Impact in British Columbia

Transcription

1 Impact in British Columbia Partnering with British Columbia to Educate Canada s Workforce A sustained economic recovery requires a skilled and well-trained workforce. To reach their full potential as a vital resource for the nation, graduates now need to acquire problem-solving and critical-thinking skills, in addition to specific job-related expertise. As organizations become increasingly reliant on innovative workers and intelligent networks, Cisco Networking Academy is helping Canada prepare for stable, high-paying jobs by teaching the skills that employers need. A Leader in Education Innovation Cisco Networking Academy is a transformative, technology education program that prepares college- and career-ready students for the 2st century with curricula that builds information communications technology (ICT) and networking knowledge and skills. Networking Academy is recognized worldwide as a leader in education innovation and e-learning. The courseware is developed by Cisco and delivered through public and private education organizations. Curricula include instructor-led course content, online learning and skills assessments, hands-on labs, and innovative simulation and gaming technology. Core courses include IT Essentials, CCNA (Cisco Certified Networking Associate) Discovery, CCNA Exploration, and CCNA Security. Students may then enroll in the more advanced CCNP (Cisco Certified Networking Professional) courses. Successful completion of the course work prepares Networking Academy students to take exams and earn ICT certifications that are valued by employers in diverse global industries and public-sector organizations. Courses also prepare students to pursue further education or apply these skills in their own businesses. As of October 3, 200, approximately 67,000 students were being taught by 424 instructors in 2388 academies across the United States and Canada. Rapid growth over the past decade has demonstrated the program s success and versatility with its One million students engaged this year in 65 countries makes Cisco Networking Academy one of the world s largest classrooms. Since its inception in 997, more than 3.75 million students have been enrolled, attending courses offered at local high schools, community colleges, universities, and nontraditional settings. Cisco uses the network to connect students and instructors, and to partner with over 0,000 education institutions, while delivering million online assessments per month, around the world. Networking Academy cultivates partnerships with a broad range of education, government, NGOs and private organizations to advance education. Cisco is the worldwide leader in networking for the internet, delivering innovations that change how we work, live, play and learn. 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page of 7

2 geographic reach, the diversity of students, the number and variety of partners, the breadth and relevance of curricula, and its ability to keep pace with technical and pedagogical advances. Course content is consistent, providing students everywhere the same knowledge, skills development, and assessments. Unique to Networking Academy is a focus on instructor professional development and its creation of communities to support both instructors and students. Instructors receive training prior to teaching their first class. They also get many professional development opportunities throughout the year, and access to peer communities where they can collaborate and share best practices online and in person. Students become part of a global network that helps them to troubleshoot coursework and prepare for exams, while also providing mentors, and encouragement to one another. National Education Standards for a 2st Century Workforce There is a growing concern on the part of government, foundations, and business organizations about the ability of our future workforce not only to enable economic recovery, but also meet the challenges of global economic competition. Several efforts are under way to help schools identify requirements for more rigorous studies that will improve outcomes, develop career-ready skills, and stimulate student interest in science, technology, engineering, and mathematics (recognized internationally as STEM). An example of one of these efforts is the Focus on Information Technology (FIT). This is a unique program developed by the Information and Communication Technology Council (ICTC) in conjunction with the ICT industry to enable a workforce for economic growth. The program is a two-year high school course designed to teach the necessary technical, business and interpersonal skills through observation, investigation and action. According to Prime Minister Harper, a key to building a stronger economy for Canada is to create high-quality jobs in the science and technology sectors. The foundation for those jobs, and for many ICT-related positions in other sectors, can be gained at Cisco Networking Academy. The emphasis on technology is a common theme in many of the nation s education efforts. With our increasingly Internet-centric world, most careers in this century will require a strong understanding of how to take full advantage of technology-enabled communications and business processes. Educators want to use technology in their classrooms to better engage students, develop skills, and extend the learning experience. In addition, a workforce that is well-schooled in ICT and engineering can help spur innovation across many industries, which in turn opens up additional business opportunities to fuel productivity and economic growth. ICT investments are expected to play a major role in generating stable, high-paying jobs and boosting the nation s GDP. Networking Academy combines an emphasis on education standards and the skills that will be required in future job markets. Networking knowledge will be especially important in critical areas such as green technologies, healthcare, smart energy grids, and the push toward universal broadband deployment. The educational infrastructure at Networking Academy helps to ensure that the program s curricula will evolve to deliver technology knowledge and skills that can meet future learning requirements. State-of-the-Art Learning Environment The instructional approach at Networking Academy encourages student engagement, enhancing the student s ability to synthesize learning and apply it in other contexts. Four skill areas identified by education researchers as critical for 2st century workers have been integrated into the course content: 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 2 of 7

