Schools regulation grade 9 classes have ECDL based training two hours in a week.

Some Public high schools (like Turkish Cypriot College of Education-Turk Maarif Koleji) have internationally recognized edexcel ICT training programme as with private schools.

4.3 Universities

The northern part of Cyprus is known as Education Island for University level education. There are internationally known 6 universities as of 2012. The new universities will be effective in very near future. There exists good investment for university training programs. It is cheap when compared with other regional universities.

However, Turkish Cypriots generally chooses university level trainings in abroad (EU countries, particularly in Great Britain) and plans to stay there. The following statistics collected by support of YODAK (Higher Education Accreditation and Coordination Council) during the project work.

There are two, three, four year undergraduate programs available in Universities. There are also postgraduate programs for Master (1 or 2 years), and doctorate levels.





Telephone: +90 (0)392 2282470

Some universities have same program for Turkish and English languages to attract students from Turkey and other countries.

The local convention used for students have permanent residence in northern part of Cyprus.

ICT Education training analysed as in the following:

4.3.1 School of Computing and Technology Programs

The primary goal of School of Computing and Technology is to prepare highly skilled technical human resources demanded by the business, industry and service sectors of today`s digital world.

School of Computing and Technology covers 2 to 4 years of programs for ICT trainings. These ICT programs cover courses for ICT Technology and ICT systems.

It is a two, three-year program awarding an Associate Degree in Computer Programming. The main objective of the program is to produce graduates who can: install personal computers and computer systems; write small scale applications programs for businesses; carry businesses to the Web; work as part of a software development team.

The programs and statistics are provided in below.

Table 2: School of Computing program statistics

School Years Number of students

Graduated students

Instructors Language

Local Other local Other Local Other

Information Technology and Systems 4 8 301 747 768 22 3 English

Computer Programming 2 49 28 724 486 Eng./Tur.

Computer Programming 3 9 0 3 0 Turkish

ICT Technologies Master program 1 5 47 1 23 English

Visual Communications 2 0 0 0 5 English





Telephone: +90 (0)392 2282470

4.3.1.1 Information Technology Program

The program leads to a four-year BS degree in Information Technology field, covering practical and theoretical education. The primary aim of the program is to equip students with knowledge and skills of today`s technology.

The following courses are given during academic program; two summer practice required to complete the program. Some courses will be a part of branch after second year. Following second year elective six available courses should be selected as branch course.

Table 3: Information Technology Program ICT Courses

Year Course Name

1 Information Technology Fundamentals

1 Algorithms and Programming Techniques

1 Structured Programming

1 Introduction to Multimedia

1 Discrete Mathematics for Information Technology

2 Database Management Systems

2 Data Structures and Applications

2 Human - Computer Interaction

2 Client-Side Internet and Web Programming

2 Computer Organization and Architecture

2 Operating Systems

2 Database Programming

2 Rich Internet Application (RIA) Development

2 Object Oriented Programming

2 Digital Logic Design

3 Computer Networks - I

3 System Analysis and Design

3 Server-Side Internet and Web Programming

3 Computer Networks - II

3 Multi-Platform Programming

3 Software Engineering

3 Ethical and Social Issues in Information Systems

4 Information System Security

4 Analysis of Algorithms

4 Management Information Systems





Telephone: +90 (0)392 2282470

4.3.1.2 Computer Programming Program

Computer Programming is a two, three-year program awarding an Associate Degree in Computer Programming. The main objective of the program is to produce graduates who can: install personal computers and computer systems; write small scale applications programs for businesses; carry businesses to the Web; work as part of a software development team.

The following courses are given during academic program; a summer practice required for completing the program.

Year Course Name

1 Introduction to Computers

1 Desktop Applications


1 Structured Programming - I

1 Computer Organization

1 Operating Systems

1 Logic Design

1 Business Organization and Objectives

1 Basic Economics

2 Internet Programming

2 Operating Systems - II

2 Data Base Management Systems

2 Data Structures and Applications


2 Visual Programming Techniques

2 Visual Programming Applications

2 System Development - I

2 System Development - II

2 Software Development

2 Computer Networks

4.3.1.3 Visual Communications Program

Through this program, students can prepare to pursue entry-level positions in the design

field. These positions are found in advertising agencies, corporate art departments,

magazine publishers, web development firms, and interactive content providers.

