What the experts say

TAKING a look at the content of the syllabus, KDU University College Computing and Creative Media School head Tan Chin Ike commended the Education Ministry curriculum development division.

If we want to produce talents in computing, he said, this curriculum will help us move forward.

“It provides good fundamental knowledge into all aspects of computing.

“However, while the curriculum does cover some aspects of the core fundamentals, not everything is there, especially the theoretical aspects which are necessary in the area of Software Engineering and Computer Science.

“But as far as coding goes – it allows them to pick up more complex codes and languages.

“That’s why I consider this as a fundamental level of structure at a foundation level,” he said.

Looking at its structure,Tan said national school students learn more about coding than K12 students.

“It will benefit universities if students with such knowledge entered the programme because then lecturers can focus on the higher-level and more complex topics to teach.”

Tan added that the core concern is whether schools have the right infrastructure.

“Having a curriculum that teaches or emphasises coding is good but there are two factors that must be considered and they are the existing infrastructure in the schools; the computer labs, and that teachers must be trained not only in the fundamentals of information technology but must understand the whole structure of what is being learned.

“This way, you might get students who understand concepts better and faster, allowing teachers to cope with that as well as having the knowledge to tackle any logic issues that arises,” he shared.

Concurring with the division’s director Dr Mohamed Abu Bakar, Tan said programming nurtures creativity.

“It’s not only logical thinking that is involved.

“By experimenting with codes, algorithms and problems, our kids can also learn to visualise maths in a practical manner as programming can help them visualise abstract concepts.

“Kids who learn how to code, through algorithm lessons and structures, also learn how to plan and organise their thoughts, becoming more logical thinking people.

“This is why coding is an essential ingredient in many of today’s STEM programmes.”

While University Malaysia of Computer Science and Engineering vice-chancellor Prof Dr Mokhtar Abdullah said the curriculum is a step in the right direction by the ministry, he believes it is important to have competent IT teachers to guide students to think outside the box.

“Yes, many students and schools actively participate in coding and programming competitions, but it’s a question of quality over quantity.

“Quality is more important, especially in creating impactful products developed by our own students,” he said.

The direction and objectives of instilling coding skills must be clear too, he added.

“Teaching students coding shouldn’t be just for the sake of developing programming skills but to also instil problem solving and analytical skills.

“There should be incentives by relevant stakeholders such as government agencies and private companies to motivate our young generation to take up coding especially in developing computer games and applications that can enhance productivity.

“With clear guidance and objectives, their creative and innovative minds can develop products that can create real impact,” he said.