Una mirada a la evolución de programas de formación de Talento Digital Presentación de la Estrategia de Formación de Talento para el Plan Vive Digital.

Presentación del tema: "Una mirada a la evolución de programas de formación de Talento Digital Presentación de la Estrategia de Formación de Talento para el Plan Vive Digital."— Transcripción de la presentación:

1 Una mirada a la evolución de programas de formación de Talento Digital Presentación de la Estrategia de Formación de Talento para el Plan Vive Digital II – MINTIC Germán Hernández Ingeniería de Sistemas, UNC-Bogotá UNIVERSIDAD NACIONAL DE COLOMBIA Sede Bogotá

2 I. Norteamérica y Europa

3 Curricula Guidelines USA and Canada The Association for Computing Machinery (ACM) – founded 1947 The Computer Society (IEEE-CS) – founded 1946 Association for Information Technology Professionals (AITP) – founded 1951 The Association for Information Systems (AIS) – founded 1994  1965-68: ACM curriculum recommendations for CS (Computer Science).  1972: ACM curriculum recommendations for IS (Information Systems)  1977: IEEE-CS Computing Curricula for CE (Computer Engineering) and CS  1991: ACM and IEEE join Computing Curricula 1991 (CE and CS) [CC91]  1993:, ACM five reports for two-year Associate degree programs computer science, computer engineering technology, information systems, computer  support services, and computing for other disciplines [AssocDeg93]  1997: ACM, AIS, and AITP [AIS] joint curriculum recommendations for IS[IS97]  2001: ACM and IEEE join Computing Curricula 2001 (CS,CE, SE (Software Engineering), and IT (Information Technology)) [CC91]

4

5

6 Joint Task Force for Computing Curricula 2001-2005 ACM– IEEE -CS – AIS (AITP)

7 The purpose each the particular reports (CS, IS, SE, CE and IT) was to develop curricular guidelines that include The body of knowledge. The undergraduate core and earning objectives Expected performance capabilities of graduates by discipline Curriculum and course models Degree requirements and career opportunities The development process included: Worldwide program surveys ( ex. the CS survey was sent to approximately 1500 Computer Science (and related discipline) department chairs and directors of undergraduate studies in the United States and an additional 2000 department chairs internationally, they got 201 responses) Focus groups and online consultation around the world. It is intended to serve: Curricular committees, professors and students Accreditation agencies and professional licensing bodies, ABET, QAA, UKEC,… IT industry and their clients. Government Other stakeholders that need this information to make well-informed choices about education in computing

8 The purpose of the CC2005 overview was to answer questions like: What are these different kinds of computing degree programs? How are they similar? How do they differ? How can I tell what their names really mean? Which kinds of programs should our local college offer? It is intended to serve: Prospective students who are trying to determine which path of computing study fits their interests and goals, Parents, teachers, guidance counselors, and others who are trying to assist prospective students in their choices, Professionals considering how to continue their education in a rapidly changing, dynamic field, and Society in general

9 The Problem Space of Computing CC2005 Overview

10

11 Development and application Theory Use Engineering ScienceBusiness Post-2010: EECE CS SE ITEIS Hardware Theory and Software Organizational Needs Hardware CS EE CE SEITE IS

12 “Even though a lot of folks are looking for work, there are a lot of companies that are actually also looking for skilled workers; there’s a mismatch that we can close.” US President B. Obama, June 2012.

13

14 Curricula Guidelines European Community

15 The ICT EC Problem ICT Industry skill shortage forecast –860,000 end of 1999 –1.74m end of 2003 1 68% of SMEs in Western Europe report that growth is hindered by “an acute shortage of skilled IT workers” Major threat to competitiveness of the whole European economy due to relocation of companies outside Europe Estimated loss within Western Europe is 380 billion Euro in GDP over next 3 years” 2 Major threat to development of ICT industry 1 IDC Report “Europe’s Growing IT Skills Crisis” 2 Datamonitor report “The Economic Impact of an IT Skills Gap in Western Europe” http://www.eaeeie.org/theiere/meeting_wien/EAEEIE_Presentation_Vienna.ppt

