- 11 hours ago
How Technology and Education Are Powering Cebu’s Digital Future
🔴 LIVE with Dr. Cherry Lyn Sta. Romana, Dean, CIT-U College of Computer Studies
🔴 LIVE with Dr. Cherry Lyn Sta. Romana, Dean, CIT-U College of Computer Studies
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LifestyleTranscript
00:03:03Okay.
00:03:04So, you know, 35 years ago, maybe 40 years ago, maybe, when I started taking computer science,
00:03:10you know, it's very, very far in terms of technology, you know.
00:03:13I was telling the students, you know, we're working with very limited memory, et cetera, no hard drive, et cetera.
00:03:19I don't know if you experienced that enough.
00:03:21On the other hand, right now, our students are exposed to high-end computers.
00:03:25Even their laptops are more powerful than the computers that we have right now.
00:03:33We used to call them digital natives, no?
00:03:35But now I learned a new term, and it's called AI native.
00:03:38AI native.
00:03:39So, the very young people right now, they are exposed to all of these applications that are basically intelligent, a lot of automations, et cetera, et cetera.
00:03:47So, I think, how do you say this, you know, because they are used to all of these things, you know, so they want fast, you know, solutions.
00:03:57Correct.
00:03:58They want speed in whatever, you know.
00:04:00So, maybe they will become problem solvers in making things more efficient, and they will use technology to make all of these things efficient because they have a tendency to be, you know, not patient.
00:04:11I hope that's not a negative thing, right?
00:04:13Correct, yes.
00:04:14It can be positive, right?
00:04:15Because if you want to improve something in terms of efficiency and tech, yeah.
00:04:19There's that restlessness.
00:04:20Yeah, something like that, no?
00:04:21So, I think, yeah, I'm excited that they can help us solve some of our problems, right, with tech.
00:04:26Sige, so, my next question supposedly is about your hope and your worries, no?
00:04:31But I think you have already articulated it.
00:04:34So, my next question actually is, how about their readiness, no?
00:04:39Because you've seen that they're more in tune with technology, but the workplace has also evolved or is even evolving.
00:04:48So, in terms of their readiness, how are they today?
00:04:51So, I think it's not about the tech, no?
00:04:53It's more about the soft skills, as they are saying, right?
00:04:56Mm-hmm.
00:04:57So, I hope that this is very difficult, you know.
00:05:02My wish is that we develop more the comprehension skills of the young generation.
00:05:08You know, if you read the internet right now and you read the comments, are they even reading what they are commenting to, right?
00:05:14Correct.
00:05:15Sometimes you worry that there's a problem with comprehension, and that's part, basically, of, I think, the soft skills, no?
00:05:21Mm-hmm.
00:05:22It's information literacy, for example, you know, which I think should be rooted on comprehension skills, you know, for the young people.
00:05:30So, that's my, I think, I'm worried about.
00:05:33I'm also worried about if they can work with other peers, no?
00:05:36Mm-hmm.
00:05:37There's a tendency to be just alone and do things by yourself instead of collaborating and working with others, so.
00:05:43I'm glad, actually, that you are also highlighting this because you are very reputable, highly reputable in the field of computer studies,
00:05:54but there are also a lot of experts who are also now saying that it's important for students not just to develop their AI competencies,
00:06:04but more importantly, their soft skills, no?
00:06:06Yeah.
00:06:07And usually, what we hear from tech people are just the technology part, but not necessarily the soft skills,
00:06:13which will be the new edge at this time.
00:06:17Yeah, yeah.
00:06:18I think so, no?
00:06:19Mm-hmm.
00:06:20So, yeah.
00:06:21A lot of the companies, you know, they are saying that the problem comes, you know, they pass technical exams.
00:06:26Correct.
00:06:27And then when they go to the interview level, that's where they fail.
00:06:29Mm-hmm.
00:06:30It's concerning that that is happening.
00:06:32Yeah.
00:06:33So, for the sake of our viewers, so there's now a trend that soft skills are now the new hard skills.
00:06:39So, because of these changes, you know, whether tech or the workplace,
00:06:46so what do you think are we teaching, you know, our students, not just in college, but even elementary, high school, no,
00:06:53that are no longer serving them and the world?
00:07:00Sige.
00:07:01I'm not very sure, you know.
00:07:03Sige.
00:07:04Because I'm not really, um, I think we have to, I think the basic skills should still be there, you know,
00:07:11but we have to make sure that we deliver them properly, you know, the content and we should be able to assess.
00:07:18I think assessment is very important because you would not know if students are getting the outcomes if you don't assess them properly, you know.
00:07:24But I have very specific requests, no, in this day and age about technology, and I have always been trying to push this, no.
00:07:35I think we should develop what we call computational thinking skills.
00:07:39Sige.
00:07:40Which means?
00:07:41Sige.
00:07:42Which means, okay, so it's computational thinking, it's basically like, um, being able to identify a problem,
00:07:48break down the problem into smaller pieces, and then specify the solution in a step by step manner.
00:07:56And that solution can be executed, not necessarily by just a computer, but even by humans.
00:08:01So this thinking, computational thinking, is usually developed when you teach children coding.
00:08:06But there are other mechanisms of teaching that outside of coding.
00:08:10And I think everyone will benefit from computational thinking.
00:08:13And I think it should be taught as early as elementary, different levels, no?
00:08:19Just for example, how do you go from your house to where, right?
00:08:23And then you specify it step by step.
