DEPARTMENT OF EDUCATION STATEMENT OF STRATEGY 2016-2018 - SUBMISSION BY THE IRISH COMPUTER SOCIETY

DEPARTMENT OF EDUCATION
STATEMENT OF STRATEGY 2016-2018
SUBMISSION BY THE IRISH COMPUTER SOCIETY
June 2016 │Prepared by: Linda Keane │Contact: linda@ics.ie

Q2   Comment on work currently being undertaken by the Department in your area of
     interest and/or expertise. (What are we doing well, what could we do better)?

     We welcome the recognition of the possibilities and advantages afforded by ICT for
     teaching, learning and assessment in recent Government strategy documents such
     as the Digital Strategy for Schools, the National Skills Strategy and the Statement of
     Strategy 2015 – 2017. In particular there has been increased momentum behind the
     incorporation of technology enhanced learning, digital skills, computer science and
     coding in education. However, terminology is used interchangeably which can lead
     to confusion.
     For example, coding can be an excellent way to engage students, to allow them to
     use their creative skills in areas like music and animation and at the same time learn
     everyday computer science principles like decomposition and abstraction. But coding
     is in itself just one element of the broader Computer Science discipline.
     Every student should have to the opportunity to learn computing skills to solve
     problems, create original artefacts and new knowledge and become more than just
     passive users of technology, regardless of whether they go on to pursue a career or
     further study in Computer Science. It is essential however, that every student
     acquires the key digital skills whilst in primary and secondary education that will
     assist their progression to further study and into the workplace, irrespective of
     chosen career path.
     The skills required for today’s workplace encompass elements such as design, data
     science, multimedia, problem solving, critical thinking, working collaboratively and
     safely with technology.
     The ECDL Foundation recently called for a holistic approach to Computing and Digital
     Literacy in their position paper that was supported by the Council of European
     Professional Informatics Societies.

Q3   Are there opportunities (e.g. new areas of work) which the Department should
     consider when developing the 2016 - 2018 strategy which would advance the
     achievement of our mission, vision and objectives across the continuum of
     education and skills?

     Implementation of teacher training and skills development initiatives in relation to
     ICS skills and technology enhanced learning can have immediate results on the
     adoption and effective implementation of new technology for the enhancement of
     teaching, learning and assessment.

ECDL ICT in Education was developed with input from ECDL / ICDL national operators
as well as European Schoolnet and piloted by Trinity College Dublin in December
2015.

The syllabus was designed to set out knowledge and skills relating to the
pedagogically effective use of ICT to support and enhance teaching, learning and
assessment in the classroom. Target audiences include:
 Teaching and learning professionals in the education and training sectors
   beginning to engage with ICT in Education
 Trainee teachers

The programme consists of online learning content, assessment and certification.

Comment on any issues relating to the continuum of education and skills, in
addition to your particular area of interest and/or expertise

The Irish Computer Society has been advocating for Technology in education and
supporting the IT profession through 49 years of the ICS and 19 years as ICS Skills.

Although the numbers of students choosing computing subjects at Third Level has
begun to increase in recent years there still exists many misconceptions about
Technology careers among which are:
     That IT jobs are all in the IT sector (less than 40% are)
     That most IT jobs are coding jobs (less than 30% are)
     That to work in IT you must be exceptional at mathematics (maths skills are
       important and perhaps indicate but don’t determine success in IT)

Such misconceptions mean that of those who do choose computing at Third Level:
    23% of first year students of computing in our colleges and universities do
      not progress to 2nd year (Source: Higher Education Authority 2016 A Study of
      Progression in Irish Higher Education).
    The representation of women in new entrants to ICT courses for 2014/15
      over all of the ICT courses was just 14% (Source: 2016 Higher Education
      Authority Data Gender Balance of New Entrants to ICT Courses 2014_15).

We know that the IT sector can provide employment to our students into the future:
44,500 new ICT professionals are required by 2018. (Source: Forfas, Expert Group on
Future Skills Needs). All of the above means that a focus on Technology-related
careers is essential in schools.

National Festivals, aimed at all stakeholders, can garner attention and communicate
       a message on a grand scale. Such festivals can involve schools, higher and further
       education institutes and employers in outreach activities and events. For example,
       Tech Week is Ireland’s nationwide festival of technology, aimed at students, parents
       and the public. The Tech Week Festival / Event is key to highlighting the
       opportunities in technology, breaking down myths about those that work in the
       sector and showcasing the wide ranging opportunities that exist. Reaching out to
       parents of these young people and giving them clear and real guidance is seen as a
       key factor in influencing the CAO choices also.

       A reintroduction of guidance counselling in secondary schools would be a welcome
       service to assist students as they prepare to leave school and enter the world of
       work. Guidance counsellors could also ‘plug into’ initiatives such as Tech Week to
       communicate the potential of a technology careers to their students in a real and
       tangible way.