Table 4: Visual Communications Program Courses

Year Course





Telephone: +90 (0)392 2282470

1 Introduction To Communication

1 Introduction To Computer

1 Basic Design I

1 Photography

1 History of Mass Communication

1 Computer Graphics

1 Basic Design II

1 Video Production Techniques

1 Interactive Multimedia

2 Visual Communication Design I

2 Illustration

2 Web Design

2 Mass Media

2 Research Techniques in Media

2 Visual Communication Design II

2 Typography

2 Animation Techniques

2 Media Ethics

4.3.2 School of Applied Science programs

School of Applied Sciences targeted to train students for Management Information Systems development with four years of programme. The programs and statistics are provided in below.

Table 5: School of Applied Science statistics


Graduated students



Management Information Systems 4 3 115 9 57 1 23 English

The programme prepares students to design and manage computer systems and related-technologies. Courses focus upon analysis of business systems, computer software and hardware concepts, and database management as well as network and telecommunication systems.





Telephone: +90 (0)392 2282470

Table 6: Management Information Systems Program Courses

Year Course Name

1 Introduction to Business - I

1 Introduction to Information Technology - I

1 Introduction to Business - II

1 Introduction to Information Technology - II

2 Organizational Behavior

2 Statistics - I


2 Structured Programming

2 Statistics - II

3 Marketing

3 Financial Management

3 Client-Side Internet and Web Programming


3 Human Resource Management

3 Operating Systems


4 Computer Networks - I

4 Production Management

4 System Analysis

4 Strategy, Structure, and Systems

4.3.3 Faculty of Education programs

The overall institutional objective of the faculty is that graduates will have teaching competencies in their particular fields by being furnished with the general and specific knowledge, methods, techniques and skills of contemporary teaching to fit the scientific and technical development of the world .

Table 7: Faculty of Education statistics


Graduated students







Telephone: +90 (0)392 2282470

Computer and Instructional Technology Teaching

4 288 216 370 204 17 7 English

This programme enables the students to select and/or develop software materials for instructional purposes such as computer assisted instruction, distance education and individualised education. The programme also provides education and training for students to achieve a high level of computer competency, which will enable them to work in the public sector or private industry and businesses. This programme will help students develop skills, which could be used and transferred to various fields such as participating as a member of a team, working with different groups, using communication effectively, decision making, and problem solving, and establishing new initiatives.

Table 8: Computer and Instructional Technology Teaching Course Program

Year Course Name

1 Information Technologies in Education

1 Information Technologies in Education - II

2 Material Design and Use in Education

2 Instructional Design

2 Graphics and Animations in Education

2 Computer Aided Instruction

3 Foundations of Distance Education

3 Applications of Service to Community

3 Teaching Methods in Computer and Instructional Tech. - I

3 Teaching Methods in Computer and Instructional ech. - II

3 Instructional Technology and Mareials Design

3 Internet Assisted Instruction

4 Project Development and Management - II

4 Web Site Evaluation

4 Effective Electronic Documents

4 Educational Research Methods

4 Teaching Methods in Information Technology

4.3.4 Faculty of Art and Sciences

The Faculty of Arts and Sciences educates researchers and scholars who have high capacity of knowledge and widen the vision in the fields of science and arts.

Faculty offers undergraduate programme, to follow the latest developments, promote critical thinking ability to conduct research in the fields of basic sciences, social sciences and arts.





Telephone: +90 (0)392 2282470

Table 9: Faculty of Art and Sciences statistics


Graduated students



Applied Mathematics and Computer Sciences

4 4 55 9 108 1 2 English

Graphic Design 4 116 168 21 161 2 4 English

The undergraduate program in Applied Mathematics and Computer Science has been designed to meet the specialized personnel requirements of modern industry, commerce and education. The growth in computer technology has also made the fields of numerical analysis, computer science and computer programming areas of intense activity. There is a serious shortage of adequately trained instructors in computer science and mathematics at all levels. Equipped with modern knowledge, technical skills and the ability to learn, graduates of the Department of Mathematics are qualified to work in almost all areas in the private and public sectors.

