ict industry outlook and skills requirements cynthia r. mamon
TRANSCRIPT
ICT INDUSTRY OUTLOOK AND SKILLS
REQUIREMENTS
Cynthia R. Mamon
OUTLINE Knowledge Economy/Society ICT Situationer Skills Needed in the Future
Workplace NISSP Challenges Ahead
Knowledge Economy -economy in which knowledge is created
acquired transmitted and used more effectively by individuals enterprises organizations and communities to promote economic and social development
-relies on use of ideas than physical abilities and application of technology rather than the transformation of raw materials or the exploitation of cheap labor
Knowledge Society Describes how “knowledge-on-tap
will transform societies into smart communities largely through the impact of the ICTT convergence
Knowledge Workers Technical skills include literacy, foreign
language mathematics science problem solving and analytical skills
Interpersonal skills include teamwork leadership and communication skills
Methodological skills include the ability to learn on one’s own, to pursue lifelong learbing and to cope with risk and change
ICT Situationer Countries with faster growing IT sectors
have faster growing economies IT sector growth is driven by spending on
software and IT services IT sector contributes more to an economy
where there is strong IPR protection
Opportunities for BPO Phils is an important offshore player Phils has a different starting point Cultural affinity to the West positions RP
well to work with and conduct business with US outsourcers
Technical Skills Needed For banks-Mainframe COBOL, Java or
Visual Basic. Micro progarmming aand SQL
For retail-Chowking,Novartis healthcare retail etc
Telco-Database mgt (SQL, Access,Oracle, Sybase)business recovery and systems admin
ICT in Education Increases access to improving the
relevance and quality of education Helps prepare individuals for the
workplace Helps improve the quality of education
Increases learner motivation and engagement Facilitates the acquisition of basic skills Enhances teacher training
Transforms the learning environment into one that is learner-centered
Skills Needed in the Workplace of the Future Digital Age Literacy Inventive Thinking Higher-order thinking Effective communication High productivity
Digital Age Literacy Functional Literacy Scientific Literacy Technological Literacy Information Literacy Cultural Literacy Global Awareness
Intensive Thinking Adaptability Curiosity Creativity Risk-taking
Effective Communication Teaming Collaboration Personal and Social Interactive Communication
ICCT NSSP Summary
ICT Enabled Businesses
&B2B
Enhanced capacity-Enabling
Demand for products &
services
ICT Companies
ICT UsersG2CB2C
&C2C
Demand for products
Productivity
Enhanced capacity-personal
Demand for products &
services
Industry Overview
Purpose of the PlanA planning tool and source of advice on industry trends, training needs and objectivesBlueprint that will guide the industry’s skill development and training priorities for the planning period.A decision-making framework for both government and the private sector in determining their best approach for tapping the ICT manpower resource of this country
Structure of the Plan1. Introduction2. Industry Overview3. The key issues and directions
identified by the industry4. The action agenda aimed at
achieving a stronger match between industry demand and education and training supply
5. A strategic plan for 2004-2005 with key result areas, strategies and performance measures
The plan identifies areas for improvements in the current policy
and practice managing education and training to ensure that
standards are implemented accordingly, continually updated
and benefiting the graduates and the hiring companies as well.
Process of DevelopmentThe IWG Executive Committee spearheaded the
preparation of NSSP: Developed using:1. Reports and information currently and
readily available including : ITECC Strategic plan 2003 2002 Survey of Information and
Communication Technology of the Philippine Business and Industry (SCIT), National Statistics Office, 2002
The State of Philippines IT Manpower, The
Industry consultations:
- Five Consultation workshops in Manila, Davao, Cebu and Legaspi
- IWG and its subcommittees- Drafts presented to various ICT stakeholders and
industry leaders / influencers- Revised continuously to reflect the various inputs
Summary of NSSPThe ICT industry identified as a key sector to lead the economic development.A competent ICT workforce — key requirement for economic prosperity.Deep concern within the industry that the overall supply side does not match industry demand.
