IT Education research Bagrat Yengibaryan Director, Enterprise - - PowerPoint PPT Presentation

Moldova: IT Education research

Bagrat Yengibaryan

Director, Enterprise Incubator Foundation February 20.02.2020

• 1. Overview of the Current State
• IT Sector
• IT job market
• Education

1.1 IT Sector

4

55,84 61,49 71,01 70,02 79,15 99 149 6,1 6,2 7,3 8,5 8,9 10 10,5

2012 2013 2014 2015 2016 2017 2018

Export of ICT services

Export of IT servicies, mln US$ Share of IT in Total exports, %

BPO 12% IT Services 70% R&D Engineering 11% Others (magaement, Quality Assurance) 7%

IT Export by type of services

IT; 14000

Telecommunic ations; 12000

Number of Employees in ICT sector (2018)

IT sector was one of the major drivers for Moldova’s economic growth.

The IT sector contributed to 6% of total GDP in Moldova. The export of service focus is across multiple industries, especially in Government, Banking and Telecom sectors. 70% are IT services mainly exported to Western Europe (45%), US & Canada (21%) and CEE (18%). Labor Productivity for 2018 is $22,000

Source: IDC, 2019. Source: Invest Moldova Source: Invest Moldova

5

ICT Service exports are biggest proportion in high-tech exports, but still staying behind among regional countries.

20 40 60 80 100 120 140 160 180 200 2009 2010 2011 2012 2013 2014 2015 2016 2017

$ US Millions Moldova ICT service exports vs other high-tech exports, 2009-17 (US$)

High-technology exports (current US$) ICT goods exports (current US$) ICT service exports (BoP, current US$)

50 100 150 200 250

ICT service exports (per capita, current mln US$) ICT service exports per capita, 1995 to 2017 (US$) Regional Comparators Albania Armenia Romania Ukraine Kosovo Belarus Moldova Georgia

ICT services exports include computer and communications services (telecommunications and postal and courier services) and information services (computer data, news-related service transactions). ICT goods exports include hardware such as computers and peripheral equipment, communication equipment, consumer electronic equipment, electronic components, and other information and technology goods (miscellaneous). Other high-technology exports are products with high R&D intensity, such as in aerospace, computers, pharmaceuticals, scientific instruments, and electrical machinery. Source: (World Bank, 2019).

1.2 IT Job Market

7

Moldova is facing limited human capital accumulation and low levels of innovation among firms. Skill mismatch is one of the main factors behind these issues.

6289 7678 8093 8384 9301 14000 2011 2012 2013 2014 2015 2018

Number of Employees in IT

483 572 618 703 779 1100 200 400 600 800 1000 1200 2011 2012 2013 2014 2015 2018

Number of Companies in IT

10 20 30 40 50 60 70 80 90

Programmer System Engineer Project Manager Tester Analysts (business/system/testing) Database Specialists Consultanats / Trainers Software Architects WebDesigner Customer Support Other

Occupation in IT market

2970 1900 1850 1640 1530 1460 1300 1020

500 1000 1500 2000 2500 3000 3500 UK Czeh Republic Ukraine Poland Hungary Romania Bulgaria Moldova

• Avg. Software Developer salary, (EUR/month), 2019

The Number of companies is growing with CAGR 12, 5%, meaning that in 2023 there will be ~2000 companies in the IT sector. The Number of employees is growing with CAGR 12%, meaning that in 2023 there will be ~25000 people employed in the IT sector. The salaries of IT sector are the highest in Moldova, and lowest among neighboring countries. One

• f

the reason

• f

emigration

• f

qualified specialists is also the highest salaries in other countries, such as Romania, Ukraine, UK, etc.

Source: NBS Moldova Source: NBS Moldova Source: USAID Source: Invest Moldova

8

Despite the number of graduates from universities, companies struggle with qualified personnel, hence there is a problem of quality than quantity.

0% 20% 40% 60% 80% 100% The level of training of the labor force in… Our company works with specific… Potential employees will request too… We have no applicants / nobody shows… Other I don't know

Reason for lack of specialists

Basic reason Second important reason Third important reason

0% 20% 40% 60% 80% 100%

UTM USM ASEM Other Colleges Oher universities, private Universities out of the country

Where the employees are coming from?

