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20 views3 pages

Literature Review

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mareyahkhan94
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Challenges to Bridge the Information Technology Skill Gap for Graduates

The IT industry is continually broadening and the knowledge domain is increasingly


becoming complex. A major factor is the changing pattern of working in industries. The
current trends in the world of work such as globalization, commercialization, flexi-hour,
deregulation, outsourcing, contract work, homework and freelancing have led to marked
changes in industry structure. The Computer Science curriculum is static in nature while its
industrial application is dynamic. The static nature is one of the biggest problems that erupt
the skill gap. Another challenge is that universities are not ready to train and retrain its staff
to meet up with the dynamic nature of the course because of the financial implication
coupled with Lukewarm attitude of lecturers to surrender themselves for training and
workshops that will expose them to the latest innovations in IT, priority is given to research
work by the lecturers rather than lectures and workshops which will bring them to limelight
on the latest development in IT. There is a lack of facilities to train both the lecturers and the
students on the new inventions. There also exists a lack of Industry Input and Industry Based
Project e.g., Lancaster University England has a on campus dedicated centre occupied by
industry players and all the projects executed by IT students are in collaboration with
ongoing projects in the industry.
Research on New Competency Needs and Intervention and Modification of Curriculum is
required to address industry’s needs. The drivers for adoption of a productive dialogue with
university/working partnership with industry on skill development in relation to the
curriculum include knowing the industry’s skills requirements. The void in this domain
causes failure in understanding that what needs/skills are required to make an individual
employable. For example, a trained Software Engineer is expected to know how to create,
maintain and modify computer and software programs such as operating systems,
communications software, utility programs, compilers and database handlers. They should
also be able to evaluate new programming tools and techniques and analyse current
software. If all the aspects mentioned above are not instilled during education coupled with
the ongoing innovation in the domain and empowering students with the right problem-
solving analytical skills the challenge to bridge the gap will be a tough one.

Efforts in Bridging the Information Technology Skill Gap for Graduates


The extent and life span of the gap depends on how fast universities adjust or update their
curricular respond to structural changes, and the magnitude & composition of the changes.
Technical universities can design effective challenge-based programs thanks to state-of-the-
art laboratories, multidisciplinary research, diverse teaching domains, and a stimulating
environment
Students who are involved in university-industry based partnership, a strengthening effect
on deep learning approaches was observed. They were no longer studying simply to obtain
good marks. They were more aware of the necessity of essential skill sets and adapted very
well to teaching methodologies and learning new skills.
Successful Project/Internship Leading to Placement programs have been implemented in
countries like Australia, Canada, United States, and Britain. Other countries have opted to
establish training centres, which have workshops that give students real work experience.
These training centres are normally set up, financed, and managed by the private sector.
Study IT Skills Program: This is normally either presented as a stand-alone program or
integrated into subjects taught. IT Skills are reinforced, self-learning, lifelong learning,
research skills, time management skills, critical thinking skills etc. These components have
been seen to be most effective when they are woven into the university curriculum rather
than tackling them as stand-alone subjects. Some countries have opted to establish training
centres, which have workshops that give students real work experience. These training
centres are normally set up, financed, and managed by the private sector and schools pay
fees for their students to use these centres. A successful example of this kind of programs
can be seen in the BOCES program in New York State, and the Chicago School-to-Work
Program.
Information Technology: This program ensures that the student possesses adequate
Knowledge of IT and has the skills required to comfortably use it in his job. Knowledge and
skills of IT are two components that have been found to be essential to both groups of
students; the one that joins the workforce and the one that opts for higher education.
Government and the organized private sector should also put in place arrangements for
professional students of tertiary institutions to undergo short-term practical training in their
chosen vocations through a Student Industrial Work Experience Scheme [SIWES]
Appropriate Educational Curriculum: This must be designed and implemented by our
institutions of learning. The curricula which must be relevant to the peculiarities of our
situation must address most importantly the current industrial demands with the intention
of making our university graduates of Computer Science relevant in the IT industry.

Among the 45,000 graduates Pakistan produces every year, 25 000 to 30 000 are Computer
Science students. With a young and rapidly growing population, the country has the
potential to become a major player in the global technology sector. However, despite having
a large number of technology graduates, Pakistan is still struggling to bridge the gap
between its education and tech sectors. Some companies like Emblem Technologies, Jazz,
Folium do offer bootcamps for inculcate industry skills in students. To ensure timely revision
of curricula, and adequate consultation with the industry, the Higher Education Commission
(HEC) of Pakistan can compel universities to furnish annual reports on progress in innovation
and relevance of curricula to make it market oriented and skill based.

References
1. Ruggero Colombari & Paolo Neirotti (2022) Closing the middle-skills
gap widened by digitalization: how technical universities can
contribute through Challenge-Based Learning, Studies in Higher
Education, 47:8, 1585-1600, DOI: 10.1080/03075079.2021.1946029
2. https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=76c0fb588d04014006d05038c420a855
6127016a
3. Mosley, I.T., Sr. 2008. “Computer Management Information Systems and Computer
Production Skills Needed by Industrial Technology Graduates as Perceived by Universities and
Companies By Dr. Ivan T. Mosley, Sr., CSIT”.
4. Mosley, I.T., Sr. 2008. “Computer Management Information Systems and Computer
Production Skills Needed by Industrial Technology Graduates as Perceived by Universities and
Companies”.
5. An Assessment of Industrial Employment Skill Gaps Among
University Graduates in The Gujrat-Sialkot-Gujranwala Industrial
Cluster, Pakistan Faisal Mehmood Mirzaa , Atif Ali Jaffrib and
Muhammad Saim Hashmic

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