A new understanding of the role of ICT demands transformations in pedagogical

practices in the education system. The novelty of these technologies for education resides
in the fact that recent technological and scientific development involves the breaking of
organisational patterns and social norms, as well as models representing this reality which
are embedded in another kind of interaction. No longer linear interactions but non-linear
interactions where proportions between cause and effects are unpredictable. Therefore the
presence of these technologies in society and consequently in schools should not be seen
as the introduction of modern tools for old educational practices, nor as complicator to
teaching practices instead presenting new challenges to the learning process.

At this point, it might be useful to recall Holtzman’s previously mentioned study on

the integration of computers into the creative process in art, music and philosophy. He
concludes that computers indeed introduce substantial change in the concept of art itself.
Computers themselves become creators (Holtzman, 1994). He quotes a contemporary
German composer of electronic music, Gottfried Michael Koenig who said that computers
may create obstacles to creativity. Holtzman writes: ‘nor does the computer have to be
thought of as a tool to make familiar things easier. It can also be thought of as making a
given approach to creativity possible. It may at the same time present new challenges and
new obstacles to creativity. In fact, Koenig believes that obstacles are an essential part of
the creative process.’ (1994, p. 219). Similarly, computers do not necessarily enter
education as facilitators, tools or teaching aids. Instead they introduce challenges, new
possibilities and as such new complicating factors for the learning experience.

The answer as to why the Computer Science faculty seems to be contributing the highest
number of unemployed graduates to the market place despite a clear shortage of skilled
workers in the industry is fairly obvious. I've previously written about there. A survey conducted
earlier has indicated that as many as 30% of the unemployed local graduates are computer
science and information technology degree holders. These skills are in obvious demand in the
country - it is not a mismatch. The clear-cut issue in this case is that many of the local institutions of
higher learning; both public and private have failed to offer a sufficiently rigorous education
to produce the necessary quality in the workforce which the industry requires. I’m not alone
with this opinion. A friend and CEO of another software company listed on MESDAQ, was quoted
similarly (blogged here). Most importantly, as highlighted by Chris Chan, chief executive
offer of The Media Shoppe in the same article
:
... some local ICT graduates lacked fundamental technical skills and only had knowledge of
basic software such as Microsoft Office (!)

The problem is largely either the poor ICT curriculum of many of our local universities/colleges
that doesn't seem teaches anything to our ICT students or these students shouldn’t have been
taking ICT courses in the first place. Anyway, I'm glad that the Government has in recent times
been a tad more liberal with releasing statistics. We hope however, that the statistics which
are released can make a bit more sense and the replies made in Parliament to be a tad
more "sensible". I mean "70% of local public university graduates unemployed" - that's
almost a national emergency!
I can fully understand "Business Administration" or other management programmes as a
degreecourse that many candidates opt for if they are not qualified for other subjects to
study, and hencethe high level of unemployability given the weaker pool of students.
However, computer science asthe highest contributor to the unemployed pool? Isn't that the
next wave of growth overtaking thecountry whereby computer science graduates should be
in high demand?The answer as to why the Computer Science faculty seems to be
contributing the highest number of unemployed graduates to the market place despite a
clear shortage of skilled workers in the industryis fairly obvious. I've previously written about
ithere.A survey conducted earlier has indicated that as many as 30% of the umemployed
localgraduates are computer science and information technology degree holders. These
skills arein obvious demand in the country - it is not a mismatch. The clearcut issue in this case is
thatmany of the local institutions of higher learning, both public and private have failed to
offer a sufficiently rigourous education to produce the necessary quality in the workforce
whichthe industry requires.I'm not alone with this opinion. A friend and CEO of another sofware
company listed on MESDAQ,was quoted similarly (bloggedhere). Most importantly, as
highlighted by Chris Chan, chief executive offer of The Media Shoppein the same article
:
... some local ICT graduates lacked fundamental technical skills and only hadknowledge of
basic software such as Microsoft Office (!)
The problem is largely either the poor ICT curriculum of many of our localuniversities/colleges that
doesn't seem teach anything to our ICT students or these studentsshouldn't have been taking
ICT courses in the first place.Anyway, I'm glad that the Government has in recent times been a
tad more liberal with releasingstatistics. We hope however, that the statistics which are
released can make a bit more sense and thereplies made in Parliament to be a tad more
"sensible". I mean "70% of local public universitygraduates unemployed" - that's almost a
national emergency!