00:08:25So it's problem solving, basically.
00:08:27That's why computer, computing professionals, you know, they tend to be problem solvers,
00:08:32because that's how they are trained, you know?
00:08:34That's one.
00:08:35Sige.
00:08:36There are a lot, you know?
00:08:37Sige.
00:08:38Another thing is data literacy, right?
00:08:40So because AI right now is using data, so we should all be aware of the kind of data that we provide.
00:08:48For example, the AI system.
00:08:50So data literacy, data privacy literacy, all of these things are very important.
00:08:55And we can, I think, classes on statistics should also cover that, for example.
00:09:00And then, for example, the statistics is there, you know?
00:09:03But maybe focusing more on data literacy in general, you know?
00:09:07And then some computational thinking, data literacy.
00:09:10Of course, the ethical and responsible use of AI, of technology in general, you know?
00:09:16And those are very important.
00:09:17Thanks.
00:09:18Actually, I had a conversation with some other people also regarding how to probably teach critical thinking and, what's this?
00:09:27Computational thinking.
00:09:28Computational thinking, yeah.
00:09:29Computational thinking, even as early as primary school or even high school.
00:09:35And one of the suggestions that I got is, instead of teaching history according to just memorizing the dates, but actually asking students, like, what if Magellan did not die?
00:09:50What would have been the case, you know?
00:09:52Instead of March 15, 1521, you know?
00:09:55Or what if the ship was not able to return to Spain?
00:10:00How would that change the history, you know, of both countries?
00:10:04And so this will allow students to think out of the box of March 15, 1521 narrative, you know?
00:10:12So when somebody told me that, I was reminded of when you said about computational thinking, no?
00:10:20Computational thinking.
00:10:21So a lot of people are pushing that.
00:10:23But in other countries, they're associating it with coding because coding is a very good way of training people on computational thinking.
00:10:30So they're pushing that.
00:10:32But the skill is really not coding, it's computational thinking.
00:10:35And I would agree also because even when we do performance reviews, for example, so this is now even in the context of business, the narrative of the conversation about what the story, the number tells has something to do with what's causing it, where's the gap coming from, what are the steps you're taking to close it, what's the short-term solution, what's the long-term solution, and how can we completely close this?
00:11:01So it's even computational thinking.
00:11:05Yeah, yeah, it is.
00:11:06Because you have identified the problem and then what do you do now?
00:11:09So now that we're talking about the educational system and needs such as this one, what do you think should the education system in general do for us to develop more graduates with computational thinking?
00:11:30As I said, usually we associate it with computer science, IT and so on.
00:11:36But I think everyone should have it.
00:11:37Everyone should have that.
00:11:39Everyone should have data literacy skills, computational thinking skills as early as elementary.
00:11:45And even, I think, even in other disciplines, they should have that.
00:11:49Yes.
00:11:50Sige, so what about, so correct me if this is also true or false, but this is my impression.
00:11:56What about the Filipinos in general, per my impressions, too much focus on credentials and degrees instead of skills and competencies?
00:12:09Is that something that you're also seeing?
00:12:11You know, it's a very hard question.
00:12:13I was asked that before, you know, because I'm in the academe, right?
00:12:17Correct.
00:12:18So, of course, I would push for, you finish your degree, right?
00:12:21You have to get that diploma and so on.
00:12:23Because you do not want to regret not getting that diploma, right?
00:12:26But a lot of the tech giants, they are saying that it does not matter anymore if you have the diploma for as long as you have the…
00:12:33Competencies and the skills.
00:12:34Yeah, the skills, right, that they would hire somebody even without that diploma.
00:12:39So, what I'm telling students, you know, you need to have both.
00:12:42You need to have the skills as well as the diploma, right?
00:12:44You need to be able to support the diploma with the skills that you have.
00:12:49So, that is the ideal scenario, you know.
00:12:51But, you know, I'm very happy that in CIT, for example, we have a lot of students that as early as third year, they were actually hired.
00:12:58They are working part-time.
00:13:00So, you know that they can be hired and they have the skills.
00:13:03But, despite that, even with very high salary, you know, you know, I have this student, I'm so proud of him, you know.
00:13:09Have you mentioned him?
00:13:10I don't know.
00:13:11So, he's working with an American company already.
00:13:14And he was being invited, you know, to go to other countries for their out-of-town trips and so on.
00:13:19And then he would say, but I have an exam in CIT.
00:13:22I still want to finish my computer science degree.
00:13:26Imagine that.
00:13:27And I'm very proud of that student.
00:13:28So, he still, you know, finished the graduating top of the class, even though he had to balance, you know, work and studying at the same time.
00:13:39And I would also agree with that because the version in the business world is MBA necessary, you know.
00:13:47And the common answer there is if that helps you upskill yourself and be relevant in the workplace, then why not, you know.
00:13:56Especially if you have access to it.
00:13:59Because that's where regret would form, you know.
00:14:01When you can, but you did not.
00:14:03Right?
00:14:04So, that's, I think, the same with this one.
00:14:07So, when companies, and I'm referring to this in general, not necessarily CIT, you know.
00:14:16So, when companies would say that our graduates today, they're not job ready.
00:14:22How is this being interpreted in the academic space?
00:14:32It's hard, you know.
00:14:33Yeah.
00:14:34So, I'm also the president currently of the Council of Needs of IT Education in Legion 7, you know.
00:14:40So, we had a meeting three weeks ago, you know.