3 Problem solving and decision making: Students practice and test their knowledge by configuring and troubleshooting networks using hands-on labs and simulation software. Creative and critical thinking: Students understand the how and why of networking by combining hands-on learning with conceptual and analytical exercises. Collaboration, communication and negotiation: Students acquire individual and teamwork skills as they perform lab exercises and engage in business scenarios through gaming, all which prepares them for the job world. Intellectual curiosity and information handling: Students develop the ability to locate, select, structure and evaluate information. Real-world case studies give students the opportunity to develop cutting-edge problem-solving techniques. Spotlight on Community Colleges A unique feature of these institutions is their link to business and industry, and hence their integration into economic development. Community colleges are working to align their curricula, certifications and degrees with new ICT jobs through Networking Academy implementations. According to researchers, students today are faced with high tuition costs, a weak economy, and increased competition for admission to four-year colleges. They are more likely than at any other point in history to attend community college. Community colleges are also an invaluable resource for adults seeking to acquire new skills that are needed by employers. As a result, community colleges have experienced a spike in enrollment. The Data Behind the Demand Tables and 2 outline the growth and projected demand for ICT related careers in the nation and province. Table. Projection of selected ICT occupations in Canada Canada Occupation Projections Employment Estimated Total Midrange Hiring Requirements Computer and Information Systems Managers 45,822 50,734 2,89 Information Systems Analysts and Consultants 44,686 60,533 39,059 User Support Technicians 64,896 80,428 22,750 Telecommunication Carrier Managers 0,433,482 2,984 Computer Network Technicians 48,782 50,876 8,548 Broadcast Technicians 2,763 2, Source: ICTC, 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 3 of 7

4 Table 2. Projection of selected ICT occupations in British Columbia British Columbia Occupation Projections Estimated Total Midrange Hiring Requirements Computer and Information Systems Managers,42 Information Systems Analysts and Consultants 4,054 User Support Technicians 2,485 Telecommunication Carrier Managers 307 Computer Network Technicians 957 Broadcast Technicians 72 Source: ICTC, The Impact in British Columbia The partnership between Cisco Networking Academy and British Columbia has touched the lives of 0,789 students, and generated an estimated in-kind contribution value of CDN $5,065,79 to education in British Columbia. Table 3. Cisco Networking Academy in British Columbia Students,60 Female students 9% Distinct cumulative students (successfully completing at least one course) 0,789 Instructors 39 Academies 24 Education level (students/academies at more than one education level are counted proportionately) Secondary Schools Community Colleges Universities Other 2 Students 3% 47% 22% 0% Academies 50% 29% 7% 4% Curricula 3 (students/academies that take/teach multiple curricula are counted more than once) ITE CCNA, 2 CCNA 3, 4 Advanced Technologies / Other 4 Students 23% 69% 26% % Academies 54% 75% 58% 3% In-kind contribution value 5 (estimated cumulative value to academies including donations and discounts) CDN $5,065,79 Source: Quarterly Metrics, October Includes community-based organizations, middle schools, military, nontraditional educational settings, and post-graduate institutions 3 Source: MRE report 445P5, November Includes CCNA Security, CCNP, Security, Wireless, IP Telephony, Java, UNIX and Panduit Network Infrastructure Essentials (PNIE) 5 Source: MRE report 4550, November 200. CDN value based on Cisco s Fiscal Year 20 averaged Exchange Rate of Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 4 of 7

5 Table 4. Active academies in British Columbia Active academies are defined as those that have taught a class with at least 3 distinct student assessments, or adopted a new curriculum, within the last 2 months. An asterisk indicates a Cisco Networking Academy Training Center. *British Columbia Institute of Technology (Burnaby) Burnaby South Secondary School (Burnaby) *Camosun College Regional/Local Academy (Victoria) Charles Best Sec. (Coquitlam) College of New Caledonia (Prince George) Delta Secondary School (Ladner) Esquimalt High School (Victoria) ETCC-BCIT (Burnaby) First Nations Technology Council (West Vancouver) Killarney Secondary (Vancouver) Kwantlen Polytechnic University (Surrey) Northwest Community College (Prince Rupert) *Okanagan College (Kelowna) Pinetree Secondary School (Coquitlam) Riverside Secondary School (Port Coquitlam) *Sardis Secondary School (Chilliwack) Selkirk College (Nelson) Stelly's Secondary School (Victoria) Thompson Rivers University (Kamloops) University of the Fraser Valley (Abbotsford) Victor Brodeur (Victoria) W.J. Mouat Secondary - Regional (Abbotsford) *Winslow Centre (Coquitlam) Source: Academy Briefing Book November 200 Student Impact in British Columbia Renata Donohue suggests the following list of qualifications for a career in computers: detail-oriented, good at multitasking, the ability to organize your thoughts, and great people skills. Her list does not include having a background in computers or being a man. At the age of 34, Renata was the mother of a two-year old and the stepmother of a 4-year old. She had moved to British Columbia only five years earlier. Yet she was not afraid to take on more challenges. In fact, she was eager for them. I don t want to be limited to positions as a clerk or retail associate for the rest of my life. I want a career where I can keep advancing and learning. Without a degree, however, Renata knew that her options would be limited. Renata enrolled at the University of the Fraser Valley (UFV), which offers more than 80 certification and diploma programs. Despite the fact that she had very little exposure to computers, Renata asked about UFV s Computer Information Systems (CIS) program, which she knew to be a traditionally male-dominated area. I knew that people would probably suggest a degree in business administration, accounting, or teaching. These are all fields that are traditionally female friendly. But I was determined to break gender stereotypes. An information technology degree not only teaches you to solve computer problems, it gives you a solid foundation for many other career choices, from criminology to healthcare. It s also a field where you are constantly learning and growing, and that s what I wanted. 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 5 of 7