Issues Identified1. Mismatch between Supply and Demand - Quantity
Major oversupply of ICT programs and graduates, far more than what the local industry needs and can absorb.
2. Mismatch between Supply and Demand - Quality
Internationally, the Philippines has a low level of IT skills; IT skills are not aligned with the global IT services market compared to other countries.
3. Status of TVET
Many industries and employers have recruitment policies which require the holding of a degree qualification when a TVET level qualification would be more appropriate to the skills required.
4. Lack of Information on Training Provision
No reliable and sustainable source of information regarding existing IT-related skills. No updated database of graduates with ICT and vendor-specific certification.
5. Limited Information on Industry Skill Requirements
Limited information and documentation on positions and skills required by the industry. Training institutions have limited information upon which to determine the qualifications and programs needed by industry.
Issues Identified
6. Competence of ICT Educational Managers and Teachers
5. Limited Information on Industry Skill Requirements
7. Assessment and Certification
While there is increasing support for certification of skill by vendors and government, support by the domestic ICT industry appears mixed. The number of IT specialists with vendor qualifications is very low compared to neighboring countries.
8. Industry Led Arrangements / Governance
The content of ICT training programs and the extent of provision are largely decided by the private TVET training sector. The influence of industry and government on the quality and quantity of programs is limited.
9. Curricula and Programs
The quality of curricula varies considerably between schools. Courses structures are considered too rigid and inflexible to service the needs of the indstry.
10.Program registration and quality assurance
The TVET training sector operates without adequate internal and external regulation, resulting in wide variances in the quality of training provided.
1. Define industry skill needs
4. Deliver and disseminate use of
standards
3. Develop TVET ProcessesServices
2. Develop TVET Products
The National Skill Plan Framework
KRA 1: Identification of Industry skills needs (Define needs)
Goal - To identify and document the industry’s skill needs so that appropriate
resources may be allocated for training and assessment.
KRA 2: Development of TVET Products (Develop Products)
Goal - To assure the availability of sufficient high quality products so
that industry skill development needs can be met.
KRA 3: Development of TVET Services (Develop Services)
Goal - To ensure the availability of efficient and effective training and
assessment processes which are compliant with industry standards and
priorities.
KRA 4: Promotion of Industry Recognized Training (Deliver/Disseminate Outputs)
Goal - To develop an industry training/learning culture based on a commitment to meeting industry training priorities and standards.
TESDA Priorities for 2003 - 2004
The Director General’s priorities call for the “full implementation of the competency-based TVET system over the next two years” as “both a statement of expectation and a vision of the future.”
The ICT Plan developed by the industry is a blue print for the implementation of the competency based TVET system for the ICT sector.
Scope of ICT functions includes
Systems AnalysisProject ManagementSoftware DevelopmentTechnical EngineeringInformation Systems and Security AdministrationTechnical SupportTraining and DevelopmentICT applications/use
ICT Industry Components
Higher Education
Occupational Levels
ICT Companies ICT Enabled Businesses
ICT Users
Professions, Researchers, Senior Management
Software QA Manager
ICT Project Manager
Business Systems Consultant
Senior Systems Analysts/Administrator
IT Systems Manager
Database manager
Systems engineer
Accountant
Engineer
Doctor
Framework for ICT Functions and Occupations
TVET Technicians,
Middle and Owner
Management, Supervisors
Systems Analyst
Telecommunications Technician
Web designer
Vendor sales representative
PC / Hardware / Network technician
IT Entrepreneur
Network administrator
Applications specialists
Graphics and Animation specialist
Programmer
Hardware / Network technician
Call center supervisor
Draftsperson
Bank teller supervisor
Service, Support, Production Staff
Junior programmer/coder
Telecom installer/rigger
Cabler
Computer hardware repairer
Warehouse operator
Data encoder
Clerical officer
Call center operator
Medical transcriptor
Community members
Student
Family members
Industry Makeup and Outlook
Investments
IT spending in the Philippines for 2002 and 2003 period was US$961 million and US$1,079 million respectively, estimates for 2004 is US$1,236 million.