Table 10: Applied Mathematics and Computer Sciences Course Program

Year Course Name

1 Fundamentals of Computer Science - I

1 Fundamentals of Computer Science - II

2 Computer Networks and Communication

2 Design and Analysis of Algorithms

2 Data Structures


3 Internet Based Programming

3 Multimedia Design and Development


4 Web Design

4 Operating Systems

4 Programming Languages





Telephone: +90 (0)392 2282470

Students are trained in the department to be graphic-design artists who can bring their achievements in graphic design issues into life by considering the natural and artificial aspects of objects, as well as bringing in new dimensions and shapes to those objects. Students are expected to force the boundaries of creativity and logic in their studies so that they can highlight how distinguished the norms of their achievements are. Students are given courses to make them specialize on designing logos, posters, billboards, advertisements, books and magazines, typography, computer use, animation, illustration and photography. Students are also given courses on using printing techniques on materials such as wood, limo, and zinc as well as specializing on techniques such as serigraphy to integrate their technical knowledge with creative skills to produce “art works”.

Table 11: Graphic Design Course Program

Year Course Name

1 Basic Design I

1 Freehand Drawing

1 Graphical Communication I

1 Lettering & Intr. to Typography

1 Geometry for Designers

1 Introduction to Computers

1 Basic Design II

1 Rendering and Present. Techniques

1 Graphical Communication II

1 Digital Practice

1 Descr. Geometry & Perspective

2 Graphic Design III

2 Interactive Design

2 Printmaking Techniques

2 Advertising Design

2 Marketing and Consumer Behaviour

2 History of Graphic Design

2 Graphic Design II

2 Computer Aided Design II

2 Typography II

2 Advanced Photography

2 History of Arts II





Telephone: +90 (0)392 2282470

3 Graphic Design III

3 Interactive Design

3 Printmaking Techniques

3 Advertising Design

3 Marketing and Consumer Behaviour

3 History of Graphic Design

3 Graphic Design IV

3 Colour Culture

3 Videoart and Multimedia

3 Experimental Design

3 Package Design

3 Contemporary Graphic Design

4 Graphic Design V

4 Conceptual Illustration

4 Graduation Project Research

4 Design Ethics and Legal Issues

4 Portfolio Design

4 Design Culture

4.3.5 Faculty of Communications and Media programs

The objectives of the faculty are to raise productive, thinking, problem solving, questioning, creative young graduates, who fully comprehend the world in which they live. Graduates will develop your level of knowledge, experience and creativeness in the field of journalism, broadcasting, public relations, social media, internet, radio, television and cinema, which have been the most significant influential instruments of communication of this age.

Table 12: Faculty of Communications program statistics


Graduated students



Visual Arts and Visual Communication Design

4 87 222 32 180 10 7 English





Telephone: +90 (0)392 2282470

The following courses are given in Visual Arts and Visual Communication Design program.

Table 13: Visual Arts and Visual Communication Design Program Courses

Year Course Name

1 Introduction to Communication Studies

1 Perception and Design Concepts

1 Introduction to Computer Graphics

1 Sociology of Communication

1 Human Centre Design

2 Graphic Design

2 History of Design

2 Typography

2 Sight, Sound and Motion

2 Desktop Publishing

2 Theories of Mass Communication

3 Visual Representation

3 Design Major - I

3 Design Major - II

3 Concepts in Art and Design

4 Interdisciplinary Design Studio

4 Legal and Ethical Issues in Communication

4 Art - Design and Media

4 Portfolio Design

4.3.6 Faculty of Architecture and Engineering programs

The Faculty of Architecture and Engineering of northern part of Cyprus Universities is offering engineering education on ICT Technology at international standards and quality in English/Turkish languages. Most departments are close followers of all the innovations and developments in the fields of technology and science; attach extreme importance to research and quality in education as a result of their position in the northern part of Cyprus as well as in Turkey.

Table 14: Faculty of Architecture and Engineering programs statistics


Graduated students






Telephone: +90 (0)392 2282470


Department of Computer Engineering 4 27 788 422 2627 27 13 English

Department of Computer Engineering 4 2 100 0 0 Turkish

Department of Software Engineering 4 3 86 0 29 2 2 English

Department of Information Systems Engineering

4 14 153 5 147 9 2 English

The Department of Computer Engineering targets to provide latest technical equipment and software and thus, facilitate permanent practical experience towards challenges in the field of computing. Most of the ICT students are being graduated from Computer Engineering Department as seen in the above figure. The rate of local students is very low (between 10%-15%) when compared with overall community. This result shows that even more than total 400 students are being graduated from these faculties (more than 10 years), only 20% of those are now in the local market as assumed.

