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The impact of informatics on vocational & continuing education
75
Conference Reports
The Impact of Informatics on Vocational & Continuing Education IFIP's Technical Committee on Computers in Education (Working Group 3.4) and the Information Processing Association of Israel (IPAI) organized a Working Conference on the Impact of Informatics on Vocational and Continuing Education from May 14-18, 1984, in Jerusalem, Israel. The wide use of informatics and computer technology in almost any industrial and economic activity implies adequate changes of curricula and educational approaches of vocational education. According to B.Z. Barta (Ministry of Education & Culture, Israel) and B.H. Raab (Israel Institute of Productivity), these changes should affect the traning for every vocation and practically at any level secondary education, adult education, academic, post-secondary non-academic, skilled and semi-skilled professional levels. This working conference included presentations of work already done in different countries, a detailed discussion of these projects, as well as a general discussion of the trends for development within the forthcoming years and recommendations on how to deal with them. It also focussed on advanced training and educational methods - computer-aided and others - used for these purposes. These discussions led to practical recommendations, summarized at the conference, on the ways to implement its conclusions in different countries, developed or developing ones. The conference included valuable information for all countries and organizations active or interested in vocational education, in
North-Holland Education & Computing 1 (1985) 75-86
general, and specifically, in computer applications in various vocations. The lectures were organized into the main topics: (1) Business Professions, (2) Technical
Professions, (3) Teachers Training, Methodology and Defivery Systems, and (4) Future Developments of Vocational Education. Each presentation was followed by a 'questions and answer' period and was also discussed in the working group discussions. We present below a detailed report on the lectures delivered at this working conference.
Evaluating Changes In the face of constant innovation, the demand for training and retraining becomes greater all the time. What are the effects of this and how can we hope to cope with it? According to P.G. Raymont, The Programme Committee Chairman, we firstly have to note that microcomputers are coming into use in all kinds of jobs, both in carrying out the jobs themselves and also in forming part of the resulting products. Secondly, Raymont pointed out, we have to note that in education and training, microcomputers are being used, either by themselves or as part of more complex equipment, e.g. microcomputer controlled videodiscs. Those of us concerned with vocational education and training have therefore to evaluate the changes in jobs, the training implications of these changes and must also evaluate the uses of microcomputers in carrying out training tasks. These are the themes that this conference addressed. The lectures presented at the event represent a distillation of much practical experience.
0167-9287/85/$3.30 © 1985, Elsevier Science Publishers B.V. (North-Holland)
76
Conference Reports
Keynote Address According to Jehuda Kella (Ministry of Communications, Israel), two of the main ingredients of the information age are informatics and communications, in one word: Telematics. Telematics bring new directions to national goals and efforts in both the national and international arenas of economy, society and politics. The dynamics and nature of the activities of human individuals and society in all areas are more and more affected by the possibilities opened to them by telematics. Kella believes that these possibilities, mainly demonstrated by quick access to adequate and accurate information, carry with them many desirable and bountiful promises and potential while at the same time carry with them economic and social dangers to individuals, groups and nations. In the Keynote Address, entitled "National Goals on the Road to the Information Age", Kella described the major national goals and effort required for the fast evolution of adequate national telematic infrastructures. They are: (1) Development of a national telecommunications infrastructure which will be capable of adequately supporting the development of telematic applications, (2) Education of the top level of the administrative, economic and political leaders of national structures to the promises and dangers of telematics, (3) Development of professional manpower for the development, implementation, operation and maintenance of telematic systems and applications, (4) Comprehensive education of the population towards the information age. In his presentation Kella reviewed the activities in Israel towards meeting national goals in telematics.