IT spending is expected to grow however the majority of spending is expected to be in hardware and software.
The human resource requirements are expected to be largely satisfied by skill upgrading of the existing workforce.
National Industry and Government Priorities
The national government views the ICT industry as a major economic resource. The government’s thrust is in promoting the country as an e-services center for Asia.There are 5 areas identified by ITECC requiring world class competence from Filipino workers. These are: 1. Call Center.2. Business Process Outsourcing.3. Animation.4. Software Development.5. Medical Transcription.
The ITECC/Government objective is to create an ePhilippines through the
following strategies:
Develop an IT Enabled Workforce. Provide Government Services to Stakeholders
Online. Provide affordable internet access to all segments of
the population Create an enabling legal and regulatory
environment. Develop the country as a World Class ICT Services
Provider.
Distribution of the ICT Industry and Workforce
I. Workforce
-Total IT manpower employed in the Philippines at 2002 estimated at 567,802.
-Projected IT job openings of 34,976 in 2004.-The majority of the IT workforce is found in ICT Enabled
Businesses. -The general business sector accounts for 29.1% of the IT
workforce and the Education 19.5%.
II.Geographic
-The majority of ICT work is in Metro Manila. Cebu City is also a location of significant ICT employment, as is Davao City.
-In addition to these cities, the Department of Trade and Industry (DTI) has identified other regional IT Hubs namely Cagayan De
Oro, Demaguette, Clark and Subic.
-The ICT Companies such as software development houses, Telecom carriers, IT vendors and IT consultancies are mainly
located in Metro Manila.
Biggest Users of ICT
-Telecommunication Sector-Banks and Financial Services
-Education-Individuals
-Government
Much of the ICT Systems development and administration work for national organizations is based in Manila, while ICT operations is the focus of work in the cities, provinces and regions, as well as Manila
Growth in ICT JobsThe occupations with the highest growth potential are: Software Developer Encoder Systems Analyst, and Information Systems and Security Administrator.
Implications for ICT Education and Training
Major ICT Hub e.g. Metro Manila / NCR / Metro Manila
Certificates
Diplomas
Degrees
CRegion / Province with a major city / Province / Region with significant and IT Hub e.g. Cebu City
Certificates
Diplomas
Degrees
CityRegion / Province / Region without a significant n IT Hub or focus e.g. Bicol / Legaspi City
Certificates
Diplomas
Degrees
Summary of Skills Required by the ICT industry
-Entry Level Use Word processing, spreadsheet, presentation and reporting functions-Special ICT use Call center agents, medical transcriptors and data encoders-ICT Technical Engineering-Software Development/Programming-Analytical-Management-English Language Proficiency-Communications-Entrepreneurial
-General Business Application/Orientation
Matching Supply and Demand-Quantity
-Major oversupply of ICT programs and graduates, far more than what the local industry needs and can absorb. -There are more and more students enrolling in the IT mainly because of the notion that there are job opportunities in the labor market today.
-In many regions it is estimated that about 80% of TVET enrolments are in ICT.
Some major national IT schools design programs and content
determined by their marketing departments rather than being
based on an accurate assessment of the job and skill needs of the ICT
industry in the local area.
TESDA’s Registration Procedures do not require training providers to give evidence of local industry demand and support for programs submitted for registration.
Providers need to work with their local ICT industry to determine local
job opportunities and skill requirements and factor this
information into their program planning and provision.
Matching Supply and Demand-Quality
The low absorption level of graduates into the employment mainstream is an indication that the country’s education and training system is not producing the kind of workers needed by industry.