00:14:42And I was telling them, you know, that if something happens, can you please not blame the curriculum?
00:14:47Because, you know, we're always blaming the curriculum, eh.
00:14:50Personally, I feel that it's not.
00:14:52Okay.
00:14:53Because I'm a member of the CHET Technical Panel for Computer Science.
00:14:55So, in a way, in computer science, I was part of that group of people who designed this curriculum, you know.
00:15:01So, the most important thing to me is the delivery.
00:15:03So, you have to deliver it, the courses properly, you know.
00:15:07Because there are foundational courses, you know.
00:15:11These are foundation courses, that regardless of changes in technology, they are there.
00:15:16You have to deliver them properly, you know.
00:15:18Technology changes, different technologies, come out very fast.
00:15:23But if the foundations are correct, the foundational courses, for example, that you will teach the students.
00:15:31They will be able to learn new technologies.
00:15:35That's why we develop lifelong learning skills now.
00:15:37Because companies should not expect that the students will have very specific technology proprietary skills.
00:15:44But they should expect that the students are grounded on the fundamentals.
00:15:48On the fundamentals.
00:15:49On the fundamentals.
00:15:50That will help them learn and the new technologies.
00:15:52From there.
00:15:53Yeah.
00:15:54Or they can partner with the schools and help the school train the students, you know.
00:15:58So, I think, I do agree, you know, that there's probably a problem with delivery.
00:16:07Because very important basic questions, for example, sometimes students cannot answer.
00:16:12And I hear this from my friends who are in the industry.
00:16:15And I imagine they cannot even, the applicants cannot even answer very simple questions on databases, for example.
00:16:22On object-oriented programming.
00:16:24And they should be able to do that, you know.
00:16:26If they follow, if they deliver the class as well, the students should be able to answer very fundamental questions.
00:16:32So, in terms of delivery, because more and more people also recognize that it's not just the job of tertiary educators, you know, to enable or equip our graduates.
00:16:45This goes even further down, you know, as early as even primary school, you know.
00:16:50So, in your opinion, and the reason why I'm, the context of this question is because I also had my own exposure with public school educators, especially those who are remotely located, you know.
00:17:05And I could see that there appears to be a gap in terms of their appreciation when it comes to technology.
00:17:14So, in your opinion, what can we do to bring them along with us?
00:17:23Because you mentioned about delivery, di ba?
00:17:25Yeah.
00:17:26And I can see that there appears to be a struggle even down here, no? Down there.
00:17:31In the basic ed, you're saying?
00:17:32Basic education.
00:17:33Yeah, yeah, yeah.
00:17:34Uh-uh.
00:17:35Just a suggestion, I know.
00:17:38Yeah, yeah.
00:17:39I know that DepEd does a lot of teacher training, right?
00:17:43Mm-hmm.
00:17:44Because I'm not familiar, exactly familiar with what they are doing, you know.
00:17:48But a lot of the universities, I'm sure, you know, in the field of IT, for example, they partner and adopt the DepEd schools, you know.
00:17:56They partner with them and then they train the teachers and so on and so forth.
00:18:00So, if the universities, because I'm from a university, if they can partner with DepEd schools, for example, and help in the training of these teachers.
00:18:10Like, for example, us, you know, we actually train the teachers of Cebu City National Science High School on data analytics, for example,
00:18:17just so that the students in Science High, and these are very smart students, will be able to, you know, learn, for example, data analytics as early as possible through their teachers, something like that, you know.
00:18:28So, if the higher education institutions, you know, can also help, right?
00:18:32Would consider that as their CSR, no?
00:18:34Yeah, yeah, yeah.
00:18:35Something like that.
00:18:36We call it Community Extension, yeah.
00:18:37Ah, Community Extension, yeah.
00:18:38Community Extension, yeah.
00:18:39Because, anyway, during the summer break, no, these teachers generally are, public school teachers generally are free, no?
00:18:49Yes, yes.
00:18:50So, I think that's a perfect time for them to also upskill.
00:18:52Yeah.
00:18:53In fact, if I remember, is that last mid-year, you know, we trained the public school teachers along the vicinity of CIT on AI.
00:19:00Correct.
00:19:01The AI tools for education, something like that.
00:19:03So, we do this regularly, you know, so that we can upscale the teachers.
00:19:07So, now, AI, you mentioned earlier, instead of tech-ready, but AI-ready.
00:19:15Native, something like that.
00:19:16Natives, no?
00:19:17Instead of digital native, it's AI native, something like that.
00:19:20So, since AI is now transforming industries at lightning speed, no, how do you think can we best prepare Filipino graduates to work with AI and not be displaced by it?
00:19:39Yeah.
00:19:40Okay.
00:19:41Okay.
00:19:42So, there are different levels, right?
00:19:43Okay.
00:19:44There are different levels of AI literacy, you know?
00:19:46So, all students, or everyone, and all Filipinos, maybe, you know, should be at least have an awareness of AI, right?
00:19:52Chat, GPT, Gemini.
00:19:53Yeah.
00:19:54At least, you know what AI does, for example.
00:19:56But, very important, again, the ethical and responsible use of AI.
00:20:00It's the number one thing that we have to make sure that everyone is aware of data privacy.
00:20:04Can you articulate more about?
00:20:05Yeah.
00:20:06Because I think that's really important, yeah.
00:20:07Yeah, okay.
00:20:08So, everyone should be aware about the ethical and responsible use of AI.