Business Professions This part of the conference presented lectures related to Training the Business Professions and included the relevant Discussions. Middle-Level Accountancy Training Karin Sehramm (International Labour Office) presented a Case Study, entitled "The Introduc-
tion of Data Processing in Middle-Level Accountancy Training Programmes in Developing Countries". The study was based on work done by the ILO between 1978 and 1984, and, in particular, on experience gained in implementing a technical assistance project at the Botswana Institute of Administration and Commerce. It was guided by the conviction that most developing countries, having acquired computerized information systems, lack trained manpower to utilize the technology efficiently. Schramm feels that what is badly needed is computer-literature executives and well trained computer system users as compared to computer operators at the one end of the hierarchy and computer science specialists at the other. Vocational High School Curricula A. Adereth (Cogitan Ltd., Tel Aviv), B.Z. Barta, S. Naaman (Ministry of Education & Culture, Jerusalem) and M. Telem (Tel Aviv University) presented a model of curriculum development for two subjects taught in the Business Professions trend of Israeli vocational high schools: (1) Computerized Accounting and (2) the Automated Office. In their lecture, entitled "Integrating Informatics within the Vocational High School Curricula for the Business Professions", they discussed the concepts, problems and methods related to the development of these curricula and teacher training. Information Technology in Business The background and aims of a nationally funded staff development project completed in the U.K. in 1984 were summarized at the conference by Patricia McHugh (Royal Society of Arts, London, U.K.). She outlined the development of a multimedia package of materials on Information Technology, listed the components of the package, indicated their contents and included suggestions for the use of the materials on a structured continuing education course. Word Processing Career Training The introduction of electronic word processing has made major changes in the office environment. Seymour J. Wolfson (Wayne State University, Detroit, Mich., U.S.A.) noted in his presentation that
Conference Reports
although the introduction of high technology has caused unemployment for many low skilled persons, this same technology applied to word processing has also provided job opportunities for the low skilled. Wolfson contends that intensive, short-term, training programs in word processing can be a viable approach to retrain many of the unemployed. User Education in India User education in informatics is far from organized in a developing country like India. It has not received sufficient attention in the committee on education for computer manpower nor has there been any proper study carried out on this vital requirement for success in introducing informatics in any user organization. In a lecture entitled "User Education in Informatics and its Impact - An Indian Overview", Utpal K. Banerjee (Computronics India, New Delhi) drew upon the experience in the engineering industry, process industry, defense production industry, railway service, banking service and public administration. He presented an overview of the requirements, methodology and benefits of a systematic approach. The significance of selection, basic sensitization, detailed exposure and dove-tailing of project/demonstration was emphasized, and the likely impact was assessed.
Technical Professions
This part of the conference was devoted to the Teaching of Computer Applications in the Technical Professions. Integrating C A D / C A M Concepts A. Sagiv, Z. Behar (Institute for Teaching Aids, Tel Aviv) and B.Z. Barta (Ministry of Education & Culture, Jerusalem) described the efforts made to update the curricula of technological high schools in Israel so they will include the basics of C A D / C A M systems. Some of the problems related to this process were discussed and adequate solutions were proposed. Some details of courses for teacher training and for teaching the 13th grade of practical engineering classes were given, as well as prospects for larger scale implementa-
77
tion in the future. The presentation was entitled "Integrating Computer Aided Design and Manufacture ( C A D / C A M ) Concepts into Curricula for Vocational and Continuing Education". Computer- Controlled Systems A training program for instructors in the fields of Computer-Controlled Systems and Robotics was discussed by David Cohen (ORT Moshinsky Pedagogical Center, Israel). He described a laboratory trainer, the CCI (Computer-Controlled Interface) and proposed applications for its use in the training program and in student laboratories. At the moment, as an aid for this training and program, and later, as routine laboratory equipment, two systems have been designed and developed: (1) the LOGICORT-100, a modular logic training system, and (2) the CCI, a computer-controlled interface system. The relevance of these two systems to an introductory study of computer-controlled systems was discussed by Cohen in his presentation. Post-Experience Education in U.K. Barry S. Lee (Manchester Polytechnic, U.K.) noted that recent additions to the range of continuing education courses in the U.K. have been a series of units aimed at post-experience education in computing for the non-computing professional. Lee discussed their development, the operation of one of the units at Manchester Polytechnic, and a current project aimed at making access to the units more open. His lecture was entitled " T h e Development and Operation of B / T E C (Business and Technician Education Council) Post-Experience Units in Computer Studies in the U.K." Vocational Education in Finland Finland has decided to teach computer science. to all students of vocational institutes. Lauri Fontell (ATK-instituutti, Helsinki, Finland) explained that this includes a compulsory 38-hour basic course. Some institutes have more ADP-courses. For example, in the business colleges, there are 190 hours of ADP alltogether during the three year study. Fontell pointed out that applications to data processing should further be treated in every sub-
78
Conference Reports
ject. The presentation was entitled " T h e Role of Computer Sciences in Vocational Education in Finland".
