Technology & Innovation

Code for success

February 01, 2016

Global

February 01, 2016

Global

A new article about empowering the world's youth with technology-enabled careers.

When Carlos Alvarez began meeting with CEOs and other Colombian executives in his hometown of Medellin, he could barely believe it was real. Alvarez was a 17-year-old high school student living in one of the city’s most dangerous neighbourhoods. Now he was pitching his business-oriented social media platform, and powerful people were listening.

“It was amazing. I realised you can create your business just with a computer in your house,” said Alvarez, now 20. “You don’t need to go to Harvard or Stanford. It’s the same connection whether you are poor or rich. It requires the same abilities.”

Alvarez learned the coding skills he needed to create his business at Coderise, an 8-week intensive programme that provides free training in computer programming to young people at workshops in Colombia, Peru and the Dominican Republic. While Alvarez’s initial business did not succeed, he now leads a global team for his 1-year-old company Workep, an online project management platform.

The ability to create digital platforms using coding languages like Java or Ruby is one of the world’s most high-growth and in-demand skills. By teaching coding to young people from disadvantaged backgrounds, organisations like Coderise and CoderDojo, a global network of coding clubs for children, aim to empower them to thrive in the knowledge economy.

Such organisations can also help address the global youth unemployment problem. Nearly half of the world’s population is younger than 25, and 13% of people aged 15-24 are unemployed, a rate that is three times higher than their older counterparts, according to data from the International Labour Organisation.

At the same time, many employers are unable to find qualified workers for well-paying jobs. The McKinsey Global Institute found that in nine countries (Brazil, Germany, India, Mexico, Morocco, Turkey, Saudi Arabia, the United Kingdom and the United States) only 43% of employers reported being able to find a sufficient number of skilled entrylevel workers, and McKinsey estimates that by 2020 employers will have 85 million high- and middle-skill positions that they cannot fill.

The skills gap is particularly pronounced in the technology sector. A report by European Schoolnet estimates that by 2020 there will be one million ICT vacancies in Europe. US technology firms expect to see a similar gap by that time, as computer programming jobs are growing at a rate that is twice the national average, says Code.org, a nonprofit organisation dedicated to expanding access to computer science.

Many governments are responding by making coding part of the mandatory national curriculum. In England, children now start learning to write code at the age of five. In Estonia, beginning in kindergarten, teachers are required to integrate technology training into different subject areas—for example, by using Scratch, the coding language designed for children, in maths or music lessons.

“The reality is that technology is the new literacy,” says Mary Moloney, global chief executive officer (CEO) of CoderDojo. “Every job has a degree of technology involved, and there is a whole new emerging wave of new jobs that don’t exist today that will in two or three years’ time. For those jobs to be filled, we need students with the right skills.”

In areas where computer science is not emphasised, such as many developing nations, volunteer organisations like CoderDojo can help fill in the gap. The platform uses open-source software to facilitate more than 820 coding clubs in 61 countries around the world, most recently in Uzbekistan and Uganda.

The clubs are created by local volunteers and are located anywhere from an extra conference room at a multinational corporation to a laptop-equipped bus that travels throughout the countryside, as in Madagascar. Children learn independently and with each other, creating everything from computer games to educational software. They are encouraged to request help from adults only after they have attempted to solve problems themselves or with their peers.

“The adults become redundant quite quickly,” says Moloney.

Moloney believes that teaching coding skills to children in the developing world can change lives and entire communities, since coding is a profession that can be pursued from virtually any location and operates as a meritocracy based on skills rather than pedigree or connections.

“If we equip the kids in those regions with the right skills, they can participate without even having to relocate,” she says. “A child in Madagascar who is learning to code now could become an incredibly talented coder for a large organisation.”

She also notes that the coding clubs often spark the interest of children who wouldn’t normally consider technology careers, particularly young girls.

“We have seen kids reconsider their options,” she says. “Young girls see that you can be creative and show the world a product you put on the app store, so we can see that it influences their decisions about what career directions they’ll go in and what opportunities are open to them.”

Jessica Mercedes, LATAM director at Coderise, adds that coding education offers more than a career path for budding software developers. At Coderise, students are charged with solving problems in their communities. For example, one young woman created an online test that enables her peers to determine their best career choices. Another student developed a budgeting app for people with limited money for groceries.

“They don’t only learn how to program. They also learn how to solve problems and how to build stuff from scratch,” says Mercedes.

The process gives students a significant confidence boost, as does the experience of introducing the programme to their parents, teachers and the media.

“They become influencers in their communities. The other kids see them in the newspaper or on TV, and they are inspired to enter the programme,” says Mercedes. “We watch them become very powerful kids in ten weeks.”

For his part, Alvarez says his mother was initially concerned that he was pursuing entrepreneurship, rather than a more established path. “I said, ‘Mom, I don’t need a title because I can create a business for myself’. I showed her the platform and she said, ‘Okay, if this is your passion, just do it’.”

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