Q6     Any other observations that you would suggest the Department should consider in
       the formulation of our strategy for education and skills 2016 - 2018

With reference to the Programme for Partnership Government Document, Education
section, ICS would like to make the following comments:

Section: Tackling Disadvantaged

“The provision of relevant educational programmes, specifically aimed at early leavers and
second chance learners should be made available throughout the year, on a modular basis.
We will support an increase in the number of flexible courses available; giving people the
opportunity to attend courses part time, during evenings, in the summer and at weekends.”

       Digital skills have to be the foundation of such educational programmes specifically
       aimed at early leavers and second chance learners, not only to improve employment
       prospects (According to the European Commission, 90% of all jobs will require at
       least basic digital skills by 2020 and the market requires prospective employees to
       have the digital workplace skills certified through globally recognised programmes
       like ECDL) but also to provide this group with the skills and confidence to access
       information and continue study and learning.

Having gained a recognised digital skills certification like ECDL, a support system for
       certain early school leavers working in tandem with enterprise, apprenticeships or
       further education might be beneficial for those who want to acquire specific skills or
       have a particular interest or ability and for which, the school curriculum and
       environment is no longer relevant. Volunteers from industry could be involved in
       such programmes, where their passion for the area/activity can be used to inspire
       students. This type of external input would feed well into modular programmes
       made available throughout the school year for example ICS runs a nationwide
       festival of technology, Tech Week, and through this platform allows all individuals to
       equally contribute their activities, ideas and highlight their success.

Section: Promoting Excellence and Innovation in Schools

“We will establish a pool of experts (educators, employers, accountants, business leaders, IT
specialists etc.) to assist school initiatives, promote innovation and enterprise engagement
especially at second level.”

       ICS, through its charitable arm, ICS Skills has been operating national digital skills
       programmes and technology initiatives since 1997 and is happy to give any
       assistance to the Department in this regard.

“As part of the Digital Strategy, we will introduce new technology bringing remote learning
into classrooms, ensuring all students have access to a wider range of subject choices and
consistent quality education.”

       Both teachers and students need skills to use new technology effectively and safely
       as well as to truly exploit the benefits of technology enhanced teaching and learning
       to the benefit of our young people’s educational experience. Proven, globally
       recognised digital skills programmes such as ECDL can be employed with great
       results here. The programme is modular in nature, can be used to create individual
       learning profiles, accessed through flexible delivery options and is globally
       recognised.

“We will invest in additional continuous professional development for teachers, to ensure
they are supported throughout their careers, and are best placed to respond to the developing
challenges that their students face. Newly appointed school principals will take a preparation
course in advance of taking up their role.”

       Schools do not have the necessary funding to train teachers in a new subject that has
       never been taught before such as Computer Science or ICT. There is a role for high-
       quality, evidence-based CPD in the development of computing teachers with
       knowledge and skills more than just one step ahead of the student. Alignment with
       the relevant professional body, such as the Irish Computer Society in relation to the

IT Profession, creates a positive incentive for teachers to engage with effective CPD
       that impacts on classroom learning outcomes. This should be accomplished in
       service.

       ICS has developed, in consultation with industry partners, an online CPD platform in
       response to developing a well-rounded professional who not only progresses key
       competencies but also uses their skills to develop others and their own interpersonal
       skills.

“We will also incentivise voluntary school participation in new “Local Education Clusters”
that encourage schools to improve student outcomes by sharing best practice and school
improvement experiences, foster collaborative in and out-of-hours initiatives, staff peer
mentoring and leadership, and that allow for cost reductions through economies of scale.”

       Local Education Clusters similar to the Computing at School (CAS) hubs in the UK
       would provide an excellent way to share best practice and encourage peer-to-peer
       support. However this should also include the opportunity to exchange information
       at national level through an online portal, coordinated ‘teach-meets’ or similar
       mechanisms so that there is an equal distribution of expertise across the country.
       ‘Master Teachers’ are at the heart of each CAS hub in the UK, leading, driving
       knowledge sharing and mentoring hub schoolteachers.

Section: Promoting Creativity and Entrepreneurial Capacity in Students

“We will further accelerate the Digital and ICT agenda in schools by including a coding
course for the Junior Cycle and introducing ICT/Computer Science as a Leaving Certificate
subject. We will also introduce a new Leaving Certificate P.E. syllabus as a full subject.
Guidance counselling at secondary level will be enhanced.”

       ICS welcomes the investigation by the NCCA into a possible Computing Science
       Leaving certificate subject at second level. However, there seems to be a disconnect
       between strategies in this area for primary, secondary junior cycle and secondary
       senior cycles.

       The primary school curriculum should also be reviewed so that knowledge gained at
       this level acts as a platform for further IT skills in secondary. This could be through
       the introduction of a programme similar to CLISTE that incorporates digital skills into
       the curriculum such as app and web design principles within art and social media
       awareness in SPHE, reflecting the greater impact of the digital world we live in.

“We will evaluate transition supports available to young people at all levels of the education,
with a view to promoting initiatives which support young people at critical points in their
lives.

Transition Year, in particular, will be used to prepare young people with key skills before
they make the transition to higher education or work. We will work with industry and
colleges to open up new opportunities and programmes in transition year.”