Most employees Quite a lot of employees Few employees The fewest employees

10 20 30 40 50

JAVA Javascript PHP Python C/C++ Visual Basic Ruby C# Perl Swift Delphi Object Pasca Cobol Groovy Windows Linux (Unix) Mobile Other My SQL MS SQL Security testing Automation Analysis Manual testing Performance testing

Demand for specific ICT skills

4-They Need it 3 2

There is a shortage of 1000 employees annually and Companies spend on average 6 months for additional training to upskill the employees.

Source: USAID Source: USAID Source: USAID

1.3 Education

10

Shrinking education due to demographics and migration issues.

1.489 1.460 1.396 1.374 1.347 1.323 1.291 1.243 1.100 1.150 1.200 1.250 1.300 1.350 1.400 1.450 1.500 1.550 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Institutions of primary and general secondary education 397 381 367 353 341 335 336 336 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18

Number of Pupils

Number of Pupils (thousand) 10 20 30 40 50 60 70 80 2010/112011/122012/132013/142014/152015/162016/172017/182018/19

Number of secondary vocational institutions

Schools of trades Vocational schools Centres of excellence Total

5000 10000 15000 20000 25000

Number of students in secondary vocational institutions

Vocational schools Centres of excellence Schools of trades Total Source: NBS Moldova Source: NBS Moldova Source: NBS Moldova Source: NBS Moldova

11

Decreasing number of Students & Graduates at higher education institutions (HEI) in STEM related fields : 14% of STEM vs 48% Law and Economics.

10000 20000 30000 40000 50000 60000 70000 80000 90000 100000

2010/112011/122012/132013/142014/152015/162016/17

Number of students at HEI in STEM vs other areas

Engineering and related activities Natural science Chemical technology and biotechnology Exact science Total

1951 2116 2150 1942 1564 1399 1394 500 1000 1500 2000 2500

2010 2011 2012 2013 2014 2015 2016 Number of Graduates from HEI in STEM (Cycle I) (2010-2016)

Natural science Exact science Engineering and related activities Chemical technology and biotechnology

19 19 19 19 19 19 19 19 14 15 15 13 12 12 11 10

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18

Number of HEI

Public Private

Out of 29 universities and 45 colleges, only in 14 of universities and 6 colleges are thought IT related studies. There are 2000 graduates yearly with degrees in IT, Engineering and Math. Computer science students account for 6% of the total number

• f

graduates (Moldova It strategy, 2016)

Source: NBS Moldova Source: NBS Moldova Source: NBS Moldova

12

There is a place for improvement for STEM education in Moldova on regional & global scale.

4 6 16 18 19 52 59 73 75

M O L D O V A R A N K I N G I N P I S A 2 0 1 8 B Y S C I E N C E 489 421 467

489 428 463

OECD average Moldova CEE average

PISA scores 2018

Science Math

TOP 20 PISA 2018 1 B-S-J-Z (China) 2 Singapore 3 Macao (China) 4 Estonia 5 Japan 6 Finland 7 Korea 8 Canada 9 Hong Kong (China) 10 Chinese Taipei 11 Poland 12 New Zealand 13 Slovenia 14 United Kingdom 15 Netherlands

International Rankings.

• 52nd

according to PISA

• 2018:

students in Moldova scored lower than the OECD and CEE average in mathematics and science, although improved scores since 2012

• 103rd

in the world in terms of quality of educational systems by WEF.

• 63rd in Human Capital Index out of

130 countries, 62nd in younger age group

• 86th in GCI out of 141 countries,

108th in innovation capabilities

• 71st
• ut
• f

139 in Network Reediness Index

• 59thout of 175 in ICT Development

Index

8 16 17 20 37 48 55 66 75

M O L D O V A R A N K I N G I N P I S A 2 0 1 8 B Y M A T H S

Source: OECD, 2019

13

Education Initiatives mapping

Kids

(working with students studying at schools))

Junior Middle Senior / Teachers

Educational Robotics Future Classroom LAB Coder Dojo Tekwill Academy TwentyTU Tekwill Academy Kids FabLab Novoteca Tekwill Ambassadors Program Future Classroom LAB GirlsGoIT CIRCLE Labs

