Should use the formula. "Do what we love and love what we do".
On Thu, Mar 3, 2011 at 5:03 PM, Ghodmode <[email protected]> wrote: > Hi everyone. I want to offer my unique perspective. I've been working in > the IT field since 1999 (or longer if you count my time in the US Army). > I've worked as support, network/server administrator, and programmer in The > US, Malaysia, and New Zealand, but I don't have any formal IT education. > I'm American, but I have lived in Malaysia for several years. I have almost > no interest in politics even though political developments often indirectly > affect IT. > > The problem with IT education in Malaysia isn't really unique to Malaysia. > I have worked with people who were highly educated, but largely > incompetent. I've worked with people who were competent, but bored... not > interested in learning more. And I've worked with people who were educated > in a different field, or not at all, but were very talented. Only on very > rare occasions have I met someone who has been formally trained in IT, does > what they were trained to do, and they are passionate about their work. > > Based on my experiences, formal education actually seems like a weakness > for those who want to be successful in the Information Technology field. > So, I think they we (the international IT community) are approaching it > wrong. > > This is a unique field. It really only requires some general education to > get started, but the successful IT worker must be willing to learn > continuously throughout their entire career. Success in this field also > requires enthusiasm and passion that no school can provide. In this sense, > it's more like an art than a science. > > As with a musician and a piano, or a painter and a blank canvas, sit the > right person down in front of a computer and they will use it to create new > wonders and inspire the rest of the world. > > We don't ask why schools are turning out such poor quality musicians > (Justin Bieber, for example) or artists because the role of education in the > arts is only to nurture existing potential. It's really the same with IT. > > -- > Ghodmode > > For more information, or a sample of my work, visit my site at > www.ghodmode.com/blog > > > > > > On Thu, Mar 3, 2011 at 8:54 AM, Boh Yap <[email protected]> wrote: > >> hi all, >> >> here's another rant, its directed at our Educational system, but done >> in a less brutal way than the 'last' nuclear exchange between Red and >> Rafe ;-) Sabar guys you both got your points, .... >> >> Have a read and pls comment... >> >> Critique of MQA Computing Program Document >> --------------------------------------------------------------------- >> >> Ah, I make a bold claim, I finally may have figured out a possible >> reason why our august Universities produce thousands of graduates that >> are 'unemployable' as far as IT is concerned. The blame must solely >> rest on the shoulders of the MQA (Malaysia Qualifications Agency) >> under the Min. of Edu. Its also known as LAN (Lembaga Accredition >> Negara) >> >> http://www.mqa.gov.my/ >> >> This 'organ' sets the 'standards'(sic) for all HEPs(Higher Education >> Providers) in the country, both local and foreign. Yes, even if MIT or >> Harvard were to set up here, their 'standards' will be governed by >> them! And it covers not only IT, but also Bitotechnology, Medicine and >> Health Sc. etc.... >> >> I downlaoded a PDF on the subject area of Computing: >> http://www.mqa.gov.my/garispanduan/ENGLISH%20Computing_6.1.10_doc.pdf >> >> This does not cover all parts of IT, Netwk Engin.(SysAdmin) etc.. is >> handled by other docs. >> (so this rant may not apply to the Netwk Engineers, SysAdmins etc..) >> >> But it covers all aspects of higher edu for 'Computing': >> >> - the type of courses and professionals it develops, presumably >> for our HR needs... >> >> - the qualifiactions required to enter and awarded upon completion, >> >> - the 'programme objectives' what the course try to achive, the >> type fo skills >> grads. will have >> >> - what the syllabus should cover >> >> - the accredition, way marks/grading are accorded >> >> - Learning Outcomes, what skills/knowledge the grads. will be >> equipped with (!?) >> >> note: >> Compared to a similar document for BioTech and Engineering, the >> curriculum >> seeems to be far less detailed when compared to IT. A lot of freedom >> seems >> to be given to instituitions to determine their own. Why then should >> our >> industry be so closely scrutinised? >> >> As a quick summary, here are my interpretations, I may be wrong, and >> if so soemone please prove me wrong! >> >> It seems 'programming skills' are not required for BSc grads, but are >> required for Diploma grads WTF, !? (Learning Outcomes, Diploma, pg >> 14,i). It seems 'programming' is considered a lowly skill suitable for >> Diploma holders, whereas BSc grads are suppose to be System Analysts >> and and Proj. Managers!? And BSc grads are suppose to have >> 'entrepeneurial' skills (pg15 Generic Learning Outcomes, vi) - so they >> can be the next Facebook I suppose... >> >> If this is true, it sets a dangerous and unreal expectations for the >> students! No wonder most Comp. Sc. grads. don't want to do programming >> or can't code! And they want to be SAs and PMs? No Way! Without >> knowing or having done extensive