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BACKGROUND
ICT graduates, especially those with less than 5 year
experience, have skills that do not match those valued by
employers. This mismatch is further compounded by the
following factors:

ever changing nature of ICT job function

rapid technology advancement in ICT

growing need for soft non-technical skills

CHALLENGE STATEMENT
Programmes (may also be known as syllabus for courses)
offered by educational institutions are producing ICT graduates
that do not have the hard and soft skills sought after by
employers nor are these programmes flexible enough to cope
with the rate of technology advancement in the industry.

ROOT CAUSE ANALYSIS

There a systemic shortage of ICT

workers
There is a mismatch between the
skills & experience of young
graduates and those sought after by
employers in the ICT industry
Programme
focuses mainly on
technical and not
soft skills

Programme cannot
keep up with the
speed of
technology
advancement

The ICT education

system cannot produce
sufficient ICT graduate
There are
insufficient
university
places

There are
insufficient
students
pursuing ICT
career

TRENDS

1. BACKGROUNDICT graduates, especially those with less than 5 year experience, haveskills that do not match those valued by
employers. This mismatch isfurther compounded by the following factors: ever changing nature of ICT job function rapid
technology advancement in ICT growing need for soft non-technical skills
2. CHALLENGE STATEMENTProgrammes (may also be known as syllabus for courses) offered byeducational institutions are
producing ICT graduates that do not have thehard and soft skills sought after by employers nor are these programmesflexible
enough to cope with the rate of technology advancement in theindustry.
3. ROOT CAUSE ANALYSISThere a systemic shortage of ICT workers There is a mismatch between the skills & The ICT education
system experience of young graduates and those cannot produce sufficient ICTsought after by employers in the ICT industry
graduate Programme cannot There are There areProgramme focuses keep up with the speed insufficient insufficientmainly on
technical of technology university students pursuing and not soft skills advancement places ICT career
4. TRENDS
5. Trends InterpretationIncreasing dynamisation An ICT education programme that has a lot of flexibility that can be quickly
change to cater for the need of the industry as new technology becomes availableUneven development of system Most
education programme will have a very similar structurecomponents where it consists of core and elective modules. There are
generally more core modules than electives and each module tends to have relatively similar credit hour, delivery & assessment
method. Trend of uneven development of system components suggest a programme structure where there is a large variant
amongst the modules in the programme. In combination with the trend of increasing dynamisation, it implies a programme with
more electives than core modules.Increasing controllability Education programme accreditation demands that it be properly
managed. In engineering term, a system that is controllable, observable and repeatable. An education programme that has the
above elements of increased dynamisation and uneven development will automatically need to be controllable.Increasing
coordination: For the proposal to be successful there is a need to be able tocoordination of action subtrend coordinate what
seems to be a totally flexible education programme. It also highly the need to be able to coordinate changes in the industry,
technology advancement as well as industrial trends
6. Ideas derived Trends 1. The education programme to produce ICT graduates to have programme where: a. It has a minimal
set of core modules Uneven development b. It has an extensive list of electives which develop skills directly relevant to the
industry c. All students are employees by the education institution and be given assignment that are real industrial project d.
The list of elective on offer to be reviewed and revised dynamisation every year 2. All education programme to have approved
quality system for Controllability programme management 3. The ICT industrial associate to advise all related educational
Coordination institution via regular updates on what are the most important skills sought after. The association to have an
educational committee consisting of member from the educational institution to assist in the development of generic
module/electives.