Teachers Training, Methodology and Delivery Systems This section of the conference included presentations related to pre-service and in-service teachers training, delivery and management systems and methodology. Courseware Development Integration of courseware development, theory and practice within undergraduate and graduate courses for technological teachers at the Technion was described by S. Waks (Technion - Israel Institute of Technology, Haifa). The development and structure of a model for methodology for teaching electronics courses was presented, as well as a course in Computer-Aided Learning. The courseware-writing practice, Waks explained, is carried out on microcomptuers and refers to subjects in electrical and engineering technology. Waks feels that the need to provide the prospective technological teacher with relevant knowledge and skills in courseware development means a shift from the purely analysis-oriented approach to a mixed one based on both analysis and Synthesis. In "Courseware Development - An Essential Integredient of Technological Teacher Education Curricula", Waks showed how the basics of courseware development can fit into the training program.
tious program set up by the Dutch government concerning information technology in the schools. The impact of this program, particularly on initial vocational teacher training, as well as on in-service training, was also described. Planning an Everyman's Tech In 1982, the Rothschild Foundation organized a study group to investigate the need for and the feasibility of establishing an Everyman's Tech (E.T:) in Israel. The study group evaluated the projected needs of Israeli industry for technicians and practical engineers for the coming decade, , basing its study on several sources of information (governmental, industrial, etc.). It was found that there will be a significant shortage of approximately 10-20,000 practical engineers and technicians by, the end of the decade. I. Silberstein (Center for Educational Technology, Tel Aviv, Israel) reported that as a result of ever-advancing technological developments and growing sophistication of industry, particularly in the areas of computer software and hardware, electronics, electro-optics and industrial production, there exists a need for training more people in these fields. The study group recommended the establishment of E.T. in Israel, designed to be a nationwide secondary and post-secondary educational institution, offering courses in the above-mentioned subjects. Silberstein noted in his lecture that it is expected that E.T. will expand the population presently studying an advanced technological profession by attracting potential students who are not reached by the existing, conventional study methods. Open Tech Programme in U.K.
Teachers Training in the Netherlands In August 1979, the first Vocational School Teacher Centre for The Netherlands, where students receive full time education, was begun in Eindhoven as an experiment. There is initial teacher training as well as in-service teacher training at the Center. In a lecture, entitled "Vocational Teachers Training and Information Technology in The Netherlands", J . W . M . A . Houben and J.A. Verbunt (Vocational Training Center, Eindhoven, The Netherlands) described the curricula at the center. They also described an ambi-
Michael R. Freshwater (Manpower Services Commission, Sheffield, U.K.) outlined the developments taking place in Great Britain as part of the Open Tech. Programme which aims at opening up and widening access to updating and learning arrangements for mature adults at technician and supervisory levels of skill in industry. He highlighted the Programme's significant features and discussed some of the initiatives taking place involving new technology which have resulted in open and more flexible learning arrangements. These arrangements were explored in terms of
Conference Reports
learning structure, administration, access and delivery, methods, materials and assessment and developments. Trends and issues were raised in Freshwater's presentation, entitled "Developments in the Application of New Technology to the Delivery of Open learning".
Skills Center Concept To implement programs to meet the needs of learners, a computer-managed system is in operation at Skills Centers in Philadelphia, Pa., U.S.A. These are vocational schools that share time and students with over 25 other schools in its area of the city. They provide an alternative form of vocational education to students who decide that neither the area vocational technical school nor the comprehensive high school meets their needs. Sylvia Charp (Consultant, Education & Training, U.S.A.) described the rational for the cluster concept in her lecture. She explained that it is based on a need to provide the students with: (1) mobility within an industry or within an occupation, (2) skills that will allow adaptation by the student to changes in technology and (3) the opportunity for greater flexibility in the choice of occupations.
