Closing the Cybersecurity Skill Gap in Kenya: Curriculum Interventions in Higher Education

In the wake of increased cybercrime against insufficient cybersecurity professionals, there is an urgent need to bridge the skill-gap. The demand for skilled and experienced (approximately 40,000 to 50,000) cybersecurity professionals in Kenya is soaring all-time high. This demand is against the available 1700 certified professionals. Therefore, this paper seeks to bring to fore interventions put in place to address the skill gap through curriculum interventions. In order to get a clear understanding, the paper sought to determine the status of cybersecurity skill gap in Kenya and what universities are doing to address the gap. The paper also sought to propose the way forward to close the skill gap. This is a seminal review paper in the field of cybersecurity in Kenya focusing on institutions of higher learning and the interventions to address the cybersecurity skill gap. This research is significant to the general institutions of higher learning in both private and public universities. Results show that the cybersecurity skill gap is very high in Kenya. Interventions being offered by universities include partnerships with private cybersecurity organizations, offering cybersecurity certification training hackathons, and degree programs. However, it was established that only 13.2% of registered universities that offer cybersecurity degree programs in Kenya. The paper therefore strongly recommends launch of cybersecurity programs at the levels of undergraduate and graduate in many universities. This can therefore be augmented with other interventions such as certifications, hackathons and partnerships. Further research can be conducted to establish factors affecting the launch of cybersecurity programs in institutions of higher learning in Kenya. A further research can also be conducted to determine the effect of supplementary cybersecurity trainings such as hackathons and certifications.

论课程内容偏度

课程内容偏度表现为内容偏离、偏重、偏激和偏误四个方面,它具有动态累加性、动态可变性和教育伦理性等特点。内容偏度的层次与结构可以根据课程层次、教育时段、课程类别、课程目标等予以划分。开展课程内容偏度研究对于确保课改方向与教育内容正确性、课程内容难度研究等均有重要意义。课程内容偏度产生的原因有:教材编者过分追求特色与个性;教师课程创生的冲动与能力的缺失;考试的放大效应与异化的应试教学。

试析课程编制过程中的落差——现象学视角

学生课业负担的许多客观事实显示，课程编制过程中存在着两级落差。从改革初衷到课程标准的第一级落差，主要源自各自追求本学科可能发展区间的最大化以及总俸协商、调控机制的缺乏；从课程标准到教科书的第二级落差，主要源自某些标准的引申、充实、拓展失度，目标把握失当，教材都挤内容拓展一条道。控制落差的主要对策是：降低课程编制的决策风险，加强实证研究，改进与完善评估机制。

欧美融合教育课程及其对中国教育缩小“知识沟”的启示

欧美国家在长期的融合教育课程实践过程中,形成了社会、家庭和学校三驾马车共同推动融合教育课程开展的局面,其发展成果显示,"知识沟"是融合教育课程产生的必要条件,融合教育课程则为"知识沟"问题的解决提供了重要的途径。我国改革开放以来,各地经济发展不平衡、贫富差距不断加大、新的社会群体产生等导致东西部鸿沟、城乡鸿沟、择校择班鸿沟等,形成了事实上的"隔离式教育"。我国可在借鉴欧美融合教育课程实践的基础上,加强融合教育课程的本土化研究,通过合理的课程设置使特殊学生适应普通课堂,通过各种途径和方法促进东西部地区、城乡地区、不同学校和班级的人才交流、文化交流、教育交流,实施渗透性融合教育,最终缩小"知识沟"。

Finding the Mid-Path

Computers have changed nearly every aspect of life in this world. Invented roughly fifty years ago, they now form the infrastructure on which government, business, and global communications rest. As our reliance on computers increases, so does the number and complexity of the applications and the number and quality of trained professionals that will be needed to support further progress. The United States already faces personnel shortages in some computer related jobs, including university teaching. In the face of this evident and increasing need, we must think clearly about out expectations for computing professionals of all sorts and the way they are trained. In the forty years that I have been in the field, the focus in industry has changed from programming to software development. A gulf is growing between the skills that students build at a university and the needs of industry. This paper examines the nature and extent of the problem and suggests a variety of ways to address it

课程落差及其应对

课程落差是课程实施的实际情形与课程理念、课程计划之间的差距。课程落差具有客观实在性、动态可变性和学科差异性等特征,主要表现为领悟落差、运作落差和经验落差。课程落差形成的主要原因有课程协商运作不畅、学校课程领导乏力、教师课程能力不足和课程评价体系不完善。目前,在深化基础教育课程改革的背景下,为更好地落实课程目标,减小课程落差,就需要达成课程共识,强化学校课程领导,提升教师课程素养,健全课程视导体系。

教育研究方法课程落差及其非学习者主观成因

教育研究方法课程的目标是帮助学习者系统掌握教育研究方法,使之成为能够对教育现象、教育活动、教育问题进行科学研究,为教育学知识的生产、积累作出贡献的专业人员。近年来诸多实证研究表明,教育研究方法课程落实现状与此目标尚存落差。已有研究分析了教育研究方法课程落差的客观成因及学习者主观成因,而对非学习者主观成因关注不够。非学习者主观成因蕴含缩小教育研究方法课程落差的实践价值,其源自教育研究方法的意向性特征,主要表现为课程实施主体所持的个性化教育研究观念。基于非学习者主观成因缩小教育研究方法课程落差,需以哲学观展现不同教育研究观念及其关系的全貌,进而以哲学观统领教育研究方法课程诸要素的内在统一。

贫富差距视阈下高校思想政治理论课教学实效性思考

贫富差距问题使大学生抵制、放弃思想政治理论课的学习,妨碍思想政治理论实践教学,严重影响了课程的教学实效性。要改变这一现状,必须从家庭、社会、学校三个层面寻找突破的路径。家长要言传身教、关心子女的思想和心理;学校要以思政教师队伍建设、思政课教学模式改革及和谐校园文化建设为抓手;全社会缩小贫富差距,净化社会环境,实现社会风气的好转。