The curriculum of the Department of Computer Engineering in all universities is designed to fulfil the daily needs of the Departmental courses and covers mathematics, electrical and electronic engineering courses and external social-based lessons. Most of the third and the fourth years are spent on practice-based projects. Throughout their studies, students take lessons on artificial intelligence, databases, operating systems, WEB, various programming languages and programming techniques, microprocessors, signal processing and project management.

The elective courses mostly cover today’s technologies to allow student optionally get informed about the technologies demanded by market like; SAP, Mobile Programming, Cloud computing, etc.

Table 15: Department of Computer Engineering courses

Year Course Name

1 Foundations of Computer Engineering

1 Introduction to Profession

1 Programming Fundamentals

2 Digital Logic Design

2 Data Structures


2 Communication Skills





Telephone: +90 (0)392 2282470

2 Digital Logic Systems

2 Electronics for Computer Engineers

2 Operating Systems

2 Science, Technology and Society

3 Microprocessors

3 Systems Programming


3 Basics of Signals and Systems

3 Probability and Statistical Methods

3 Computer Architecture and Organization

3 Computer Networks


3 Programming Language Design

4 Automata Theory

The Department of Software Engineering targets similar objectives with Computer Engineering, except some hardware, electronic specific content. More focuses on Software systems.

Table 16: Department of Software Engineering courses

Year Course Name

1 Foundations of Computer Engineering

1 Programming Fundamentals

2 Introduction to Software Enginering


2 Data Structures

2 Science, Technology and Society

2 Introduction to Computer Organization

2 Operating Systems

2 Numerical Analysis for Engineers


3 Software Requirements Analysis and Specification

3 Human/Computer Interaction


3 Software Quality Assurance and Testing


3 Software Design





Telephone: +90 (0)392 2282470

3 Programming Language Design

3 Computer Networks and Communication


4 Automata Theory

4 Software Process and Management

4 Embedded System Design

4 Industrial Management

The Information Systems Engineering has emerged as an engineering branch on the basis of information sciences, technology and systems. In addition to the theoretical foundations, application of the integrated systems for the information processing is covered. The principal aim in the Information Systems Engineering program is to educate and train engineers for the industry and the academia.

Table 17: Department of Information Systems Engineering courses

Year Course Name

1 Introduction to Logic Design

1 Introduction to Information Systems Engineering

1 Introduction to Programming

2 Algorithms and Data Structures

2 Electrical Circuits


2 Signals and Systems

2 Electronics

2 Mathematical Methods for Engineers

3 Software Engineering

3 Communication Systems - I

3 Microprocessors - I

3 Digital Signal Processing


3 Computing Systems

3 Information Management

3 Data Communications and Computer Networks

3 Digital Communication


4 Client Server Computing





Telephone: +90 (0)392 2282470

4 Information Theory





Telephone: +90 (0)392 2282470

5 Assessment of Market needs

From the perspective of ICT Sector, current market sizes were introduced in section 1. As the TAT analyzed most of the Institutions providing ICT education program; most of them tries to cover latest technologies in their curricula as organized by YODAK and YOK respectively.

Suitability of the current training programs in the high schools, secondary schools for market needs measured by the TAT by executing a survey on ICT companies. The results and the required change in the program exhibited in this section.

5.1 High Schools

To assess the current situation of the high schools, secondary schools from the perspective of local ICT Sector, the TAT conducted a workshop in EUPSO Building, with participation of representatives from ESYA (Education, Sports and Youth Authority), Technical Schools Management of Education, High Schools, Technical Schools, YODAK, Universities, ICT Companies, ICT Authority, ICT Association, and Chamber of Computer Engineers on 10th Sep 2012.

The workshop started with opening session and moderated by Ms. Sebnem Pekdogan, from

ESYA.

Following opening session the following speakers involved.

Mr. Nihat Yılmaz, Chairman of ICT Association mentioned about the activities of ICT

Association and importance of ICT jobs standards. He focused on short term objectives and

paid attention of education bodies to those objectives.

Mr. Bora Tüccaroğlu, Chairman of Cyprus Turkish Chamber of Computer Engineers

mentioned about the recent developments on ICT Sector and importance of matching

expectation of sector and outputs of educational instutions.

Ms. Gulsen Hocanin as behalf of Undersecretary of Education, Sports and Youth Authority

submitted message of undersecretary.