00:20:12In fact, even the senior computer scientist of the Philippines, even if we talk among ourselves about AI, that is always the primary consideration.
00:20:22And imagine, we are tech people, but we always go back to the ethical and responsible use of AI.
00:20:28In a lot of things, even if you're a developer, you're a user, etc.
00:20:33There are ethical and responsible considerations when you use AI.
00:20:36Because AI can go either way.
00:20:37It can be a force for good.
00:20:39It can also be weaponized.
00:20:41Yes, yes.
00:20:42That's the problem.
00:20:43So, it's very important.
00:20:45Now, there's this group, they are launching AI literacy training for everyone.
00:20:51It's called the AI Ready ASEAN something.
00:20:56And then, CIT is actually a partner of that.
00:20:58So, we're supposed to train thousands of people on AI literacy.
00:21:02So, some of our faculty members were already trained as master trainers.
00:21:06So, they're going to do that here in the Philippines.
00:21:08So, hopefully, majority of the, at least, even the, they're supposed to target the, how do you call them, the, how do you say this?
00:21:21They're supposed to target the, yung mga, hindi sila masyadong nari-reach ng technology or something.
00:21:28Ah, marginalized.
00:21:29Marginalized.
00:21:30Yeah, something like that.
00:21:31That is the term.
00:21:32We are supposed to target the marginalized, but it does not matter.
00:21:35It has to be launched across the Philippines.
00:21:38There are a lot of training programs.
00:21:40So, that is for the everyone, you know.
00:21:42And then, on the other hand, for the, I think, for the college students, okay, regardless of your discipline, I think you need to be functionally literate in AI, right?
00:21:53I like the emphasis.
00:21:54So, you have to know the capability of AI, what AI does in general.
00:21:59I can repeat the responsible and ethical use of AI, but it's a little bit of a higher level.
00:22:06Very important thing because in data privacy considerations, data literacy is very important because AI works with data.
00:22:14Agree, agree.
00:22:15It's garbage in, garbage out.
00:22:18That is the problem with AI.
00:22:20That's why sometimes, you know, the result when you're chatting is wrong.
00:22:23It's because, or it's biased, et cetera.
00:22:25Because of what's being fed.
00:22:26Yes, yes.
00:22:27So, we have to understand, yeah.
00:22:28That's why I was saying earlier that data literacy is very important.
00:22:32And then, of course, for the IT and tech-related people, ideally, we should be producing AI engineers, right?
00:22:40Data scientists and so on.
00:22:42So, there are a lot of degree programs right now.
00:22:45For example, even statistics, basically, they can produce data scientists, mathematics, applied math.
00:22:51They have embedded elective programs already on that.
00:22:53But the AI engineer role, data scientists, is actually part of computer science.
00:22:59So, even though the current curriculum recommendation currently does not only basically recommends the addition of AI as an elective,
00:23:08I am advising all universities who are listening right now to make use of the 18 units of additional courses plus the electives
00:23:16to strengthen the program in terms of AI while waiting for the draft curriculum for BS computer science,
00:23:23which already requires the mathematical foundations as well as the AI courses that will now be required.
00:23:29But unfortunately, it will take time, right?
00:23:31So, we have to do it right now, implement electives.
00:23:33We don't have to wait, no?
00:23:34Yeah.
00:23:35So, I'm sure here in Sibunaman, a lot of the universities, even CIT now, we have already required AI since a long time ago.
00:23:42Since 2018, we made it required.
00:23:45I'm sure there are universities right now, right?
00:23:47Do we major in AI, etc.
00:23:49So, we can produce the higher level of the technical AI people so that we can compete.
00:23:54The AI engineers, the machine learning engineers, data scientists, etc.
00:23:59Hopefully, we can produce those graduates who can work in that.
00:24:03So that we can compete instead of just users of AI, right?
00:24:07We should be able to develop our own tools using AI, etc.
00:24:11So, comparing to benchmarking, benchmarking with our ASEAN neighbors, like Singapore, Vietnam, or Malaysia, are we at par? Are we ahead or are we behind?
00:24:25In terms of AI.
00:24:26Of course, Singapore is up there, no?
00:24:28I think we are behind, yeah.
00:24:30Yeah, we are.
00:24:32And the other thing, the context of the question, yes, Singapore, but what I learned also is, for example, in the ITBPM industry, while the Philippines is thriving when it comes to customer experience and also voice, but Vietnam is following the route of India.
00:24:51They're enabling their graduates and the workforce, they're gearing towards technology instead of customer experience.
00:25:02And to think Vietnam is younger, no?
00:25:05As a country compared to the Philippines.
00:25:08So, is there, at least, no, is there something that we can also learn from them in that context?
00:25:17Yeah, you know, how do you say this?
00:25:19When was this?
00:25:20I think it was in 2017, no?
00:25:22We went to Japan with a group of women, no?
00:25:26And we visited companies, no?
00:25:28And all of these companies, they were saying, and this is Japan, that they're moving some of the jobs from one country and they're moving it to Vietnam.
00:25:37So, all of them were saying they were moving their resources to Vietnam.
00:25:42So, I was thinking, how come it's not the Philippines, no?
00:25:45Because it's very purposive in Vietnam, eh?
00:25:47So, Vietnam targeted, for example, Japan.
00:25:51And so, they asked their students to learn Japanese.