USM

UTM

ASEM

State University of Bălți ULIM Tiraspol State University

VanAr IT training Center

Comrat State University

(working with students studying at universities) (working with post-graduate young people <30) (working with senior talent >30, including teachers)

TEACH ME

Dual Vocational Education and Training (VET) by GIZ

OPTIM program

Dual Vocational Education and Training (VET) by GIZ

UPS “I. Creanga”

ProDidactica

USCH

Colleges

14

Summary: Identified Challenges

Schools ▪ K12 education: The overall education, including the curricula and quality of teachers, is lacking an institutionalized mechanism for scaling in a long run. ▪ Lack of interest among schools to pursue STEM related disciplines: Law and Economics are ½ of all the HEI graduates. ▪ Migration as a key issue: many pupils leave the country to pursue a better higher education abroad. TVET ▪ Low branding level of TVET: Most companies hire specialists with Higher Education, although, the skillset demanded would be also covered by TVET. ▪ TVET lacks provision of specialists for ICT industry HEI ▪ Lack of quality among HEI graduates: Universities are not providing knowledge demanded by private sector and tech sector. ▪ Distribution of enrolled students in tech: Tech education is concentrated mainly at 1-2 universities ▪ HEI have decreased their image as an academic institution and what value it provides: many students drop

• ut from universities by getting a decent salary and job offer.

Moldova Tech Sector ▪ Currently playing in a very saturated market: Big competition which can lead to losing its position in a long run. ▪ Vague competitive advantage of the country and sector

• 2. Strategic Options
• Country highlight
• Strategic Options

Framework: The Education Pyramid

Basic Skills

Computer Science Principles, STEAM at schools. K12, TVET. 3

Working Skills

ensuring job, salary, outsourcing contract. Colleges, Universities, Training Centers, Certification Programs. 2

World Class Specialists

architects, scientists, data architects PhD, Doctorate, Scientists, Startups, Innovations, Ips. 1

Teaching

Content & Curricula

Education Governance

Infrastructure

Enablers

• 2. Strategic Options
• Strategic Options
• Proposed Interventions: short term & long term
• Country highlight

Education is the driving force of the economy, including the ICT sector development. Strategic positioning of Moldova in Global Value Chain

• f the High Tech Industry is crucial for understanding

how to direct education for overall competitiveness of Moldova’s economy.

Education Model: Increase the quality of education, hence the efficiency of “output” of universities (share of graduates entering industry)

Significant investment in the educational sector will take place through close trilateral partnerships (government-business-academia). The government will initiate training programs for IT related graduates and will build strategic alliances with companies to ensure the production of high- quality IT graduates according to business needs. Investments, in the form of scholarships, will increase the current labor pool.

MNC Model: Platform for accessing regional markets – EU and CEE

Positioning Moldova in the global market as platform for global players to penetrate into large regional markets, by providing advantages for global companies to serve targeted regional markets more effectively. This includes creation of a favorable business environment, provision of high skilled labor force and developing necessary infrastructure. With this model, Moldova can managed to become an attractive investment destination for mostly market-seeking FDI’s in the particular region. Cultural and language similarities will also support the process. Targeted efforts will foster positioning of Moldova as a unique destination for MNCs based on investments in developing sophisticated skills. It will foster the entry of large global players, which could have spillover effects by attracting other companies from Eastern Europe. This may lead to growth of average company size and productivity. It will also be an attractive destination for immigration to Moldova, rather than emigrating from Moldova.

Startup Model: New products and services based on the demand of global market

As a result of development of World class specialists, global market l demand will drive the development of new innovative products and solutions for local ICT enabled services and products, that can be exported into global markets. The key success factor is heavy investment HEI, R&D and development of startup support mechanisms. Government initiatives, such as fiscal and financial incentives for R&D and development of high-tech export-oriented products, coupled with business development skills through technology incubator programs, attract global venture capital to fund risky innovative start-ups.

R&D Model: Tech Powerhouse

This scenario implies creation of world-class science and technology schools, improvement of quality of math and science education in public schools and heavy investments in R&D (both public and private) . It requires developing advanced technologies & science-based clusters, and infrastructure.