Updating Teachers in West Germany Rudolf F. H. Hambusch (Landesinstit~Xt fiXr Schule und Weiterbildung in Soest, Nordrhein-Westfalen, West Germany) discussed " T h e Problems of Updating Teachers in Informatics in West Germany". He first analyzed the present situation, focussing on the constitutional reality of the Federal Republic after 1945, the school types and school attendance in Nordrhein-Westfalen and the teacher training. Hambusch then discussed the concept for the future: curriculum work, consequences for in-service teacher training, and continuing education for all (Educational Leave Act). He concentrated on the special aspect of information processing and information technology. Vocational Training in Austria Hannelore Fielhauer (Austrian Institute for Vocational Research, Vienna) outlined some problems of vocational education in Austria due to the dual systein of vocational training which arise
79
from technological development and the attempts to solve them. Because of the specific vocational training situation in Austria, a large number of apprentices is being trained in small and medium establishments, which are not sufficiently provided with the necessary technical equipment. This shortcoming cannot be eliminated in a short period of time. But, Fielhauer asserts, a vocational information and instruction on informatics must not be reduced to secondary education, but has to start as early as possible. This, she said, should already be started with the general compulsory education. How it could be done was pointed out by a few examples in her presentation.
Future Developments of Vocational Education This part of the conference contained a summary of a discussion attended by all participants of the working conference. It was opened by two short lectures.
Fifth Generation Training Systems Both computing systems and training systems are seen by Patrick G. Raymont (National Computing Centre, Manchester, U.K.) as converging on "intelligent interactive systems". Raymont described developments on computer controlled videodisc and "expert" computer systems for training. He also presented a speculative description of the "study-station" of the future. His lecture was entitled "Towards Fifth Generation Training Systems".
Microcomputers in Schools The rapid development of microcomputer industries has made the dream that every child will have a personal computer almost come true. According to Daniel Millin, (Ministry of Education and Culture, Jerusalem, Israel), this phenomenon has a tremendous impact on traditional teaching methods on future generations. In his lecture, Millin made an attempt to examine the impacts of computer programs in school. He feels that only serious consideration of educational goals and teachers re-training for this new era can provide the expected progress of microcomputer technolo-
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Conference Reports
gies in schools. The presentation was called "Micro-Computers in Schools - A 'Gimmick' or a Tool for Future Education?"
This Proceedings of this Conference have been edited by B.Z. Barta and B.H. Raab and pub-
lished by North-Holland under the title "The Impact of Informatics on Vocational and Continuing Education". 1985. 240 pages. ISBN 0-444-87663-4. Price: US $ 36.50 ( U S A / Canada), Dfl. 95.00 (rest of the world).
The Role of Programming in Teaching Informatics An IFIP Working Conference on the Role of Programming in Teaching Informatics was held in Paris, France, from May 7-9, 1984. This Conference was organized by J. Arsac (Ecole Normale Superieure, Paris, France) on behalf of the technical committee TC3 of IFIP. The main theme of the conference was the teaching of programming, whether to specialists or to users from other fields. This event was attended by 44 experts from 17 different countries. There were 23 contributions, distributed over nine sessions, followed by a final discussion and proposition session.
1. Opening Session Chairman: J. Arsac 1.1. Teaching Programming J. Arsac opened the Conference by indicating some of the difficulties connected with the teaching of programming. He remarked that in former times a course in programming mainly consisted of the description of a programming language. At present one has to teach structured top-down programming, data types, and data structures, while theory offers the tools to prove the correctness of a program, Mr. Arsac continued by commenting on some current catchwords. In his opinion structured programming just offers basic tools to write programs, not concepts to solve problems. Nevertheless, it may lead quasi-atuomatically to a better programming style. According to Arsac the principle of top-down programming, which refers to the decomposition of a problem into smaller parts, is absolutely essential to programming. However, it does
not guarantee the reduction of a problem to a level where the solution is obvious. Arsac does not agree with the idea that one just has to teach the principal data structures and the main algorithms for their manipulation. He does not think this is enough and he believes that data structures may be misleading in some cases. As for program proofs, Arsac believes that the only way is to derive a program from the elements of its proof although this is not a very common way of teaching programming. According to some teachers, said Arsac PASCAL-like programs are too difficult to reason about. They prefer the use of assignment-free languages. Arsac objected that practising an iterative language like PASCAL may develop the student's ability to elaborate strategies. Concerning practical work every programming teacher has to face a terrible difficulty, the speaker explained. The teacher has to convince each student that h e / s h e should write correct programs only. However, since there is always some bug in a program, the problem is how to teach the students to 'debug' their programs without reverting to emperical programming. Finally, Arsac said that he considers program transformation the most powerful tool to create correct and efficient programs. 1.2. International survey P. Richard (Ecole Centrale, Chatenay-Malabry, France) presented the results of an international inquiry into teaching programming. On the basis of the number of questionnaires returned (mainly from Canada, Israel, Great Britain, Japan and the