00:25:54They asked their students to take the Philippine National IT Standards Exam, the PhilNIT exam, which is recognized in Japan as a level 2 professional.
00:26:03Because when we attended, I think it was in 2009, I attended a three-week training in Japan for the Japanese IT Skills Standards.
00:26:11So, there were Japanese people there also, you know, with us attending that training.
00:26:17And so, it's very purposive, eh?
00:26:19So, when they decide that they will target the IT, everybody else follows them.
00:26:22Correct.
00:26:23So, everyone will just concentrate on IT, not concentrate on anything else.
00:26:26Yes.
00:26:27And this is not to say that voice and customer experience, they're not important because they are, in fact, a huge driver and economic pillar in the Philippines.
00:26:37But in my opinion also, it's good for the Philippines also to examine more the route towards technology.
00:26:47Because even in the vision for the ITBPM industry, for example, we kept on saying we want the higher value work, higher value work.
00:26:54And for some reason, Vietnam went straight to the higher value work.
00:26:59Yeah.
00:27:00And they're very nationalistic, eh?
00:27:01Uh-huh.
00:27:02I think it's something that we can learn from them, no?
00:27:04Mm-hmm.
00:27:05There's this company here, when they set up here in Cebu, FPT.
00:27:08Oh, yes.
00:27:09I know them.
00:27:10They're in IT Park.
00:27:11Yeah, when I attended their launching for the first time, you know, I had goosebumps.
00:27:14You can really feel, you know, how nationalistic.
00:27:17And they even want FPT, you know, they said that they want FPT to be like the Accenture of Asia, something like that.
00:27:23You can really feel, eh, no?
00:27:25They're very purposive.
00:27:26They really want, not just Vietnam, but Asia in general, you know, to go up there and compete, no?
00:27:32Sige.
00:27:33So, we have an idea on how to move it forward.
00:27:36So, let's digress a little bit, no?
00:27:39So, what do you think are the biggest barriers, no?
00:27:43Why we're not heading as fast as, for example, companies, or companies, countries like Vietnam?
00:27:51Is it policy?
00:27:52Is it infrastructure?
00:27:54Or is it mindset?
00:27:57Focus, maybe?
00:28:01I don't know.
00:28:02One is focus, right?
00:28:03Because if we really want to do it, then we will support it.
00:28:06If we think that we can compete in terms of IT.
00:28:08And that is my belief, no?
00:28:10Personal belief that that's why I'm an advocate for computer science education, eh?
00:28:14Because computer science is thinking, eh?
00:28:16So, I feel that Filipinos can compete because it's mind power, you know?
00:28:20The technology is being used in other countries.
00:28:22We can use it in the Philippines, eh?
00:28:24So, you have to think and then we can compete.
00:28:26We don't need anything else but our brain power, no?
00:28:29But I don't think we have enough people, right?
00:28:32Computer science education has been going down for a long time.
00:28:35Now it's increasing.
00:28:36So, I don't know in terms of volume if we have that much people, no?
00:28:41Because there's...
00:28:42The push is not really there, eh?
00:28:44Um...
00:28:45Because, for example...
00:28:46No, I will be in trouble if I say this, right?
00:28:48Because, for example, we're supposed to have these priority programs, right?
00:28:52Mm-hmm.
00:28:53But there are so many priority programs, so you cannot really see...
00:28:56Mm-hmm.
00:28:57What is the priority?
00:28:58Because almost all programs are there in the priority list, right?
00:29:00Correct, correct, correct, correct.
00:29:02So, sometimes I get confused, I do not know how they do it in Vietnam, but I heard that if the government says, okay, let's support IT, they will support IT, right?
00:29:09Correct.
00:29:10And there will be a lot of people and students, they give scholarships, et cetera, et cetera.
00:29:14Mm-hmm.
00:29:15So, we have to put our acts together, I think, and try to focus if we really want to compete in terms of technology because I think we can.
00:29:21We can, yes.
00:29:22We can, yes.
00:29:23Because it's a thinking thing.
00:29:24Mm-hmm.
00:29:25And I also know that CITU is very good, you know, when it comes to internships and industry collaboration.
00:29:36Can you articulate more about that program so that the rest of the schools, if they're not doing this just yet, no, they will be more encouraged to follow this route?
00:29:45Okay.
00:29:46So, as I said, the curriculum basically provides the foundation and the principles, right?
00:29:51Mm-hmm.
00:29:52The first two years of the curriculum, these are all principles and foundational skills, no?
00:29:56Mm-hmm.
00:29:57But then, when it comes to very specific technologies, we need the help of the industry.
00:30:02Like, for example, very specific technologies like Salesforce, ServiceNow, et cetera, that we need the help of the industry on how to embed it, no?
00:30:11Mm-hmm.
00:30:12Now, it's good because the curriculum has, in IT, 12 units of basic elective courses.
00:30:18For computer science, it's nine units, you know?
00:30:20Mm-hmm.
00:30:21What the universities can do is to allot some of those electives and deliver that elective in partnership with the industry, no?
00:30:28Mm-hmm.
00:30:29So, we have a lot of partners.
00:30:30So, for Accenture, for example, we have the Accenture Technology Academy program.
00:30:33Mm-hmm.
00:30:34So, we basically identify a specific technology.
00:30:37Mm-hmm.
00:30:38And then, we embed it as an elective.
00:30:40Mm-hmm.
00:30:41And some of the classes are being managed by, together with, the engineers from Accenture, for example.
