[vet-mm] re: 2006 exam

[Daylan]

Agreed, but year 12 students are finishing up at school and will be  
venturing out into the workplace, whether or not they choose to  
undertake further training in multimedia. And i felt the exam's  
scripting questions were of a standard of understanding that students  
finishing a certificate 3 should have.

On 15/11/2006, at 4:35 PM, Susan Bell wrote:

> I think the issue here was about programming in the exam - not whether
> you need programming when  students venture into the job market. No one
> is denying that programming is important - but the exam was biased
> towards scripting which is simply not fair in a year 12 exam.
> Sue
>>>> daylan at impactcreativity.com.au 11/15/06 04:28pm >>>
> Hi all,
>           I've been training Cert 2, 3 and diploma level multimedia for
>
> the past 3 years and working in the industry (clients etc) for 4 years.
>
> This is my final year of training students however as i will be
> venturing of into that big, murderous multimedia world to work for MYOB
>
> but i thought i might add my 2 cents too.
>   I felt that there wasn't enough emphasis on programming in the exam
> or
> in the course in general. I personally tried to train my students in a
>
> way that would give them actual skills that are relevant for industry,
>
> as well of course, as meeting competencies. And while i agree design is
>
> important, i fell that its only about 20% of most jobs.
> You just need to look at it.seek.com etc to see that 98% of jobs in the
>
> industry require more than awesome photoshop and design skills. In fact
>
> i'd say 80% don't even care if you are good at design, they want you to
>
> be a programmer.
> Its extremely hard in the industry to find a job that is purely design
>
> and even if you do they are usually the lowest paying jobs.
> Design is the fun stuff and it's a lot easier to keep students
> attention with fun things, but as far as vocational training goes, i
> feel programming is a much more important skill for students to walk
> away with.
>
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