Conference Reports
The Impact of Informatics on Vocational & Continuing Education IFIP's Technical Committee on Computers in Education (Working Group 3.4) and the Information Processing Association of Israel (IPAI) organized a Working Conference on the Impact of Informatics on Vocational and Continuing Education from May 14-18, 1984, in Jerusalem, Israel. The wide use of informatics and computer technology in almost any industrial and economic activity implies adequate changes of curricula and educational approaches of vocational education. According to B.Z. Barta (Ministry of Education & Culture, Israel) and B.H. Raab (Israel Institute of Productivity), these changes should affect the traning for every vocation and practically at any level secondary education, adult education, academic, post-secondary non-academic, skilled and semi-skilled professional levels. This working conference included presentations of work already done in different countries, a detailed discussion of these projects, as well as a general discussion of the trends for development within the forthcoming years and recommendations on how to deal with them. It also focussed on advanced training and educational methods - computer-aided and others - used for these purposes. These discussions led to practical recommendations, summarized at the conference, on the ways to implement its conclusions in different countries, developed or developing ones. The conference included valuable information for all countries and organizations active or interested in vocational education, in
North-Holland Education & Computing 1 (1985) 75-86
general, and specifically, in computer applications in various vocations. The lectures were organized into the main topics: (1) Business Professions, (2) Technical
Professions, (3) Teachers Training, Methodology and Defivery Systems, and (4) Future Developments of Vocational Education. Each presentation was followed by a 'questions and answer' period and was also discussed in the working group discussions. We present below a detailed report on the lectures delivered at this working conference.
Evaluating Changes In the face of constant innovation, the demand for training and retraining becomes greater all the time. What are the effects of this and how can we hope to cope with it? According to P.G. Raymont, The Programme Committee Chairman, we firstly have to note that microcomputers are coming into use in all kinds of jobs, both in carrying out the jobs themselves and also in forming part of the resulting products. Secondly, Raymont pointed out, we have to note that in education and training, microcomputers are being used, either by themselves or as part of more complex equipment, e.g. microcomputer controlled videodiscs. Those of us concerned with vocational education and training have therefore to evaluate the changes in jobs, the training implications of these changes and must also evaluate the uses of microcomputers in carrying out training tasks. These are the themes that this conference addressed. The lectures presented at the event represent a distillation of much practical experience.
0167-9287/85/$3.30 © 1985, Elsevier Science Publishers B.V. (North-Holland)
76
Conference Reports
Keynote Address According to Jehuda Kella (Ministry of Communications, Israel), two of the main ingredients of the information age are informatics and communications, in one word: Telematics. Telematics bring new directions to national goals and efforts in both the national and international arenas of economy, society and politics. The dynamics and nature of the activities of human individuals and society in all areas are more and more affected by the possibilities opened to them by telematics. Kella believes that these possibilities, mainly demonstrated by quick access to adequate and accurate information, carry with them many desirable and bountiful promises and potential while at the same time carry with them economic and social dangers to individuals, groups and nations. In the Keynote Address, entitled "National Goals on the Road to the Information Age", Kella described the major national goals and effort required for the fast evolution of adequate national telematic infrastructures. They are: (1) Development of a national telecommunications infrastructure which will be capable of adequately supporting the development of telematic applications, (2) Education of the top level of the administrative, economic and political leaders of national structures to the promises and dangers of telematics, (3) Development of professional manpower for the development, implementation, operation and maintenance of telematic systems and applications, (4) Comprehensive education of the population towards the information age. In his presentation Kella reviewed the activities in Israel towards meeting national goals in telematics.