programming, they won't have the >> depth of knowledge to manage progrmmers, let alone win their respect. >> They won't be able to evaluate the complexity and timeline required >> without understanding the tools or its methodology. Worst still, they >> will end up making the technical decisions, instead of the programmers >> that are actually doing the work! (Does a construction site-supervisor >> tell his carpenter what tools he should use? NO!) It just means they >> make 'dumb' managers which the coders can fool! >> >> Also they (grads) probably think they don't need to do programming, >> and they can straightaway be PMs and SAs.... but the market and >> employers certainly don't agree! >> >> Holy Dilbert! The fact is that our Unis are producing PHBs (Pointy >> Haired Bosses) the clueless yet arrogant boss of Dilbert in the comic >> strip! >> >> Haris(OSDC) was trying to form a committee to try and introduce FOSS >> into Education. I would think the work should start with the MQA. Also >> who are the people that make such major decisions that affect the >> future of our nation, are they qualified? Do they have industry >> experiance? Are they free of vested interested? Are there HW or SW >> vendors among them? >> >> I think most of you who are serious about parctising IT and developing >> the SW industry in Malaysia will agree with me that some of these >> decisions are seriously flawed. >> I certainly hope that such errors in judgement are due to the fact >> that they have been misinformed, and HOPEFULLY they will allow us, >> members of the FOSS community to provide an alternative POV. >> >> >> Below are the rest of my rant.... based on sections of the document, >> you may have to read it to get the full details, I have included some >> quotes taken from the docuemnt, they are like this "....", the rest is >> my inputs. Also those sections 'notes:' >> >> I would welcome all comments, especially from the authority concerned, >> lets have a healthy discussion on this. And no F words ;-) >> >> >> Intro: >> ------ >> No date as to when the docuemnt was drafted. The file name carries >> a probable date, but >> the document itself does not have a date, change-history or list >> of authors, strange! The BioTech >> document has all these! >> It acknoledges that Computing moves at a amazing pace, yet if rate >> of change is so critical, >> this document should have a date and be revised at regular >> intervals by 'authorised experts'. >> >> It defines the "Programme Standards for Computing" for the following >> certification levels: >> Certificate (Malaysian Qualifications Framework MQF Level >> 3), >> Diploma (MQF Level 4), >> Bachelor’s Degree (MQF Level 6), >> Master’s Degree (MQF Level 7) and Doctoral Degree (MQF Level 8) >> >> Objectives (Pg 6) >> ---------- >> "These standards are designed to encourage diversity of approach >> within a framework >> that is compatible with the national and global human resource >> requirements and the >> socio-economic needs. They cannot be seen as a syllabus and no >> form of prescription >> is intended in the amount of time devoted to each component or the >> order in which >> the material is presented. Higher Education Providers are expected >> to combine, >> teach and assess the subject matter creatively >> " >> >> "The development and implementation of this Programme Standards is >> to ensure that the >> graduates meet the professional requirements and expectations in their >> respective fields. Higher Education Providers must take cognisance of >> the rapidly evolving subject matter and introduce effective and >> sustainable programme improvement. In doing so, the providers should >> also ensure that the graduates obtain the necessary skills to function >> effectively >> " >> >> comment: >> from what I have been told, the HEPs (Higher Edu Providers) >> have to stick >> to this pretty closely. Either that or I have been misled, and >> academia were >> too lazy to create their own syllabus and just accepted what was >> pushed >> upon them. >> >> Coverage: (pg 10) >> --------- >> I am just looking at the BSc degree programs.... but theres all the >> rest, >> from Certificate to PHd! >> >> It defines curricular and standards for 4 professional fields: >> and with its definition... >> >> Computer Sc >> ------------ >> Produce Computer Scientists who can work in a wide range >> of fields from >> theorectical research, SW development and drive >> innovation. It offers a >> wide foundation to allow studens to adapt to new >> technologies and ideas. >> Includes web technologies, Robotics, Computer Vision, >> Intelligent Systems(?), >> Bioinformatics. >> >> note: >> to 'innovate, research' is a tall order, it means >> going beyond what >> others has done and hence means you must already have >> a very strong >> foundation. Standing on the shoulders of giants requre >> that you are >> familiar with the giant! >> >> Information System >> ------------------- >> Integrate IT with business processes to provide solutions >> for entreprises. >> View technology as a means of generating(?), processing nd >> distribution of >> information for (entrprises, gov...?). Practioneers are to >> be familiar with >> specific applications, database apps., spreadsheet Off the >> Shelf SW. >> >> Then goes and talks about Payroll Accountg, Invrntory >> Systems, etc... >> >> Note: >> no mention of ERP systems (hey Red1, comment!), >> Business Intelligence (Raja?), >> how about mobile-computing and the role it an play for >> entreprise, >> NO FOSS! >> >> Information Technology >> ----------------------- >> Graduates are trained to focus on application, deployment, >> and configuration >> needs (of IT) for organisations and people over a wide >> spectrum. They are >> responsible for planning, infrastructure, selecting HW and >> SW, and integrating >> configuring and customizing these systems to meet business >> needs. >> >> note: >> Personel here play a major role in selecting HW & SW >> and hence impacts the >> success of FOSS. >> >> SW Engineering >> --------------- >> Discipline of designing, developing and maintaining SW >> that is reliable and >> efficient. It must be affordable to develop and maintain >> and take into account >> issues like scalability and reliablity in safety >> (mission-critical?) >> applications. >> >> "Software Engineering programmes produce graduates who can >> understand user >> requirements and develop software systems. Software >> Engineers are expected >> to develop systematic models and reliable techniques for >> producing >> high-quality software on time and within a budget." >> >> note: >> reliable, efficient, affordable, scalable, relaible, >> mission critical, >> all this means FOSS right? ;-) >> MQA needs to be enlightened about this! >> >> Programme Objectives (Bachelor, pg 10) >> -------------------------------------- >> Generic Programme Aims for a Bachelor’s Degree are to prepare graduates >> who >> i. possess skills for lifelong learning, research and career >> development, >> ii. have communication, team, leadership and interpersonal skills, >> and >> aware of the social, ethical and legal responsibilities, and >> iii. have entrepreneurial skill and a broad business and real >> world perspective. >> >> note: >> to produce entrepreneurs, it would be helpful to equip them >> with fianancial >> and business skills. I don't see this being done anywhere. >> Comp Sc guys are >> bad at writing Biz Plans and filling out MDEC forms ;-) >> >> Subject to the specialisation/major/minor in a particular Bachelor’s >> Degree and its >> nomenclature, the Specific Programme Aims for the four (4) disciplines >> identified in this >> Programme Standards are: >> A. Computer Science >> The Programme should prepare graduates who >> i. possess fundamental knowledge, principles and skills in >> Computer Science, >> ii. have strong analytical and critical thinking skills to >> solve problems >> by applying knowledge, principles and skills in Computer >> Science, and >> iii. possess theoretical computing knowledge in analysing, >> modelling, designing, >> developing and evaluating computing solutions. >> >> B. Information Systems >> The Programme should prepare graduates who >> i. possess fundamental knowledge, principles and skills in >> Information Systems, >> ii. have strong analytical and critical thinking skills to >> solve problems by >> applying knowledge, principles and skills in Information >> Systems, and >> Programme Standards for Computing >> iii. understand business requirements and have the ability to >> plan, design >> and manage business Information Systems, with the >> relevant technology and >> knowledge to enhance organisational performance. >> >> note: >> What? No mention of BI, Decision Support, Statitical Analysis >> tools >> and skills here? >> >> C. Information Technology >> The Programme should prepare graduates who >> i. possess fundamental knowledge, principles and skills in I >> ii. have strong analytical and critical thinking skills to >> solve problems >> by applying knowledge, principles and skills in >> Information Technology, >> iii. possess the ability to design, implement and manage >> Information >> Technology solutions and resources, and recognise the impact >> of >> technology on individuals, organisations and society, and >> iv. possess skills to integrate various technology solutions. >> >> D. Software Engineering >> The Programme should prepare graduates who >> i. possess fundamental knowledge, principles and skills in >> Software Engineering, >> ii. have strong analytical and critical thinking skills to solve >> problems by applying knowledge, principles and skills in >> Software Engineering, and >> iii. are competent in applying appropriate methodologies, models >> and >> techniques that provide a basis for analysis, design, >> development, >> testing and implementation, evaluation, maintenance and >> documentation >> of a large scale Software system. >> >> >> Learning Outcomes: >> ------------------- >> Diploma >> Comp. Sc. >> "i. write computer programmes using at least one Industry >> relevant to software >> development environment (? grammatical error?)" >> >> Bachelors >> Comp Sc. >> "... >> iii. demonstrate theoretical computing knowledge in >> analysing, modelling, designing, developing and evaluating computing >> solution >> >> note: >> There is no mention about developing SW?? >> Does that mean BS holders get to become Analysts and Project >> Managers, >> and the lowly task of programming is left to the diploma holders? >> !! >> >> >> Curriculum Design >> ----------------- >> for Bachelors (pg 20) >> >> % >> Compulsory Modules: (Bahasa