Mr. Hasan Ali Bıçak, Chairman of Higher Education, Planning, Education, Accreditation and

Coordination Unit mentioned about the solutions for solving market needs and education

systems. Paid particular attention on levels of Bologna Process and European Credit Transfer

Systems.

Mr. Cuneyt Cerkez, Chairman of Information and Communication Technology Board,

mentioned the current situation of ICT in the world and his expectation on succeding ICT

Island dream by supporting education systems.





Telephone: +90 (0)392 2282470

Following the speech sessions Mr. Gurhan Hatipoglu, ICT Key Expert of Second Project

presented the results of ICT Sector survey and current situation of sector in northern part of

Cyprus.

Finally, Ms. Gulsen Hocanin submitted the objectives of ICT Jobs Standards and structure of questionnaire to be filled by ICT Sector to assess their expectations from graduated high school, technical school students.

Following the workshop on-line survey designed by the TAT, ESYA, and ICT BSOs as in the

Annex-1. Total of twenty-six ICT companies replied the questions in one month period. The

same group analyzed the results of the questionnaire. During the study teachers from

technical schools invited by ESYA to assess the current curricula according to market needs.

The questionnaire was composed of two sections (decided upon discussions between working group) as in the below.

1) WEB design module

2) ICT Technician Module

The following results are being obtained during the analysis.

5.1.1 WEB Design module

The following table covers the results and required curricula changes

Topic Title Importance Assessed

Required Change

Work Organization Precaution for safe environment

High Covered in current curricula

Precaution for prevention of data loss

Very high Covered in current curricula

Issue Escalation Very high Covered in current curricula

Analysis of work order High Covered in current curricula

Requirements Analysis

The target group audience for WEB site


Drafting of scenario, site map etc.


Visual Requirements

Preparation of templates suitable for the needs


Visual content development


Text based content High Covered in current curricula

Design tools Usage High Covered in current curricula

Integration of contents with file system






Telephone: +90 (0)392 2282470

User Interface Analysis

Analysis of objectives from user perspective


Usability requirements High Covered in current curricula

Review current web sites with audience users


Competitiveness analysis High Covered in current curricula

Conceptual Design of WEB site

WEB site conceptual and architectural design


Business Analysis for site functions


Visual and Technical Design

Mock-up or prototype of Site

High Limited to templates: Students require field experience

CSS is not covered

Fireworks for images,

Dreamweaver for page design

Flash for animation

HTML covered

JavaScript with limited content

Usability Assessment High Not covered

Review and optimization High Not covered

WEB site and content development

WEB site development Very high Covered in current curricula

Asp, Access

Testing of web site Very high Test with different browsers should be covered

Review and optimization High Covered in current curricula

Deployment of web site

Deployment High The server platforms are not sufficient

Optimization of site by user feedbacks

High Shall be covered

Review of design according to user feedbacks

High Shall be covered

Vocational Development

Training of support staff High Covered in current curricula

Participation to vocational events, trainings, seminars, etc.

High Not covered

Reporting and documentation

High Not covered

Research for technologies


Slight modifications required in the current curricula for WEB design module. Because of the laboratory capacities the tools require less resources are used in the practical sessions. Schools require more high capacity servers too enable simulated ISP and domain environments.





Telephone: +90 (0)392 2282470

5.1.2 ICT Technician Module

Topic Title Importance Assessed

Required Change

Work Organization Review of service order forms

High Not covered. A service order form sample shall be included

Review the service history of the system

Very high Not covered. A service file dossier sample shall be included

Work program preparation

Very high Not covered. A service form sample shall be included

Decision for repair place and method

High Not covered. A service form sample shall be included

Preparation of tools for repair

High Teacher prepares the required tools

Informing end users for preventing users

High Not covered. A service form sample shall be included

Maintenance records keeping

High Not covered. A service file dossier sample shall be included

Precaution for safe environment

High Covered in current curricula (Vocational Development module)

Precaution for safe transportation of equipment

High Not covered. Insurance related issues should be covered.