Business Professions This part of the conference presented lectures related to Training the Business Professions and included the relevant Discussions. Middle-Level Accountancy Training Karin Sehramm (International Labour Office) presented a Case Study, entitled "The Introduc-
tion of Data Processing in Middle-Level Accountancy Training Programmes in Developing Countries". The study was based on work done by the ILO between 1978 and 1984, and, in particular, on experience gained in implementing a technical assistance project at the Botswana Institute of Administration and Commerce. It was guided by the conviction that most developing countries, having acquired computerized information systems, lack trained manpower to utilize the technology efficiently. Schramm feels that what is badly needed is computer-literature executives and well trained computer system users as compared to computer operators at the one end of the hierarchy and computer science specialists at the other. Vocational High School Curricula A. Adereth (Cogitan Ltd., Tel Aviv), B.Z. Barta, S. Naaman (Ministry of Education & Culture, Jerusalem) and M. Telem (Tel Aviv University) presented a model of curriculum development for two subjects taught in the Business Professions trend of Israeli vocational high schools: (1) Computerized Accounting and (2) the Automated Office. In their lecture, entitled "Integrating Informatics within the Vocational High School Curricula for the Business Professions", they discussed the concepts, problems and methods related to the development of these curricula and teacher training. Information Technology in Business The background and aims of a nationally funded staff development project completed in the U.K. in 1984 were summarized at the conference by Patricia McHugh (Royal Society of Arts, London, U.K.). She outlined the development of a multimedia package of materials on Information Technology, listed the components of the package, indicated their contents and included suggestions for the use of the materials on a structured continuing education course. Word Processing Career Training The introduction of electronic word processing has made major changes in the office environment. Seymour J. Wolfson (Wayne State University, Detroit, Mich., U.S.A.) noted in his presentation that
Conference Reports
although the introduction of high technology has caused unemployment for many low skilled persons, this same technology applied to word processing has also provided job opportunities for the low skilled. Wolfson contends that intensive, short-term, training programs in word processing can be a viable approach to retrain many of the unemployed. User Education in India User education in informatics is far from organized in a developing country like India. It has not received sufficient attention in the committee on education for computer manpower nor has there been any proper study carried out on this vital requirement for success in introducing informatics in any user organization. In a lecture entitled "User Education in Informatics and its Impact - An Indian Overview", Utpal K. Banerjee (Computronics India, New Delhi) drew upon the experience in the engineering industry, process industry, defense production industry, railway service, banking service and public administration. He presented an overview of the requirements, methodology and benefits of a systematic approach. The significance of selection, basic sensitization, detailed exposure and dove-tailing of project/demonstration was emphasized, and the likely impact was assessed.
Technical Professions
This part of the conference was devoted to the Teaching of Computer Applications in the Technical Professions. Integrating C A D / C A M Concepts A. Sagiv, Z. Behar (Institute for Teaching Aids, Tel Aviv) and B.Z. Barta (Ministry of Education & Culture, Jerusalem) described the efforts made to update the curricula of technological high schools in Israel so they will include the basics of C A D / C A M systems. Some of the problems related to this process were discussed and adequate solutions were proposed. Some details of courses for teacher training and for teaching the 13th grade of practical engineering classes were given, as well as prospects for larger scale implementa-
77
tion in the future. The presentation was entitled "Integrating Computer Aided Design and Manufacture ( C A D / C A M ) Concepts into Curricula for Vocational and Continuing Education". Computer- Controlled Systems A training program for instructors in the fields of Computer-Controlled Systems and Robotics was discussed by David Cohen (ORT Moshinsky Pedagogical Center, Israel). He described a laboratory trainer, the CCI (Computer-Controlled Interface) and proposed applications for its use in the training program and in student laboratories. At the moment, as an aid for this training and program, and later, as routine laboratory equipment, two systems have been designed and developed: (1) the LOGICORT-100, a modular logic training system, and (2) the CCI, a computer-controlled interface system. The relevance of these two systems to an introductory study of computer-controlled systems was discussed by Cohen in his presentation. Post-Experience Education in U.K. Barry S. Lee (Manchester Polytechnic, U.K.) noted that recent additions to the range of continuing education courses in the U.K. have been a series of units aimed at post-experience education in computing for the non-computing professional. Lee discussed their development, the operation of one of the units at Manchester Polytechnic, and a current project aimed at making access to the units more open. His lecture was entitled " T h e Development and Operation of B / T E C (Business and Technician Education Council) Post-Experience Units in Computer Studies in the U.K." Vocational Education in Finland Finland has decided to teach computer science. to all students of vocational institutes. Lauri Fontell (ATK-instituutti, Helsinki, Finland) explained that this includes a compulsory 38-hour basic course. Some institutes have more ADP-courses. For example, in the business colleges, there are 190 hours of ADP alltogether during the three year study. Fontell pointed out that applications to data processing should further be treated in every sub-
78
Conference Reports
ject. The presentation was entitled " T h e Role of Computer Sciences in Vocational Education in Finland".