1. Philippines has among the lowest level of IT skills compared to neighboring countries
2. IT skills are not aligned with the global IT services market
3. Many IT schools hire their fresh graduates to teach the next batch of students. Such teachers lack understanding and application of industry standards and recycle rather than add to the skills of the faculty and the quality of the programs.
4. Some companies have blacklisted several schools due to consistently poor quality of the graduates.
Status of TVET
For IT specialist positions, employers give preference to graduates of four-year courses rather than graduates of TVET courses. There are several reasons for this situation including an abundance of IT college graduates for employers to choose from, company recruitment policies, and the low status of TVET in the eyes of parents, students and employers. Many ICT technician, middle management and service functions should be serviced by TVET level programs rather than degree programs.
Information on Industry Skills and Training Provision- Very little
Specifying Industry Skill Requirements
1. Limited information available on positions or skills that are most in demand either by the ICT industry.
2. ICT courses for students do not translate directly to job positions
3. Education and training system needs “industry agreed” information on the Industry’s competency requirements and priorities
Assessment and Certification
1. The JITSE standard has been recognized by the Philippine government as a national standard for ICT industry and is seen as having potential to be used as a certification tool for a wide range of ICT programs.
2. TESDA has discontinued its assessment and certification program due to concerns over the quality and relevance of these assessments and the fact that there was already a range of industry recognized certification programs in place
3. Wide variation in standard of industry4. Graduates seeks an appropriate assessment and
certification process to measure skills of graduates
Curricula and Programs
-TVET traditional standard two-year curricula too academic and inflexible. -More short skill upgrading courses and IT should be integrated into other courses.-Program Registration processes should ensure programs are kept up to date and outdated and inaccurate curriculum content is removed.
Program Registration and Quality Assurance
-Industry believes the TVET training sector operates without adequate regulation- All ICT programs submitted to TESDA Provincial Offices result in program registration being issued. -TESDA’s use of industry representatives in the review and registration process has been limited and inconsistent. -TESDA’s procedures should require providers to give evidence of industry research and support for the programs being submitted for registration. -The ICT IWG seeks a stronger and consistent involvement of industry in the assessment of programs for registration.
Competency-Based Training and Assessment Applied to ICT
The Director General has called for the full implementation of the competency-based TVET
Competency Standards
-The ICT industry is a global industry and as such the standards for the Philippines ICT industry need to be consistent with recognized international standards.
-The adoption or adaptation of existing appropriate standards has been embraced by the industry as the primary strategy for standards development.
Priorities for Competency Standards
Development
The National IWG has developed a set of criteria to assist in the selection of sub sectors and functions for standards developmentGovernment and Industry priorities identified by ITECCRelative employment size of the hub sector/functionCourse areas currently offered by TVET education and training providersStandards development work already in progress
The functions identified for standards development during 2004 are:
AnimationSoftware developmentLegal transcriptionEngineering/Architectural Drafting/DetailingIT Systems Administration including networking, database, applications etc.User/office/personal applicationsTelecommunicationsComputer repair and maintenance
Scope of Standards and Qualification Development
The industry wishes to address the issue of consistency in the titles of ICT qualifications and programs; employers and students need clear and consistent terminology to describe to competencies held by individuals.
Reasons for poor quality of ICT Training
1. Courses not being on the real needs of industry
2. Limited technical expertise of teachers
3. Inadequate quality assurance and regulatory arrangements
Challenges Teacher professional development
Skills with particular application Integration into existing curricula Curricular changes related to the use of
IT Changes in teacher role Underpinning educational theories
Challenges Education administrators Technical Support specialists Content developers
Implementation of the NISSP Formation of the ICT PMO Designation of Associations to take
care of Accreditation Qualification and Certification
Our role as leaders…. “Leaders are designers, stewards
and teachers. They are responsible for building organizations where people continually expand their capacities to understand complexity clarify vision and improve shared mental models-that is they are responsible for learning.”Peter Senge