00:30:46Now, the same is true for EY. We also have a partnership with EY.
00:30:49But, in reality, our longest partner was actually Alliance Software, which is a local Filipino software company.
00:30:57So, we have been in partnership with them for a long time, more than 10 years.
00:31:01Mm-hmm.
00:31:02Also, Rokoko, a Japanese company.
00:31:04Mm-hmm.
00:31:05So, basically, whatever is, if there's a demand in Japan, for example, about the specific technology, right now, it's ServiceNow, also, no?
00:31:13Mm-hmm.
00:31:14And so, we try to embed it as one of our electives.
00:31:16Mm-hmm.
00:31:17So, it's a win-win.
00:31:18Mm-hmm.
00:31:19Because the companies, basically, they want to hire.
00:31:22So, and then, they get exposed to the students, and they can give them job offers.
00:31:25Correct.
00:31:26So, after that elective, you know?
00:31:27Mm-hmm.
00:31:28Mm-hmm.
00:31:29On the other hand, for, even though they invest their time in training our students, you know, it's a win-win for them.
00:31:36On our side, not only our students, you know, also our faculty members who serve as facilitators for this class, they also learn from the experience.
00:31:43Mm-hmm.
00:31:44So, I know that there are also measures that you are putting in place, you know, for you to be able to assess that the students are, the graduates are actually job ready.
00:31:55Mm-hmm.
00:31:56So, can you share, also, what these measures you are implementing, you know?
00:32:01Okay.
00:32:02So, because we have a lot of Japanese partner companies, and they are also supporting us in this endeavor, you know?
00:32:09So, we are asking the students, encouraging them, basically, to take the Philippine National IT Standards Fundamental Engineers Exam.
00:32:16Mm-hmm.
00:32:17This is the Level 2 in the Japan IT Skills Standards.
00:32:20Mm-hmm.
00:32:21So, we try to embed the curriculum in our curriculum at the same time, so that the students become ready to take that examination, because it's a very difficult exam to take.
00:32:30Mm-hmm.
00:32:31If you pass that, you can actually get a working visa to go to Japan as an IT professional.
00:32:36Mm-hmm.
00:32:37So, over the years, we have, it's a very difficult exam, really, you know?
00:32:40It's supposed to be taken by professionals.
00:32:42Mm-hmm.
00:32:43Mm-hmm.
00:32:44Mm-hmm.
00:32:45Mm-hmm.
00:32:46So, if you pass that, Level 2.
00:32:48So, we try to encourage the students to take that in their third year.
00:32:52Mm-hmm.
00:32:53And then, by the time that they graduate, they get a gold medal during their graduation ceremony, you know?
00:32:57So, it's a…
00:32:58If they get the Level 2.
00:32:59Oh, if they get the Level 2.
00:33:00So, even if they are not an Honor graduate or not, they can still get a medal.
00:33:03Mm-hmm.
00:33:04And I like that.
00:33:05I like that they are externally assessed, internationally assessed, and it's recognized in Japan.
00:33:10Mm-hmm.
00:33:11And then, so, even though they are not Honor students, they still have that medal.
00:33:14Mm-hmm.
00:33:15And before you continue, and I think that's aligned to what we talked about, instead of degrees,
00:33:20not this time, it's on academic honors, but this one is more of their competencies.
00:33:24Yes, yes.
00:33:25Mm-hmm.
00:33:26Because I believe in external assessment.
00:33:27Mm-hmm.
00:33:28Because even if the graduates, imagine graduating so many cum laude, summa cum laude, and so on.
00:33:32Mm-hmm.
00:33:33And if they don't pass that exam, so, we have a problem, right?
00:33:35Correct.
00:33:36There's a disconnect.
00:33:37Yeah, yeah.
00:33:38I always tell the students, you know, you have to, you know, we have to measure, you know,
00:33:42we have to measure your skills.
00:33:43Mm-hmm.
00:33:44But this is very difficult, and it's a bit expensive.
00:33:46It's 2,800 pesos, and so I'm very happy that, you know, Alliance is helping us.
00:33:51Mm-hmm.
00:33:52They give us 10 vouchers per year.
00:33:53Mm-hmm.
00:33:54Rococo is giving us 10 vouchers per year, and they increase it to 20, because recently we had a lot of passers, you know?
00:33:59Mm-hmm.
00:34:00I can imagine for the first time we had 32 film this gold medal award in this last graduation period.
00:34:05Mm-hmm.
00:34:06It's the most number in the history, you know, of CIT, because it's really a very difficult examination to pass.
00:34:11Mm-hmm.
00:34:12But there's another examination which is free.
00:34:14It's called TAPSIT, the Test of Practical Competency in IT.
00:34:17Mm-hmm.
00:34:18This one is by the Korean government.
00:34:19Mm-hmm.
00:34:20So the Commission on Higher Education partnered with, the government of the Philippines through CHED partnered with Korea, the TAPSIT group, to give this examination.
00:34:29Mm-hmm.
00:34:30So it's also very difficult examination, but it will not tell you whether you're passing or failing.
00:34:35Mm-hmm.
00:34:36It will just basically give you a level.
00:34:38Mm-hmm.
00:34:39Whether you're a novice, advanced beginner, competent, expert, et cetera, something like that.
00:34:44Mm-hmm.
00:34:45Because in Korea, even the PhD in computer science are taking that examination, you know?
00:34:49Mm-hmm.
00:34:50So I think it started in probably 2017, you know?