       While Transition Year can provide valuable space in the school timetable to promote
       specific initiatives relevant to young people and outside the constraints of the
       curriculum we should be wary of cramming everything into this one academic year.
       There are already many competing draws on students’ time and attention. The
       acquisition of fundamental digital skills for example would be too important to be
       squeezed into this short timeframe. ICS suggests a combination of digital literacy
       skills and computing topics delivered incrementally throughout the full duration of
       secondary school that could be arranged by the school to complement projects and
       focuses in other subjects.

       © ICS Skills 2014

“We will benchmark entrepreneurial activity in Irish higher education and work with the
Higher Education Authority to ensure an ambitious and implementable plan to identify and
address skills gaps, ICT and STEM needs.”
       ICS is happy to assist or provide input into the above. Of particular relevance may be
       our work with the CEN Workshop on ICT skills in developing a European e-
       Competence Framework (e-CF) for ICT skills which is now a European standard. The
       ICS CPD system will soon map to the e-CF to ensure that individual progression is
       tracked in line with European standards.

ICS is also a member of the Council of European Professional Informatics Societies
       Computing at Schools Special Interest Network who advocate for the teaching of
       computing in education, drawing on the collective experience of its members.

Section: Making Better use of Educational Assets within Communities

       Having school buildings available to the wider community, encourages a more
       diverse environment and greater involvement in education. For example, ICS was a
       partner in the Department of Communications, Energy and Natural Resources
       Benefit schemes primary school facilities were used to provide introductory Internet
       skills for older people and those from socially disadvantaged backgrounds.

Section: Meeting the Skills Needs of the Future

“We will support an increase in the number of flexible courses and opportunities available;
giving people the opportunity to attend courses part time, during evenings, in the summer and
at weekends.”
       A more inclusive and widely embracing approach to recognition with the NFQ is
       required, specifically, an opening up of the NFQ to international sectoral certifying
       bodies and industry awarding bodies. There is proven labour market demand for
       such industry recognised certification provided by foreign and ‘vendor’ type
       awarding bodies. Alternative routes to recognition of a professionally relevant
       award within the Framework could also be considered for both early school leavers
       and those re-joining lifelong learning pathways.

 “We support the introduction of mid-degree “sandwich year” courses, whereby students
spend their third year of university working in industry.”
       Employers and the post-secondary sector need to be encouraged to work together.
       As well as gaining work experience before graduation the post-secondary sector has
       a responsibility to foster the idea of professionalism, CPD and lifelong learning
       amongst their learners. Collaboration with the relevant professional societies can be
       beneficial in this regard. Bridging programmes such as ICS Graduate Development
       Programme can introduce an element of ‘real life’ skills that complement the theory.

       The formation of a pool of experts to assist in school initiatives could be part of a
       national coalition within the Grand Coalition of Digital Skills which ICS is currently
       establishing. This consortium has an objective of driving improved digital skills for
       our young people and to bridge the gap of 850,000 jobs available in ICT across

Europe by 2020. Large multinationals and individuals from the 7,000-strong ICS
       membership would be expertly equipped to provide advice in introducing new
       technology, innovative methods and curricular advice to promote advanced
       classroom teaching.

       Extending work experience and apprenticeships is a timely approach for the Irish
       market. Members of the ICS IT professional network and in particular CIOs from
       leading Irish companies and multinationals have identified that there is a skills gap
       between graduate knowledge and the skills needed in today’s workplace. An ICS-led
       national coalition under the Grand Coalition for Digital Jobs will work with industry
       experts to see how academia can more readily adopt and integrate the latest
       technologies and associated skills as used in industry and thereby ensure that
       graduates can be ‘fast-tracked’ into careers of their choice. Opportunities for hands-
       on, industry experience would complement this. ICS is in a unique position to
       coordinate efforts having experience running organisations for business analysts,
       health informatics professionals, IT architects and data protection officers amongst
       others. Government involvement in such a national coalition is essential to its
       success and ICS extends an offer to the Minister and his Department to become a
       stakeholder in the national coalition.

About the Irish Computer Society

The Irish Computer Society is the representative voice of Ireland’s IT professionals for
almost 50 years. Through its charitable division, ICS Skills, it operates a range of IT skills
programmes and national technology-focused initiatives in schools to pursue its aims of:
       Improving the digital literacy of the Irish population
       Promoting technology in schools
       Promoting the IT profession
       Supporting the continuous professional development of IT professionals
ICS Skills is the national awarding body for a range of IT skills programmes from digital
skills to IT Professional skills. It has overseen the participation of over 700,000 citizens in
the European Computer Driving Licence (ECDL) programme alone. ICS Skills provides on-
line test authoring and delivery services via a network of over 800 accredited ICS Skills
test centres in Ireland including over 300 second-level schools.

Irish Computer Society, 87-89 Pembroke Road, Ballsbridge, Dublin 4.
T: 01 644 7820
W: www.ics.ie / www.ics-skills.ie