Teachers Training, Methodology and Delivery Systems This section of the conference included presentations related to pre-service and in-service teachers training, delivery and management systems and methodology. Courseware Development Integration of courseware development, theory and practice within undergraduate and graduate courses for technological teachers at the Technion was described by S. Waks (Technion - Israel Institute of Technology, Haifa). The development and structure of a model for methodology for teaching electronics courses was presented, as well as a course in Computer-Aided Learning. The courseware-writing practice, Waks explained, is carried out on microcomptuers and refers to subjects in electrical and engineering technology. Waks feels that the need to provide the prospective technological teacher with relevant knowledge and skills in courseware development means a shift from the purely analysis-oriented approach to a mixed one based on both analysis and Synthesis. In "Courseware Development - An Essential Integredient of Technological Teacher Education Curricula", Waks showed how the basics of courseware development can fit into the training program.
tious program set up by the Dutch government concerning information technology in the schools. The impact of this program, particularly on initial vocational teacher training, as well as on in-service training, was also described. Planning an Everyman's Tech In 1982, the Rothschild Foundation organized a study group to investigate the need for and the feasibility of establishing an Everyman's Tech (E.T:) in Israel. The study group evaluated the projected needs of Israeli industry for technicians and practical engineers for the coming decade, , basing its study on several sources of information (governmental, industrial, etc.). It was found that there will be a significant shortage of approximately 10-20,000 practical engineers and technicians by, the end of the decade. I. Silberstein (Center for Educational Technology, Tel Aviv, Israel) reported that as a result of ever-advancing technological developments and growing sophistication of industry, particularly in the areas of computer software and hardware, electronics, electro-optics and industrial production, there exists a need for training more people in these fields. The study group recommended the establishment of E.T. in Israel, designed to be a nationwide secondary and post-secondary educational institution, offering courses in the above-mentioned subjects. Silberstein noted in his lecture that it is expected that E.T. will expand the population presently studying an advanced technological profession by attracting potential students who are not reached by the existing, conventional study methods. Open Tech Programme in U.K.
Teachers Training in the Netherlands In August 1979, the first Vocational School Teacher Centre for The Netherlands, where students receive full time education, was begun in Eindhoven as an experiment. There is initial teacher training as well as in-service teacher training at the Center. In a lecture, entitled "Vocational Teachers Training and Information Technology in The Netherlands", J . W . M . A . Houben and J.A. Verbunt (Vocational Training Center, Eindhoven, The Netherlands) described the curricula at the center. They also described an ambi-
Michael R. Freshwater (Manpower Services Commission, Sheffield, U.K.) outlined the developments taking place in Great Britain as part of the Open Tech. Programme which aims at opening up and widening access to updating and learning arrangements for mature adults at technician and supervisory levels of skill in industry. He highlighted the Programme's significant features and discussed some of the initiatives taking place involving new technology which have resulted in open and more flexible learning arrangements. These arrangements were explored in terms of
Conference Reports
learning structure, administration, access and delivery, methods, materials and assessment and developments. Trends and issues were raised in Freshwater's presentation, entitled "Developments in the Application of New Technology to the Delivery of Open learning".
Skills Center Concept To implement programs to meet the needs of learners, a computer-managed system is in operation at Skills Centers in Philadelphia, Pa., U.S.A. These are vocational schools that share time and students with over 25 other schools in its area of the city. They provide an alternative form of vocational education to students who decide that neither the area vocational technical school nor the comprehensive high school meets their needs. Sylvia Charp (Consultant, Education & Training, U.S.A.) described the rational for the cluster concept in her lecture. She explained that it is based on a need to provide the students with: (1) mobility within an industry or within an occupation, (2) skills that will allow adaptation by the student to changes in technology and (3) the opportunity for greater flexibility in the choice of occupations.
Updating Teachers in West Germany Rudolf F. H. Hambusch (Landesinstit~Xt fiXr Schule und Weiterbildung in Soest, Nordrhein-Westfalen, West Germany) discussed " T h e Problems of Updating Teachers in Informatics in West Germany". He first analyzed the present situation, focussing on the constitutional reality of the Federal Republic after 1945, the school types and school attendance in Nordrhein-Westfalen and the teacher training. Hambusch then discussed the concept for the future: curriculum work, consequences for in-service teacher training, and continuing education for all (Educational Leave Act). He concentrated on the special aspect of information processing and information technology. Vocational Training in Austria Hannelore Fielhauer (Austrian Institute for Vocational Research, Vienna) outlined some problems of vocational education in Austria due to the dual systein of vocational training which arise
79
from technological development and the attempts to solve them. Because of the specific vocational training situation in Austria, a large number of apprentices is being trained in small and medium establishments, which are not sufficiently provided with the necessary technical equipment. This shortcoming cannot be eliminated in a short period of time. But, Fielhauer asserts, a vocational information and instruction on informatics must not be reduced to secondary education, but has to start as early as possible. This, she said, should already be started with the general compulsory education. How it could be done was pointed out by a few examples in her presentation.