00:34:53But for CIT, we started taking it in 2018.
00:34:56Mm-hmm.
00:34:57We learned it in 2018, and then we took it.
00:34:59Mm-hmm.
00:35:00So right now, I am happy that, I'm also promoting it here in Cebu.
00:35:02Mm-hmm.
00:35:03I'm happy that a lot of students are already taking it.
00:35:06Mm-hmm.
00:35:07That examination, you know?
00:35:08So in, I do not know if I can say this, you know, the average score, you can see the average score, eh, of the Philippines, you know?
00:35:16Mm-hmm.
00:35:17So the average score ranges from 170 to about 200 plus, no?
00:35:21Mm-hmm.
00:35:22So I'm very happy that in CIT, you know, we are requiring all computer science students to take it and selected IT students.
00:35:27Our average is about 360.
00:35:29Mm-hmm.
00:35:30Double.
00:35:31Mm-hmm.
00:35:32Double that of the national average.
00:35:33Mm-hmm.
00:35:34And we're also producing top-notchers, you know?
00:35:35Mm-hmm.
00:35:36I'm happy that we have top-notchers in the top set.
00:35:38Mm-hmm.
00:35:39But I'm happier because our average is good, you know?
00:35:42Mm-hmm.
00:35:43A lot of our students, they really possess, you know, the skills required by Korea.
00:35:48Mm-hmm.
00:35:49Imagine Korea, you know?
00:35:50It's a powerhouse, right?
00:35:51You know?
00:35:52Mm-hmm.
00:35:53To be able to get that.
00:35:54Mm-hmm.
00:35:55In fact, my contact in Korea, the one in charge of the top seat, he's surprised about the performance,
00:36:01and he's very surprised because very high, for example, for CIT to be able to get that.
00:36:06Mm-hmm.
00:36:07Very high.
00:36:08I'm glad that there are more schools that are also encouraging their students to take
00:36:13because, in my opinion also, examinations like this to make it more inclusive for the
00:36:21industry to have a better appreciation of the quality of graduates.
00:36:25Now, eventually, it would just be about competency, no longer grades or no longer just school, no?
00:36:32School.
00:36:33I'm glad that more schools are taking this exam, and in case you have not, then maybe
00:36:38you can reach out also to Dean Cherry and inquire how your students can also access these
00:36:44type of opportunities.
00:36:45Yeah, yeah.
00:36:46Actually, the Council of Deans of IT Education, one of our first activities last year was actually
00:36:50promoting top set, no?
00:36:52Mm-hmm.
00:36:53So that they can, because, you know, I always tell the deans, the Council of Deans, no,
00:36:58you have to have your students assessed.
00:37:00Mm-hmm.
00:37:01You might think that you are doing very well already.
00:37:02So how would you know, right?
00:37:03Mm-hmm.
00:37:04The only way to know is to have your students assessed.
00:37:05Mm-hmm.
00:37:06And then the good thing is that the assessment is very specific.
00:37:09Mm-hmm.
00:37:10You wouldn't know, right?
00:37:11And it's for free.
00:37:12And it's for free.
00:37:13Yeah, that is the best thing.
00:37:14It's free.
00:37:15Oh.
00:37:16The assessment is very, the certificate that you get, it's very clear.
00:37:19What's your score in software, in data, in security, in project management and business,
00:37:25et cetera, IT business, et cetera.
00:37:26So you would see where is your weakness, right?
00:37:29Mm-hmm.
00:37:30What is the weakness, et cetera?
00:37:31Where can you improve, et cetera?
00:37:32So it's a very clear, there's a very clear, detailed analysis per student, detailed analysis per university.
00:37:39Mm-hmm.
00:37:40So it's really a very good tool.
00:37:41And we're happy, yeah, that it's free, you know, and it's being given, no?
00:37:44And by the way, you know, I have been pushing this.
00:37:46Mm-hmm.
00:37:47I also talked to the Philippine Software Industry Association to seek that honor.
00:37:51That company should look into the top seat results.
00:37:54Oh, yes.
00:37:55So when a student applies, for example, I tell them, you put it there, your score in the top seat.
00:38:00Mm-hmm.
00:38:01So for example, you have a student, non-honored graduate, 350 plus, graduated from somewhere in a not well-known school.
00:38:07Correct.
00:38:08You have to give that student a chance.
00:38:09Correct.
00:38:10Mm-hmm.
00:38:11Right?
00:38:12So I think this is not, yeah, I think this is not as a call for universities, no?
00:38:16To encourage their students, but also for industry companies, no?
00:38:20To look for certifications like this one.
00:38:23Mm-hmm.
00:38:24Yes, yes.
00:38:25Because Philnets, as I said, is very expensive, no?
00:38:27So Robert Cheng, no?
00:38:29The CEO of Alliance, no?
00:38:31He tells me that he only sees, for example, the Philnets in the application of students.
00:38:36And he only sees top seat, for example, from CIT.
00:38:39Mm-hmm.
00:38:40I hope that will change now because a lot of students are now taking the top seat.
00:38:44Mm-hmm.
00:38:45So it's a very good external, external assessment.
00:38:47Assessment.
00:38:48I hope that just give the students a chance.
00:38:50Correct.
00:38:51Mm-hmm.
00:38:52In the application process.
00:38:53Mm-hmm.
00:38:54Sige.
00:38:55So we've covered about this in the introduction, but now we're about to close this conversation
00:39:01or this interview.