Proposed Scenarios: Strategic positioning of Moldova in ICT

2.3. Proposed intervnetions: Short term (3-5 years)

Fueling Specialists from unused population segment: IT Skill development in regions, attracting women in tech

▪

Making CS mandatory at schools and changing the curricula is a long institutional process, as will also require training for teachers. However, as a short term intervention, there can be training

• programs. As pilot, it can be done in selected regions, up to 5

regions and around 100 participants on the most demanded disciplines of the industry, such as Web Programing (HTML/CSS, Java Script, AngularJS, NodeJS), Mobile Programing (C, C++, Swift, QT/Graphic User Interface, IOS), Mobile Programing Android (Java Programming/Android ), etc. The duration of the training can be around 8 months, with final project submission and internships with companies (around 3 months).

Proposed Interventions: IT skill development

Teaching

Content & Curricula

Establishing joint university programs with top universities in the world

The role of the University is not providing short term training courses, but long term academic education, focused also on possible scientific research. For Example:

▪

Joint Bachelors/Masters degree for [Data Science]: the joint degree will ensure exchange of faculty staff and students, and bring the international academic education and knowledge to universities. It will also provide a more “branded” Diploma to graduates and will serve as a good basis for possible joint research projects in Data Science.

Proposed Interventions: Improving the brand of HEI through international university partnerships

Teaching

Content & Curricula

▪

Convergence of IT & Engineering sector

▪

Regional specialized Tech center in Balti- convergence of IT and Automotive industry: Considering the developments

• f

Moldovan Automotive Industry and representation of well-known automotive brands in Moldova, as well as the available education infrastructure of Balti State University, a Technology center can be established in the Balti. The center will integrate engineering, particularly Engineering with IT industry (maybe besides being a parts and component supplier, become a module or system supplier (Tier 1)). The University will be the main hub of knowledge and will serve the needs of the industry.

Proposed Interventions: Leveraging the niche industries

Content & Curricula

Setting education ground for “specializations of the future”:

The role of the University is not providing short term training courses, but long term academic education, focused also on possible scientific research.

▪

National Engineering Laboratories: Joint partnership with a private MNC to bring state-of-the-art educational and research laboratories equipped with modern engineering equipment and software

• tools. The project will modernize the curricula and increase the qualification of the trainers and faculty.

It will also have incubation environment and research environment for possible in-house projects. The laboratories will benefit all the country as will be accessible for interested parties from other universities, research institutions, and private sector. For example:

Proposed Interventions: University Education

Education Labs

• Electronics
• Power Electronics
• Electric Machines
• Energy
• Analog and digital circuits
• Measurement
• Mechatronics
• Antennas & RF
• Telecommunication
• Control Systems
• Mechanical
• Strength of Material

Basic Research Labs

• Embedded Systems
• Circuit Design
• Measurement
• Telecommunication
• Precision Measurement

Advanced Engineering Research Labs

• ADAS
• 5G
• IIOT
• RF & Microwave
• Semi Test

Teaching Content & Curricula Infrastruc ture

2.2. Proposed intervnetions: Long Term

General Education: Improve K12 education & conduct Teachers Training Although there are already big improvements in terms of incorporating robotics in schools and extracurricular activities, as well is improving the digital skills at schools, there is still a need to revise the current subject of informatics in General Education. In Primary Education it should focus more on fun, and in higher education more as having the CS and coding a tool, rather than a knowledge, which is used not

• nly by Software Developers, but by specialists in
• ther disciplines.

Proposed Interventions: K12 curricula update

Teaching

Content & Curricula

Education Governance

Infrastructure

Bringing new MNCs to develop sophisticated industries – education, workforce, R&D.

▪ An MNC from a sophisticated industry can carry out

bachelor, master and research programs through establishing an Education Department at different universities with a purpose to prepare qualified specialists for specific

• field. It will foster the entry of large global

players, which could have spillover effects by attracting other companies from Europe.

Proposed Interventions: Long Term

Teaching

Content & Curricula Infrastructure

Need of new entity

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❑ Considering the proposed models, a need of establishment a new entity (EIF model) is needed to be able to implement various projects, not limited only to specific industry group and expand the initiatives all over the country. ❑ It will basically take the role of industry development all over Moldova, by serving as a liaison between various stakeholders, including private companies, donor organization and public institutions. ❑ Establishment of a new entity will give the flexibility to develop new content and strategies based on the market needs, that can be out of core activities of existing organizations.