16 New ICT Jobs –Job description -- Tasks associated with the job –Skills set and proficiency levels (profile) -- Description of career path/future opportunities 18 generic job profiles Profile Software and Services –Software and application development –Software architecture and design –Multimedia design –IT Business consultancy –Technical suppo rt Telecommunications –Radio frequency engineer –Digital design –Data Communications engineering –Digital signal processing Applications Design –Communications network design Products and Systems –Product design –Integration and test / Implementation & Test engineering –Systems specialists Cross Sector –ICT Marketing Management –ICT Project Management –Research & Technology Development –ICT Management –ICT Sales Management Acquire and Use information Logical problem solving Creativity Logical process Levels of competence L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 Desired competence profile Student’s actual competence Resulting Developmental needs 7 6 5 4 3 2 1 SFIA levels

17 CAREER SPACE: Curriculum Development Guidelines, ICT curricula for the 21st century: designing tomorrow’s education, Luxembourg: Office for Official Publications of the European Communities, 2001

18

19 I. Colombia

20

21 3. ACOFI – ICFES (1996-2005) Actualización y Modernización Curricular en Ingeniería de Sistemas, 1996. Especificación y elaboración de la prueba ECAES 2003-2004. Especificación de la prueba ECAES 2005-2004.

22 La pregunta fundamental ¿Defina la ISC-C? Polémica CE Systems Engineering CS MIS Modelamiento, simulación e integración de sistemas dinámicos (digitales, análogos - mecánicos, hidráulicos, eléctricos, electrónicos) fuertemente asociada con la industria militar.

23 Definición ISC-C (1996) “ISCC se refiere a los aspectos humanos y organizacionales y la tecnología relacionada con la planeación, análisis, el modelamiento, la captura, la transmisión, la presentación y la seguridad de la información.”

24 Graduados 1964 – 2004, Ministerio de Educación Nacional República de Colombia Observatorio Laboral para la Educación, SNIES Ocupados2001 – 2004, Ocupados 2001 – 2004, en 2003 había registrados 176 programas

25 CampoÁreas20032004 Comunes Ingeniería Física1012 Humanidades109 Matemáticas16 Económica Administrativa55 Ciencias básicas de Ingeniería98 Propias de Ingeniería de Sistemas Matemáticas discretas10 Programación y algorítmica13 Informática teórica10 Arquitectura del Computador88 Redes y Comunicaciones66 Administración de Información66 Sistemas y organizaciones55 Ingeniería de Sw12 Comprensión lectora020 Total preguntas120140 ECAES 2003-2004 contenidos comunes mínimos

26 Competencias fundamentales de los ingenieros (2005) Habilidades analíticas fuertes. Comprensión de las matemáticas, las ciencias naturales y las herramientas modernas de la ingeniería. Capacidad para modelar fenómenos y procesos. Capacidad para resolver problemas de ingeniería aplicando el conocimiento y la comprensión de las matemáticas, las ciencias naturales y las herramientas modernas de la ingeniería, utilizando un lenguaje lógico y simbólico. Capacidad para diseñar, gestionar y evaluar sistemas y procesos de ingeniería, teniendo en cuenta el impacto (social, económico y ambiental). Iniciativa, espíritu empresarial, capacidad de emprendimiento, liderazgo y actitud triunfadora para desarrollar acciones y construir empresas exitosas que lleven a la realidad las soluciones que propone, aplicando de manera efectiva en estas los principios de los negocios y la administración. THE ENGINEER OF 2020: VISIONS OF ENGINEERING IN THE NEW CENTURYTHE ENGINEER OF 2020: VISIONS OF ENGINEERING IN THE NEW CENTURY, National Academy of Engineering, National Academies Press, Washington, DC, 2005

27 Competencias evaluables ECAES (2005) Modelar fenómenos y procesos Resolver problemas, mediante la aplicación de las ciencias naturales (física, química, biología) y las matemáticas, utilizando un lenguaje lógico y simbólico. Comunicar efectiva y eficazmente en forma escrita, gráfica y simbólica Utilizar teoría, prácticas y herramientas apropiadas para la solución de problemas de programación (especialmente, programación imperativa) Modelar sistemas, componentes o procesos informáticos que cumplan con especificaciones deseadas Dimensionar y evaluar alternativas de soluciones informáticas

28 Operational Research OR + +

29 4. M. Eng. in Computer Science La carrera de la Ingeniería de Sistemas y Computación en Colombia es equivalente a los programas de Master of Engineering in Computer Science que se otorgan en universidades como  MIT  Cornell  PSU  Colorado

30

31 Gracias!

32

33

34

35