scholarly journals Analysis of educational and professional programs in the specialty 122 Computer Science in terms of program learning outcomes

Author(s):  
L. L. Omelchuk ◽  
N. G. Rusina

The article presents an analysis of the educational and professional program "Informatics" of the first (bachelor's) level of higher education in the sphere of knowledge 12 "Information Technology", specialty 122 "Computer Science", implemented at the Faculty of Computer Science and Cybernetics, Taras National University of Kyiv Shevchenko with educational and professional programs of the same level and specialty of other institutions of higher education of Ukraine in terms of program results. During the analysis, they were compared with the approved standard of the first (bachelor's) level of higher education in the specialty 122 "Computer Science". In order to analyze the authors developed a database of educational programs. The ratio of program results in different programs by common specialty is analyzed.

Author(s):  
L. L. Omelchuk ◽  
N. G. Rusina

The article presents a comparative analysis of the educational and professional program "Informatics" of the first (bachelor's) level of higher education in the field of knowledge 12 "Information Technology", specialty 122 "Computer Science", which is implemented at the Faculty of Computer Science and Cybernetics Taras Shevchenko National University of Kyiv with educational and professional programs of the same level and specialties of other institutions of higher education in Ukraine. During the analysis, they were compared with the approved standard of the first (bachelor's) level of higher education in the specialty 122 "Computer Science". In order to conduct a comparative analysis, the authors developed and completed a educational program database. The result of the study is checking the educational program for completeness, that is lack of competencies that are not provided by any discipline and sufficiency, that is the lack of disciplines that do not provide any competence. The ratio of competencies and disciplines in different programs in a common specialty is analyzed.


2021 ◽  
Vol 4 (4(60)) ◽  
pp. 15-18
Author(s):  
Liudmyla Zhurakhovska

The object of this research is the automation of the compliance matrix «Disciplines – Competences», which are the links between the list of compulsory and elective disciplines of the educational program according to the curriculum and the set of competencies of the graduate required by the Standard of higher education. The development of the educational program includes a combination of disciplines with «Program Learning Outcomes», which is listed in the Standard. One of the most problematic places is time-consuming of the process of «drawing-up» the links from «General Competencies» (GC) and «Professional Competencies» (PC) of disciplines to «Program Learning Outcomes» (PO). This problem is considered on the basis of the Educational and Professional Program (OPP) «Financial Intermediation» Academic Degree «Master» specialty 072 «Finance, Banking and Insurance» in the field of science 07 «Management and Administration» of the Department of Banking of Kyiv National University of Trade and Economics (KNUTE, Ukraine). The research methods are to use the design of relationships between logical elements («entities») of the data model (Entity-Relationship Model). To develop a compliance matrix «Disciplines – Competences» in the paper the author proposed a software application based on Excel (hereinafter «Application»), which allows to automate the construction of such links. There is a significant reduction in the time-consuming of preparing educational programs by guarantors and support groups. This is due to the fact that the proposed application has a number of features of use, in particular automates the construction of matrices of correspondence «Discipline – Competence». The method of automation of the compliance matrix «Disciplines – Competences» proposed in the research was successfully tested by the author in the development of educational and professional programs of KNUTE, namely «Financial Intermediation», «Management of Banking Business» and «Financial Brokerage». Thus, the application is universal and can be used by guarantors and support groups to build Compliance Matrices of the educational programs of other specializations and specialties.


Author(s):  
A. N. Poletaykin ◽  
S. G. Sinitsa ◽  
L. F. Danilova ◽  
Y. V. Shevtsova ◽  
N. A. Dvurechenskaya

The article explores the task of making higher education more profession-oriented. In this context, we consider the technology of structuring and matching professional activities and content of professional education curricula with the help of ontology. This technology employs intelligent analysis of labor market and educational content matching with the aim to organize educational programs and verify professional competences based on their ontological properties. The article also considers development of a professional training cognitive map that can help design the student’s personalized educational trajectory factoring in the given parameters.


2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.


10.28945/4553 ◽  
2020 ◽  
Vol 19 ◽  
pp. 339-365
Author(s):  
Yasar Guneri Sahin ◽  
Ufuk Celikkan

Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.


2020 ◽  
Vol 68 (4) ◽  
pp. 60-67
Author(s):  
R.K. Uskenbaeva ◽  
◽  
B.J. Sharipov ◽  
D.M. Dzhussubaliyeva ◽  
◽  
...  

The article deals with the problems of higher education in the conditions of digitalization of the country's economy. Examples of the formation and development of SMART learning, as well as the creation of virtual departments, as a necessary condition for creating new specialties related to the digitalization of education are shown. The experience of creating a virtual Department and SMART training in MUIT is described. It is shown that the formation of SMART education leads to the cooperation of several universities in training personnel in accordance with the requirements of the digital society. Shown the possibility of creating new specialties corresponding to the digital society, such as "Computer science and the organization of digitalization of education" (Teacher of digitalization of education and the creation of digital educational resources), "Bioinformatics", "Digital agrosystems and complexes". The possibility of cooperation not only with universities, but also with research institutes for training personnel in new specialties, which will be in demand now. All these require from universities to rethink about educational programs and create virtual chairs.


2004 ◽  
Vol 94 (2) ◽  
pp. 697-714 ◽  
Author(s):  
Li-Fang Zhang

The present study predicted vocational purpose from thinking styles, a construct at the interface of intelligence and personality. 233 students majoring in history and computer science from a large research-oriented university in the People's Republic of China completed the Thinking Styles Inventory and the Iowa Vocational Purpose Inventory. The participants also rated their own analytical, creative, and practical abilities. In general, results indicated that thinking styles contributed to vocational purpose beyond self-rated abilities. Specifically, the more creativity-generating and complex thinking styles tended to contribute positively to vocational purpose, whereas the more conforming and simplistic thinking styles tended to contribute negatively to vocational purpose. This article points to the need theoretically for integrating the construct of thinking style into the definition of differential psychology. Practical data argue for a collaborative working relationship between teachers and vocational counselors in institutions of higher education.


Author(s):  
Vladimir Gorbachev ◽  
Aleksandr Suprunov ◽  
Vyacheslav Vasiliev

The transfer of institutions of higher education of the Ministry of internal Affairs of Russia to the format of a distance learning model has led to significant changes in the actual, representative, technical nature in the field of educational, methodological and didactic support for the entire process of educational activities of the universities. The article discusses not only basic questions of the content of educational-methodical and didactic providing of distance teaching, but also specific features and problems, that arise in connection with the transformation of the process of development of all educational programs implemented by the University of the MIA RF in remote mode.


Author(s):  
Tetiana Humeniuk

The article highlights the key messages that are the basis and determine the direction of modernization of the system and content of higher education and which are assigned to the process of developing, approving and implementing of the higher education standard of the specialty 015 Professional Education (by specializations). The educational activities concept in the relevant specialty for technical specializations was developed, which includes: a code and a name of the specialty; the level of higher education; the indicative list of specializations and educational programs; the total amount in credits of ECTS and the term of training; professional standards, for the observance of which is planned to send training (if available); a list of the main competencies that must be mastered by those who receive higher education; indicative list of professional qualifications which is planned to provide; the educational requirements for persons who can start training; procedure for assessing learning outcomes.


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