2.3. Highlights of the other countries

USA USA

Olin College (Wellesley, MA) opened its doors in 1999. Starting from the observation that STEM education is in crisis in the United States because it fails to attract the right students, because it is teaching the wrong curriculum, and because it is using methods that are known to be largely ineffective, the main purpose of Olin is to train the engineer

• f the 21st century, “a person who envisions what has never been and does whatever it takes to make it happen.”

Olin College operates with several innovative features.

▪

It recruits its students not primarily on the basis of their SAT test scores but through face-to-face interviews in multiple settings, including team exercises.

▪

Learning is organized around project-based activities performed by students working in teams.

▪

Olin College has no academic departments and does not offer tenure to its faculty members.

▪

A typical program will involve several teachers from different disciplines providing integrated courses with interdisciplinary material.

▪

The curriculum combines engineering, entrepreneurship, and humanities in a unique way. Every Olin student must complete a year-long senior design project sponsored by industry.

▪

The students must also acquire leadership and ethical competencies through social sciences and humanities courses.

▪

To ensure that all Olin graduates are successful at communication in a professional setting, every student is required to present some aspect of their academic work in a public setting at the end of every semester. Olin graduates have outstanding career opportunities. According to a recent survey, 97 percent of Olin alumni were either employed—in a company or in a business they started themselves - or attending graduate school (22 percent of those at Harvard, Stanford, or MIT). Companies sponsoring senior year projects often recruit the students involved as permanent employees after they graduate.

Case of Olin college of Engineering

USA USA

Cooperative education is a model that alternates academic studies with relevant work experience in a field directly related to a student's academic or career goals. The advantages of this model are considerable: it allows students to gain relevant work experience; apply theoretical knowledge gained in the classroom; and clarify career plans. It also helps students build contacts with employers and establish networks to facilitate finding employment upon graduation. Working as part of the studies program helps finance education; it is also useful for learning how to behave on a job and in general to develop the skills which employers want. The advantages for employers are also significant since they have “access to well-prepared short-term workers, flexibility to address human resource needs, cost-effective long-term recruitment and retention, partnerships with schools, and cost-effective productivity” (The National Commission for Cooperative Education, USA).

▪

The Florida Institute of Technology which offers the most condensed cooperative education program ("ProTrack") allowing engineering students to graduate in four years with three semester work terms.

▪

Drexel University in Philadelphia, PA, and the Northeastern University in Boston, MA, have two

• f the largest cooperative education programs in the United States. A student graduating with a

five-year degree usually had a total of 18 months of internship work at up to three different companies.

Case of Co-operative programs in HEI

Armenia Armenia

▪ Since 2004, Synopsys Inc. carries out bachelor, master and research programs through SAED (Synopsys

Armenia Education Department) at different universities of Armenia with a purpose to prepare qualified specialists for microelectronics field. As a result of this focus on producing high level candidates 100% of SAED graduates have found employment, 77% of those are employed directly by Synopsys and the remaining 23% by tech companies within Armenia or internationally. 350 graduates became professional engineers at Synopsys Armenia. Synopsys cooperates with The National Polytechnic University of Armenia (NPUA), Yerevan State University (YSU), Russian-Armenian (Slavonic) University (RAU), European Regional Academy (ERA), The National Research University of Electronic Technology (MIET).

▪ The Armenian National Engineering Laboratories (ANEL)

aims to prepare qualified specialists in engineering who will meet the demand of the industry, increase innovativeness and competitiveness of Armenian high-tech business. ANEL is a combination of 30 state-of-the-art education and research laboratories, covering 6 major specializations of NPUA: Cybernetics, Radio Engineering and Communication Systems, Power Energy, Electrical Engineering. The scientific laboratories are equipped with computerized measurement and control devices. The ANEL collaborates with industry and research institutions in the country. In particular, ANEL helps those labs and institutes to solve their technical and scientific problems

▪ Microsoft Innovation Center Armenia offers a combination of training courses covering web/mobile

development, programming, QA, UI/UX, as well as coding and data science bootcamps. A summer program over 5 weeks teaches 10-14 year old the basic mechanics of technology, programming, Web Development, IT English and Life Skills called TechnoChamp for Teenagers. 800 to 1000 people are trained annually in the center. There are two main directions: training track and bootcamp track. From the bootcamp track, 90% enter the job market. Overall, about 35% out of 1000 trained students find jobs.