6 The first step was a meeting with the head of the CIS department, Ora Steyn, who suggested that Renata try a couple of CIS courses. She started in the summer of 2008 with a hardware course and an introduction to computer programming. There were four women and 30 men in the first course, and six women and 4 men in the second course. But Renata was not intimidated. I knew that there would be more men than women in all of my courses. If anything, it pushed me to work harder. In the fall of 2009, Renata took CIS92, an introduction to networking that combines Cisco Networking Academy CCNA and 2 courses. She freely admits that she was scared at times, but she studied hard and did extremely well, surprising even herself. Renata found that she was especially drawn to the handson nature of networking. Programming is quite interesting, but networking is definitely more appealing. I learn best by doing, and the Cisco labs are fascinating to me. Renata applied for and was awarded one of the Women in IT scholarships sponsored by the Association of Canadian Community Colleges and Cisco. Winning the scholarship gave me even more encouragement and confidence. I feel like Cisco is playing an important role in helping me build the career I ve always wanted. I thought you had to be somehow gifted to learn networking technology. It s definitely challenging. But I ve gained the confidence to know that I am as good as anyone else in the class even the male students who have been tinkering with computers since they were kids. My instructors also inspire me. They re always so passionate about what they re teaching, and seem to have neverending patience for my questions. Renata s CIS instructor, Robert McAuliffe, is not surprised that she is doing so well. She is always planning ahead. I recall her contacting me well before classes started to make sure she had all the right books and materials. In class, she is very hard working, and always wants to understand things from all perspectives. As a teacher, I feel an overwhelming sense of purpose and pride thinking that I might be playing a small part in her accomplishments. The CIS program also offers cooperative (co-op) education options, helping students obtain paid internships at local companies while taking classes at night. As the mother of two children, it is essential for Renata to continue working while she earns her degree, and the co-op program is a way to earn money and get experience on the job. In order to work and go to school, Renata babysits her neighbors children, and they babysit her young son while she is in school or at her co-op job. She studies at night and on weekends. She knows that it will take her longer to finish her education while working, but she advises everyone to take advantage of any opportunity to get work experience, [which] is invaluable on your resume. Once she has earned all of the co-op work-study units she is allowed, Renata will take the remaining Cisco Networking Academy courses offered during the day, which include topics such as learning to design, build, and maintain LANs, WANs, and wireless LANs. My school offers a wide range of other upper level networking courses that I will be taking to complete my networking concentration. I can t wait to take the classes. Currently, Renata is doing her co-op work at the Abbotsford Police Department. Unfortunately, my responsibilities have not allowed me to work in their network operations centers, but it doesn t stop me from asking them all the time: When can I? 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 6 of 7

7 In fact, Renata has three words of advice for women who are hesitant about an education in ICT: Ask. Ask. Ask. Don t be afraid to ask questions or ask for help. Your instructors, fellow students, and colleagues all want you to be successful. They don t want you to be intimidated they want you to be inspired! See Renata s video on her experiences with Cisco and ICT/networking education: Learn More For additional information, impact stories, how you can get involved, and contacts in your area, visit our website: Cisco, the Cisco logo, Cisco TelePresence, and Cisco Networking Academy are trademarks or registered trademarks of Cisco and/or its affiliates in the U.S. and other countries. A listing of Cisco s trademarks can be found at Third-party trademarks mentioned are the property of their respective owners. The use of the word partner does not imply a partnership relationship between Cisco and any other company. (009R) 20 Cisco and/or its affiliates. All rights reserved. This document is Cisco Public Information. Page 7 of 7