When deciding on a funding model for Computing students, the SFC (Scottish Funding Council) must look beyond its standard model and consider the work involved in delivering the Computing curriculum.
To illustrate the challenges, we can consider programming. As noted before, to become a proficient programmer it is necessary to spend significant time developing knowledge and skills – time that is not always available. This leads to practitioners that may not, potentially, have the skills to ensure learner engagement with the programming language.
The inevitable outcome of this problem is that colleges throughout the country are removing computing awards that incorporate programming from their prospectuses. The knock on effect for industry will be a dearth of programmers, just as the requirement increases.
To address this problem, Computing courses that incorporate programming units should be funded in a similar way to music courses where practical units are given double SUMs. This will translate to more time available to staff to teach the more challenging units.
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