Cases of cooperation between Educational institutions and Companies

Es Estonia tonia

Country overview

▪

Population: 1,244,288, high emigration rate in 1990s (10%)

▪

GDP: $35,852 per Capita (39th in the world)

▪

Major Industries: Services: 68.1%; technology industries account for around 15% of Estonia's GDP

▪

Unemployment rate: 5.8%; Youth Unemployment: 11.8

▪

Education system: 13 universities, 589 schools, PISA ranked 4th worldwide for Science and 8th for Mathematics How it solved challenges

▪

Bringing digitalization to all the layers of education system-starting from kindergarten up to vocational and adult education.

▪

Development of entrepreneurial and project management skills of the students, promoting start-uper mindset among them.

▪

Positioning of the country as a digital nation through high-performing students, global IT start-ups and high- quality export of IT services.

▪

Bring digitalization to all the aspects of life of the citizens.

▪

Ensuring continuous education of educators improving their digital skills and keeping up with new trends.

▪

Establishing convenient and efficient platforms for education sharing and spreading. Successful models to learn from

▪

Tiger Leap-computerization of all schools and introduction of programming, robotics and science at schools

▪

e-residency-easy e-visa for digital nomads to become citizens of Estonia, fighting emigration problem

▪

ekool - school platforms for collaboration and organization of all the information necessary for teaching and learning

▪

Grants for Training of the Workforce: All companies established in Estonia can apply for financial support for the following employee training projects: i) improving the qualifications for employees ii) professional training of new employees in connection with the expansion of a company iii) acquisition of new specialties and skills required for modernizing production activities. The rate of the grant depends on the size and location of a company, the nature of the training, and can be no more than 70% of the cost of the training project.

▪ Estonian Information Technology College (IT College or ITC)- a private university created as a result of a

unique public-private partnership, between the largest Estonian Universities and Estonian information and Communications Technology Industry

Israel

▪ Plant Class-the government supports the training of workers in specific skills if

the employer hires at least 50% of the class.

▪ Training and Placement Class - the government fully covers the cost of running

training for workers in specific disciplines and professions if the employers hire at least 50% of class graduates with 6 months upon completion of the class.

▪ Internal Plant Training- the government supports on-the job training program

in the premises of the employer by covering about $250-$350 per worker Georgia

▪ The PICG funds Georgian TVET providers on a competitive basis to establish

new/ improved training courses reflecting industry demand for skills

▪ San Diego State University partnered with 3 Georgian universities to offer

Bachelor’s degrees in a range of STEM disciplines.

▪ In 2015 Georgia was nominated as world’s FabCountry for developing fablab

concept throughout the country: there are 8 operating FabLabs in Tbilisi, Batumi and Kutaisi, in partnership with Universities. In the beginning of 2017 14 FabLabs were opened based on VET colleges.

Kosovo

▪ There

is a private VET institution established by a prominent local IT company(Cacttus) in Kosovo, Cacttus Education, which offers diplomas in network and system administration, and web and mobile application development.

▪ Jcoders Academy and The Digital School in Kosovo provide learning technology

courses for 7 -18 years old kids. Today Digital School operates in 5 locations in Kosovo, 2 locations in Slovenia and 1 location in Macedonia and have submitted more than 4000 projects Germany

▪ Over 50% of Germans enter dual vocational and educational training programs

(VET) as a route into employment. The system is widely credited with fueling the German export engine: it is also a solution to rising youth unemployment.

▪ “Informatik Biber” is an annual competition for coding and other tech activities for

school-aged children to boost interest towards STEM. Sweden ▪ Sweden’s “Triple Helix” innovation model is based on close cooperation and interaction between government, industry and trade unions as well as between research, higher education, utilities and the Swedish export industry ▪ There are 4 national resource & training centers for teachers, which each focus on different area in the STEM field. There is also a national grant available for schools to apply and invest in enhancing of the maths teaching quality

37

Thank you!