Future Developments of Vocational Education This part of the conference contained a summary of a discussion attended by all participants of the working conference. It was opened by two short lectures.
Fifth Generation Training Systems Both computing systems and training systems are seen by Patrick G. Raymont (National Computing Centre, Manchester, U.K.) as converging on "intelligent interactive systems". Raymont described developments on computer controlled videodisc and "expert" computer systems for training. He also presented a speculative description of the "study-station" of the future. His lecture was entitled "Towards Fifth Generation Training Systems".
Microcomputers in Schools The rapid development of microcomputer industries has made the dream that every child will have a personal computer almost come true. According to Daniel Millin, (Ministry of Education and Culture, Jerusalem, Israel), this phenomenon has a tremendous impact on traditional teaching methods on future generations. In his lecture, Millin made an attempt to examine the impacts of computer programs in school. He feels that only serious consideration of educational goals and teachers re-training for this new era can provide the expected progress of microcomputer technolo-
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Conference Reports
gies in schools. The presentation was called "Micro-Computers in Schools - A 'Gimmick' or a Tool for Future Education?"
This Proceedings of this Conference have been edited by B.Z. Barta and B.H. Raab and pub-
lished by North-Holland under the title "The Impact of Informatics on Vocational and Continuing Education". 1985. 240 pages. ISBN 0-444-87663-4. Price: US $ 36.50 ( U S A / Canada), Dfl. 95.00 (rest of the world).
The Role of Programming in Teaching Informatics An IFIP Working Conference on the Role of Programming in Teaching Informatics was held in Paris, France, from May 7-9, 1984. This Conference was organized by J. Arsac (Ecole Normale Superieure, Paris, France) on behalf of the technical committee TC3 of IFIP. The main theme of the conference was the teaching of programming, whether to specialists or to users from other fields. This event was attended by 44 experts from 17 different countries. There were 23 contributions, distributed over nine sessions, followed by a final discussion and proposition session.
1. Opening Session Chairman: J. Arsac 1.1. Teaching Programming J. Arsac opened the Conference by indicating some of the difficulties connected with the teaching of programming. He remarked that in former times a course in programming mainly consisted of the description of a programming language. At present one has to teach structured top-down programming, data types, and data structures, while theory offers the tools to prove the correctness of a program, Mr. Arsac continued by commenting on some current catchwords. In his opinion structured programming just offers basic tools to write programs, not concepts to solve problems. Nevertheless, it may lead quasi-atuomatically to a better programming style. According to Arsac the principle of top-down programming, which refers to the decomposition of a problem into smaller parts, is absolutely essential to programming. However, it does
not guarantee the reduction of a problem to a level where the solution is obvious. Arsac does not agree with the idea that one just has to teach the principal data structures and the main algorithms for their manipulation. He does not think this is enough and he believes that data structures may be misleading in some cases. As for program proofs, Arsac believes that the only way is to derive a program from the elements of its proof although this is not a very common way of teaching programming. According to some teachers, said Arsac PASCAL-like programs are too difficult to reason about. They prefer the use of assignment-free languages. Arsac objected that practising an iterative language like PASCAL may develop the student's ability to elaborate strategies. Concerning practical work every programming teacher has to face a terrible difficulty, the speaker explained. The teacher has to convince each student that h e / s h e should write correct programs only. However, since there is always some bug in a program, the problem is how to teach the students to 'debug' their programs without reverting to emperical programming. Finally, Arsac said that he considers program transformation the most powerful tool to create correct and efficient programs. 1.2. International survey P. Richard (Ecole Centrale, Chatenay-Malabry, France) presented the results of an international inquiry into teaching programming. On the basis of the number of questionnaires returned (mainly from Canada, Israel, Great Britain, Japan and the