Precaution for prevention of data loss


Escalation of issues High Covered in current curricula

ICT Equipment and software installation

Reading the technical reference guide


Finding out the material suitable for intervention

High Not covered in current curricula. A checklist shall be developed by teachers

Installation of hardware and software components


Testing of installation High Covered in current curricula

Installation of driver software for hardware components


Environment check for ICT Equipment installation place


Energy cabling and checking


Handover the system to user

High Check list and service form should be designed as a sample

Network installation and configuration

Network installation for ICT Equipment

High Covered in current curricula (Network systems)





Telephone: +90 (0)392 2282470

Configuring network parameters


Configuration of resource sharing


User Accounts Management

High Changes to each of the labs

Systems Security Installation of IT Security products

High Teacher makes installation, will be covered in new curricula

Enabling software update service


Backup of programs configuration and data

High Except the application software

Backup of systems High Covered in current curricula

Testing for defect Getting information from user concerning the defect

High Vocational skills practice courses cover

Inspecting the reason and impact of defect

High Not covered for new operating systems

Inspecting the attacks to systems

High Not covered (Could be provided as being elective course)

Checking the system configurations

High Provided in basic level

Running diagnostics software

High Hirens freeware bootable CD application used, other diagnostic tools are also being used in vocational skills lab. lessons

Physical test and control for hardware

High Covered in current curricula, except new devices (tablets)

Inform user about defect and results

High Service request form will be developed

Defect resolution Resolution of operating system and software problems


Cleaning up pups Very high Covered in current curricula

Backing up and recovery High Covered in current curricula

Hardware and component errors

High Included in Systems Maintenance class

Network and peripherals High Network tests are not covered

Inform user about defect and results of intervention

High Service forms will be used

Periodic Maintenance

General cleaning, and observation of the systems

High Periodic Maintenance logbook and checklist will be covered, Compressor will be needed





Telephone: +90 (0)392 2282470

5.2 Universities

The two-three years training and teaching department programs are based on the curriculum designed by YOK for harmonization.

Even it is not mandatory for other departments (except some courses) basic University Curriculum are being influenced from YOK programs, and almost similar in all universities except elective courses.

University management can add topics to each course, or add a new course to allow student to get additional information concerning the vocation. Moreover, some universities are being accredited provide professional certificate to successful students on some specific branches (Oracle SQL, Microsoft CNE, Cisco CCNA, SAP Module, etc.).

By reviewing the modern technology requirements either locally and global, the following table filled by analysis results done in this section to reflect the curricula and course content changes. Global companies are looking for such offer, to cover their products in such curricula and easily provide support for materials and license. Some courses could be outsourced to ICT sector and would bring some dynamism (GIS, IT Security, Systems Management, etc.)

The Requirement Conformity of Curricula Required Change

Mobile Programming Some universities providing as elective course

Application to elective is very high and it should be covered for iPhone, Android, GoogleOS, Symbian, etc.

Cloud Computing and Big Data

It is very new concept and requires trained resource on Cloud based OS, database, etc. knowledge

Laboratory with ICT Equipment and software required to setup platform and software development

Data Centre Specialist IaaS, PaaS, Router configuration, infrastructure design, cabling, Switch, cooling, lighting, green IT features etc. should be covered

Courses could be theoretical, design tools would be a part of program

Network Management Network Management is getting most challenged and TCc suffers from deficiency of such people having knowledge about network devices, interfaces and communication

Basic communication devices could be used in laboratory with network design, management tools

Systems Management Systems Management is getting most challenged and TCc suffers from deficiency of such people having knowledge about IT Systems interconnection, SAN storage

ICT Equipment for systems management course would be required to simulate the environment with management software. Hitachi, Oracle, Microsoft





Telephone: +90 (0)392 2282470

systems, disaster recovery. SCOM etc. could provide material and license support for such training program

Software development for Social Media

Social Media APIs, their usage and software development for community

Some famous platforms can be selected as for programming API libraries covers more than hundreds of interfaces

Business Intelligence Business Intelligence concept and tools, statistical analysis, data analytics, data transfer methods etc. Some universities are planning to cover

Business Intelligence software and sample data sets required. Oracle, Microsoft, Sybase, etc. could provide support.

Team Development The team development features SCRUM, TDD, Pair-programming, source code hosting services etc.

No platform is needed OSS products will be sufficient with source code hosting platform provider

Ethical Hacker Ethical Hacker programs can cover all stages of hacking process, and how to prevent systems, persons from such attacks

Free hacking tools and techniques will be needed. Low level programming on network products would be introduced

Embedded systems Firmware programming

Essential for industrial communication systems. Generally provided in electronics departments. For high quality products it would be covered also in ICT classes

Firmware platforms (ARM, PIC, etc.) and operating systems (linux, windows CE, etc), free programming tools and languages could be covered. Chip and component manufacturers shall support (Huawei, Intel, Hyundai, Samsung, etc.)