00:39:02If you are to recommend one game-changing improvement, reform actually is a strong word,
00:39:10but I wanted to use reform, for the Philippine education system now, what would it be?
00:39:17I would always go back to improving the comprehension skills of the students.
00:39:23Yeah.
00:39:24I would always go back to that, you know?
00:39:25Because information is everywhere, but if you do not understand them, so where will
00:39:29we go?
00:39:30Yeah, correct.
00:39:32I agree, no?
00:39:34So for the benefit of our viewers, the Philippines actually is not ranking very well in terms
00:39:40of comprehension, in terms of reading, and this is not just about ranking itself, no?
00:39:47But it would really tell us that we have 10-year-olds and senior high graduates who struggle with
00:39:54reading and comprehension.
00:39:56So I agree, you know?
00:39:57So even if we've been emphasizing the importance for them to be AI natives, but I think it would
00:40:06be harder for everyone to be AI natives if, to begin with, they have trouble with reading
00:40:13and comprehension.
00:40:14Yeah, yeah.
00:40:15Because all things will just follow.
00:40:16Yeah, yeah.
00:40:17So yeah, that's the urgency.
00:40:18So now let's go.
00:40:19So this one is on the education system.
00:40:21Now what about your advice to students, not necessarily college students, but even basic
00:40:27education students, no?
00:40:29While they're still in school, what would be your advice to them?
00:40:34Okay.
00:40:35For also, of course, they have to improve their comprehension.
00:40:38I'm sorry, right?
00:40:39It would still go back to that.
00:40:41I'm sorry, right?
00:40:42Yeah.
00:40:43It would still go back to that, right?
00:40:44And of course, the problem-solving skills.
00:40:46If they can, I really hope that we can push computational thinking to the lower level,
00:40:53you know?
00:40:54In our senior high school, you know, this will go on forever.
00:40:57In our senior high school, we have this course, it's called ICT Empowerment.
00:41:01But I think it would be better if it will be replaced by computational thinking, right?
00:41:06Correct, correct.
00:41:07Instead of, because ICT Empower usually interpret it as the use of tools, no?
00:41:11But currently, you know, I think almost everyone, you give a student, you give a young boy a tablet
00:41:16and he would know how to use it, right?
00:41:18So I do not know if we still have to do that or should we develop the problem-solving skills
00:41:23through computational thinking, right?
00:41:25Because they're already born with it, no?
00:41:27Yeah, yeah.
00:41:28So maybe it would have to be replaced.
00:41:31Because some schools, they have coding, for example, in the basic education.
00:41:35But then when they go to senior high, there's no computing in STEM.
00:41:39I call it computing, you know, which is related to computational thinking.
00:41:42So I have been pushing for that now.
00:41:44Is there computing in STEM, right?
00:41:47So that when they decide to go wherever, at least we were able to develop the computing, you know?
00:41:52But the thing is, and this is a problem, sorry, you know, do we have time?
00:41:55If we put computational thinking or computing in STEM or in senior high school,
00:42:01so there's a problem of who will teach it.
00:42:03So that's what I, you know, when I was pushing for this, how come there's no computing?
00:42:09Because if you think that, like, chemistry, physics, and all of these things are important, and math,
00:42:14I would think that computing is important, right?
00:42:15And also fundamental.
00:42:16So I would think that it's important too, especially in this day and age, right?
00:42:21And it doesn't necessarily apply for courses under computer studies, no?
00:42:25Yes, yes.
00:42:26Not necessary.
00:42:27Yeah.
00:42:28It's about developing their problem-solving skills by definition, no?
00:42:31For as long as you can identify how are we gonna solve this problem.
00:42:35It does not have to be a computer, right?
00:42:37Correct.
00:42:38It's for the problem solving, right?
00:42:39That's how you define computational thinking, you know?
00:42:42And then of course, no, you can put in there design thinking at that level and so on.
00:42:47And then hopefully, you know, if you develop their, all of these skills, you know,
00:42:52they will be able to look at problems and try to solve them, right?
00:42:55Mm-hmm.
00:42:56So, this is just the first of, hopefully, the many conversations that we will be having
00:43:02around this area.
00:43:04So, once again, we'd like to thank you, Dean Cherry, no?
00:43:07Of CIT University, no?
00:43:10For joining us today.
00:43:12And to all our viewers, please stay because we have another conversation after this one.
00:43:22Bye.
00:43:50Bye.
00:43:51Bye.
00:44:20Bye.
00:44:21Bye.
00:44:22Bye.
00:44:50Bye.
00:45:20Bye.
00:45:21Bye.
00:45:50Bye.
00:45:52Bye.
00:46:20Bye.
00:46:50Bye.
00:47:20Bye.
00:47:22Bye.
00:53:20Today's episode is a continuation of those conversations.
00:53:24So, joining us in the studio, we have Peter Takulod, and we also have Jemmer Bakon who guested us yesterday.
00:53:36So, we'll be right back.
00:55:36So, this is inside.
00:56:06So, we'll be right back.
00:56:36I'll be right back.
00:57:36So, we'll be right back.
01:00:06So, we'll be right back.
01:00:36So, we'll be right back.
01:01:36So, we'll be right back.
01:02:06Okay, sir.
01:02:36Okay.
01:04:36So, okay.
01:05:36So, you know,
01:07:06So, yeah.
01:08:06We're right back.
01:08:36So, yeah.
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