Kebangsaan, Pengajian Malaysia, >> 8-25 >> Pengajian Islam/Pendidikan Moral, ?? >> Core Modules & Paper >> 46-73 >> Common >> 18-29 >> Speciliasation >> 17-55 >> Elective >> 9-24 >> Ind. Trng. >> 5-10 >> >> note: >> Firstly the ranges and percantages dont add up! >> >> What does the "Compulsory Modules have to do with Computing! >> Perhaps these could be better spent on the socio-poilitical issues >> related to IT, like Privacy, piracy laws. Privacy & confidentiality >> ethics... >> >> At a rough estimate only 75-80% of the course is dedicated to >> IT, and that >> include Industrial Trng. If that is not relevant (as it usually is) >> that >> leaves only 70-75% of the course being relevant! >> >> In the similar document for Engineering by MQA, the Compulsory >> Module takes >> up 9-15% (the upper range) is less by 10% compared to >> Computing! Is Computing >> considered a lesser subject that needs to be 'filled-up' by >> useless subjects? >> >> >> Body of Knowledge (Bachelors, pg 42) (rest is more rant...) >> ------------------------------------ >> This refers to the subject matter to be covered by the various types >> of courses in >> the various disciplines. Looking at the tables, there are glaring >> ommissions! >> And they are somewhat simplistic.... I am sure many can poke holes into >> this! >> >> What is MISSING!: >> >> 1. No mention of FOSS and the impact it has of the IT as a whole >> and espcially on >> the Internet, and Web apps. >> Also to delve further into what FOSS can offer in the various areas: >> - Cost Savings and Total Cost of Ownership >> - SW relaibility and security >> - Performance and efficiancy (hence requiring 'less' hardware) >> - Support and speed of response to issues and problems >> >> 2. Cloud Computing, Virtualisation, Software as a Service all >> these concepts >> are left out. They obviously havn't heard of Google! >> >> 3. Programming paradigms and languages >> >> - why such a narrow focus? >> expose students to a wider range of languages, because >> they encourage different ways of thinking and solving problems. >> Best tools for the job etc... why be a monoglot? >> >> Heard of Lisp, Forth, SmallTalk, PiLog...? >> Or even the wildly 'common' ones like PHP, Ruby, Python, Perl >> >> - why no mention/comparative study between compiled/static >> and dynamic /interpreted languages? >> What about JIT (Just in Time compilation), or Tracing Compilers >> being implemented in Javascript engines by Google and >> Apple/Webkit? >> >> - why talk only of OOP, what about Functional programming? >> and when talking of OOP why no mention of SmallTalk, >> the OOP language that started it all? >> What about Declarative vs Imperative syntax/language? >> >> - Functional languages becomes more relevant in Web apps, >> heard of Javascript? Its functional! So are many 'scripting' >> languages. >> >> - no mention of CVS (Code Versioning System) or code repositories? >> One of the most important 'Best Practices' in SW Engineering, >> how to do SW Engineering lor? >> >> 4. Operating Systems concepts >> - Why no mention of UNIX? It pioneered all the current >> concepts (well almost) >> of Operating Systems or has implementations of it... >> or Linux where you can actually look at and 'tweak; the source >> code? >> Too tough? How to do 'Research' or Innovation otherwise? >> >> - Concurrency, a big thing in todays multicore CPUs just gets >> a mere mention.. >> What about the different concurrency models: >> Threading vs Processes, >> Asynchronous (event based...) >> preemptive vs cooperative, >> coroutines and generators.. >> (yes these are esoteric subject, but hey BSc guys are suppose >> to be >> equipped to do research, leaving porgramming to the lowly >> diploma holders....) >> >> 5. Design (& methodology, and related to Proj Management) >> >> The curriculum still seems to be orientated towards >> classical top-down >> SSADM (Struct SW Analysis and Design) from Cobol days, >> that build large >> monolithic SW, that take very long cycles and are obsolete >> when they >> are released! >> >> What? no mention of Agile methods for SW development?, >> Xtreme Programming >> etc. that have had huge success on the FOSS and internet world >> >> What? no mention of UML for modelling and as a design >> tool? Ever heard of >> the term Use Cases, Class Diagrans..? How to do OODesign >> without UML?? >> >> What about Design Patterns? >> >> Concepts like shared, dynamic linked libraries. Frameworks >> and why they >> are different from libraries.... >> >> And using CVS and Code Repositories as an integral part of >> projec management? >> What about bug & issue tracking? >> >> And Unit Tests? Test Driven Design concepts? >> >> ...and the list goes on... >> >> no wonder we produce obsoleted manpower... >> >> >> >> -- >> #------- >> regds, >> >> Boh Heong, Yap >> > > -- > To unsubscribe from and detail about this group > http://portal.mosc.my/osdc-my-mailing-list-information > > MOSC2011 http://fb.me/mosc2011 > > MOSC Survey 2011 Awareness Of OSS Certification > http://survey.mosc.my/mosc-survey-2011-awareness-oss-cert > -- Regards, Hafiz -- To unsubscribe from and detail about this group http://portal.mosc.my/osdc-my-mailing-list-information MOSC2011 http://fb.me/mosc2011 MOSC Survey 2011 Awareness Of OSS Certification http://survey.mosc.my/mosc-survey-2011-awareness-oss-cert