Raster and Vector programming

3D programming is one of challenging sector in ICT requires multi-threaded programming background with graphic libraries and APIs

Raster and Vector tools for development of such applications should be introduced (Microsoft DirectX, Xlib, X windows libraries and APIs).

GIS Some universities providing GIS training as being outsourced.

Free GIS products are available. Requires digital map processing knowledge and API development

Mobile Networks and protocols

Mobile operators suffer from deficiency of such staff that

Mobile networks design, communication protocols and





Telephone: +90 (0)392 2282470

has knowledge about basic protocols, gateways, and interconnection.

programming can be introduced. Laboratory environment is required. Huawei, Siemens, etc. might provide platform and test tools.

Fixed networks and protocols Fixed lines has less protocols but still important for management, and interoperability of big networks.

IP V4, IP V6 and proprietary protocols programming, transmission media protocols, router protocols, switch protocols etc. would be introduced on sample systems (cisco, fortinet, etc.)

Network Analysis Fixed and mobile network analysis requires broad knowledge about protocols and tools for utilization, optimization

Free and company proprietary tools for network analysis and diagnostics course can be introduced (softonic, prtg, mrtg, etc.)

IT and Network Security IT and Network security topics are getting important and requires highly skilled staff. Some universities are providing elective courses for this subject.

IT and Network Security concepts and use of security systems are important. Companies can support these courses (Huawei, cisco, fortinet etc.)

3D Animation, Terrain Design 3D animation and terrain design studio works already handled in computer graphics departments of some universities. Because of touristic and cultural characteristics of local people those departments could fill the gap between university and industry.

Animation software, audio-visual studio capabilities could be integrated with other applications like e-learning systems, game development, etc.

Game Development There are famous game engines, platforms available for software developers who wants to develop casual, MMO, Mobile, on-line games etc. Because of sales potential these applications there is very high demand in the market for such developers.

Game development requires integration of computer graphic design and programming. Current curricula system is not suitable for such combination. A specific elective course might be planned for computer graphics, and software development departments.





Telephone: +90 (0)392 2282470

Augmented Reality Augmented reality will be integral part of our life in the future, which integrates sound, video, graphics, locational data, GPS etc.

Augmented Reality labs required for mediating the reality concept (retina, glasses, tablets, etc.) through with AR content management development.

Mobile Game Development Mobile games market increasing fatly. The sector does not need complex game development platforms, scenarios.

The game development platforms, engines for android, iPhone type platforms could be used with lowest investment. Instructors who have the knowledge of platforms will be needed.

ERP Systems ERP systems are essential for Enterprises today. Students of engineering or business management schools could become aware with real business environment through ERP systems use and extensions. Some universities have elective on ERP systems.

Elective courses could be organized for students who want to develop ERP extensions, components. Some specific ERP solutions either free or licensed would be preferred (SAP, Open ERP, etc.)

RFID Sensor programming RFID, GPS, GPRS solutions are becoming very much popular and used in various parts of IT industry. Remote sensing instruments are evolving and used in many sectors.

RFID instruments, cameras, collectors, aggregators will be needed in labs.

Semantic Web Programming WEB 2 currently is very popular, while WEB 3 platforms (Semantic Web) are still emerging. WEB 3 platforms currently very popular in academic research and requires some development work.

Emerging Semantic Web platforms, frameworks (Mozilla, chrome, etc.) programming will be needed for enhancing semantic web capabilities of browsers, web platforms.





Telephone: +90 (0)392 2282470

6 Conclusion

ICT Sector shall reach much complex and integrated environment platforms in next years. As depicted in the following figure (2010) next ten years shall host to new business, technological, societal advancements.

Figure 2: Gartner's Radar for next decades of ICT

The TAT participated to graduate projects of some schools, to assess the quality of training by observing the results There are a lot of very successful projects are being developed by students which covers the topics discussed in section 5. As mentioned in previous sections most of those students are not staying here and cannot utilise their experiences during the interim, graduation projects.

As of discussions with universities and industry, students are key factors to establish industry, academy co-operation. Thus, the courses needed by local industry, enterprises should be provided to enable students to carry out real life solutions for enterprises and increase their profitability. .





Telephone: +90 (0)392 2282470

Date post:	18-Feb-2019
Category:	Documents
Upload:	doque
View:	213 times
Download:	0 times