NZCS is heavily involved in ICT educational issues, both from an advocacy perspective, as well as putting in place real solutions to real problems.

The Society is committed to working with the tertiary sector to increase tertiary enrolments in Computing and ICT courses, and to lift the international recognition and reputation of New Zealand ICT-related degrees.

The tertiary sector is the starting point for many ICT professionals, and it is essential for the long-term prospects of ICT as a profession that these issues are tackled head on.

New Zealand's tertiary ICT sector is in the midst of a significant crisis, with tertiary ICT enrolments dropping significantly since 2003:

NZCS is working with and on behalf of the tertiary sector to address this issue, including coordinating exposure of ICT as a degree and career option to secondary students and increasing awareness of ICT amongst students, parents, and the general public.

NZCS also assists Career Services with ICT job descriptions, works to increase awareness throughout the Ministry of Education and Government in general, and is engaged in a large number of other initiatives.

International recognition and standing is essential for our computing and ICT tertiary courses. This can only be achieved via independent accreditation of degrees to international standards.

Currently the professional bodies in Australia, Canada, Japan, Korea, UK, and the USA are working towards an international equivalency standard named the Seoul Accord. Once in place, this will ensure that accredited degree programmes in these countries are recognised as exceeding international standards.

The NZCS is currently working with our counterpart in Australia, the Australian Computer Society (ACS), to create a trans-tasman Australasian Accreditation Panel which will offer internationally-recognised Accreditation to New Zealand tertiary institutions, accredited under the Seoul Accord.

NZCS is heavily involved in secondary education issues and is taking a leadership role in securing a better future for our Computing and ICT school students - the ICT professionals of the future.

Advocacy

NZCS works hard and advocates for the improvement of computing education in schools, additional support for our computing teachers, and a dual focus on both "End-user Computing" (Digital Literacy) and "Computing as a Discipline" in secondary education.

NZCS representatives are working with senior officials within the Ministry of Education to achieve these outcomes, as well as regularly communicating with the relevant Cabinet Ministers with education portfolios.

Achievement Standards Work

In May 2008 the NZCS released an initial comprehensive report on NCEA Achievement Standards in secondary schools. This report found a number of rather serious problems with the existing standards.

As a direct consequence of this work and the associated advocacy, the Ministry of Education is working with NZCS to create a new set of Achievement Standards for the assessment of Computing in secondary schools.

Computing Teachers Subject Association

NZCS are currently investigating the establishment of a Subject Association for Computing Teachers under the umbrella of NZCS.

Once established, this group will take responsibility for the professional development of our Computing teachers to help give them the resources to continually improve computing and ICT education in the country's secondary schools.

The group will also consider and work on curriculum issues for computing, provide networking opportunities for Computing teachers (who often work in isolation), and work to create shared resources for all participants.

ICT-Connect Programme

NZCS are also investigating establishing a pilot of an Industry Connection programme, dubbed ICT-Connect, bringing passionate and knowledgeable ICT professionals into the classroom to outline what an ICT career actually is, the opportunities available in our exciting sector, and where ICT can take them.

This programme would have the added benefit of connecting ICT practitioners with ICT teachers, providing additional support and guidance to our teaching professionals.