What Is an MBA?

An MBA is designed to equip early- and mid-career professionals with a solid foundation in business. MBA programs generally cover a broad range of topics like finance, marketing, operations, and strategy.

This comprehensive approach provides students with essential business skills and knowledge, making them more competitive in the job market.

MBA programs often attract individuals who are looking to switch careers, start their own business, or move into management roles within their current company.

These programs typically require a significant time commitment—ranging from one to two years full-time—but can also be taken part-time or online.

What Is an EMBA?

The Executive MBA, on the other hand, is tailored for seasoned professionals already holding mid- to senior-level positions. EMBA students often have a decade or more of work experience, with many already occupying management roles.

The program’s structure is designed to fit the busy schedules of working professionals, offering part-time, weekend, or evening classes.

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The Future Leaders Program is designed to equip Year 9, 10, and 11 students from metropolitan and regional tennis clubs in Victoria and New South Wales to develop their leadership skills.

Infosys has been the digital innovation partner for Tennis Australia for five years and seeks to raise the bar on digital innovation delivered at the Australian Open every year

To deliver the program, Infosys has built a bespoke version of Infosys Springboard, the company’s digital learning and collaboration platform for the community, that provides participants with the opportunity to learn transferrable skills in areas such as inclusion, leadership, technology, and design thinking. 

This collaboration for the Future Leaders Program is an important part of Infosys’ Australian Open Digital Innovation Partnership and its aspirations to serve the community.

The partnership, which has been extended until 2026, continues to focus on building digital experiences for all stakeholders associated with the sport, serving the shared vision of “tennis for everyone”.

The first cohort of students from Victoria to use Infosys’ Springboard digital learning platform graduated from the Future Leaders Program in April 2023.

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As technology continues to shape the landscape of education, generative artificial intelligence (AI) has emerged as a powerful tool with the potential to revolutionise tertiary education

From automated content creation to personalised learning experiences, generative AI offers opportunities for enhanced efficiency and effectiveness in the educational realm.

Alongside these promising prospects, there are also risks and ethical concerns that need to be carefully addressed to ensure responsible and equitable use of AI in tertiary education.

Generative AI, a branch of AI that involves machines creating original content, has gained significant traction in tertiary education. One of the key opportunities of generative AI is the ability to automate content such as essays and other study tasks.

Educators and experts have expressed concerns that the increasing use of AI language models like ChatGPT in the classroom could lead to a lack of critical thinking and independent learning among students.

ITECA Chief Executive, Troy Williams said “For many tertiary education professionals, generative AI presents a major threat to academic integrity,”

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CBA’s technology graduate program aims to develop the technical abilities and fundamental career skills of future technologists, with an emphasis on three primary technology fields: cyber security, data science, and engineering.

Applications for the 2024 program are now being accepted, with the bank continuing to prioritize investments in the graduate experience and its ongoing development.

CBA Executive General Manager of HR for Operations and Technology, Jane Adams, says the graduate program is a key part of CBA’s investment in developing the skills and expertise needed to support the growth of Australia’s digital economy.

To promote technological skills throughout the nation, 38% of the 2023 graduating class will be situated outside of CBA’s Sydney headquarters.

The graduates will be placed in various locations, including Perth, as well as CBA’s recently established tech centers in Melbourne, Adelaide, and Brisbane.

The post CBA Hires 219 New Technology Graduates in 2023 Intake appeared first on Tech Business News.

Palo Alto Networks (NASDAQ: PANW), the global cybersecurity leader, announced today the launch of CyberFit Nation, a free online educational program that addresses the unique cybersecurity learning needs of key stakeholder groups, from board directors to school children, to make each day safer and more secure than the one before. 

Education and awareness of our digital safety and well-being have never been more important. The Australian Cyber Security Centre (ACSC) reported a 13% increase in the number of cybercrime reports it received in the last year, equating to one report of a cyberattack every eight minutes.

The first of its kind in Australia, CyberFit Nation is the third addition to Palo Alto Networks’ comprehensive education portfolio that aims to make cybersecurity education accessible to all.

It features a range of masterclasses and clinics to augment and close gaps in education for a range of audiences, from boards of directors, startups and SMEs to workplace professionals, end users and children. 

The CyberFit Nation education program will be delivered virtually every quarter to ensure reach includes regional areas and will run face-to-face sessions through industry partnerships as required. The educational sessions at launch include:

• Cybersecurity Masterclass: Cybersecurity Masterclass is targeted at board members, directors and C-level executives and examines the new requirements under the Security of Critical Infrastructure Act 2018, including the element that requires directors to attest to a company’s risk management practices. The course is designed to lift the proficiency of directors in the field of cybersecurity. 
  
• Digital Security and Safety in 25 Minutes: A clinic designed for today’s busy everyday Australians, this course aims to equip professionals, employees and end users with the core fundamentals of cyber risk, security and safety practices. In just 25 minutes, this rapid-fire virtual session will cover key issues, including app permissions, scams and fakes.
  
• Cybersecurity Fundamentals for SMEs & Startups: Online workshops to help owners, operators and managers implement pragmatic cybersecurity strategies to mitigate risks.
  
• Cyber Safe Kids: A 30-minute interactive online session that provides children aged between five and 10 with the practical skills needed to protect themselves and others, and what it means to be a good digital citizen. 

The introduction of CyberFit Nation follows the success of Cyber Security Academy and Cybersecurity Fundamentals.

While the former offers a vendor-neutral curriculum that aligns with the National Institute of Standards and Technology (NIST) and National Initiative for Cybersecurity Education (NICE) frameworks for cybersecurity work roles, the latter is an introductory-level course suitable for anyone from high school age and above that breaks down the cybersecurity fundamentals (including cloud and network security) into easily digestible, two-hour modules.

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Orro, one of Australia’s leading secure network providers has today announced its partnership with Stars Foundation, a not-for-profit organisation that partners with schools across Australia to improve education, health and employment outcomes for Aboriginal and Torres Strait Islander young women.

Through its relationship-based mentoring programs, now active across 38 schools in Australia, the organisation encourages young Indigenous women to remain in school and actively engage in education until completion of Year 12. The organisation also supports the young women to transition successfully into further study or employment.

The partnership with Orro, established in conjunction with The Generations Foundation, will see Orro support 10 female students in the Stars program at Heatley Secondary College in Townsville. Beyond supporting the services provided by Stars Foundation at Heatley Secondary College, as a partner, Orro will host students for workplace visits, provide insights into career pathways in security and technology, and participate in local Stars Foundation events.

Rachel Sands, Chief People Officer at Orro Group and driving force behind many of the company’s Diversity Equity and Inclusion (DEI) initiatives said, “Working with Stars Foundation demonstrates our investment in our communities and in the future of the ITC industry workforce.

“At Orro, we are passionate about creating a workplace where people’s strengths and diverse capabilities are celebrated, somewhere women of all cultures can thrive, share ideas and make their mark on the technology sector.”

“We believe that by tapping into and fostering people’s strengths, you not only get the best out of them but also a better outcome for the whole team.”

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MATRIX LMS was selected because of its innovative attributes and seamless integration of training programmes to produce a ready-to-use solution for teachers, VET coordinators, and parents—as well as having access to a portal where they can track student progress.

State-of-the-art education materials are available to schools as students work toward earning the AVI30419 Certificate III in Aviation (Remote Pilot)—MW training RTO: 2510 delivers and assesses all students using Drone Operations resources.

Graham Glass, CEO and Founder of CYPHER LEARNING says “We’re excited to be such an important part of Drone Operations’ journey, as Australia becomes one of the world’s leading hubs for drone innovation and applications.”

“Drone provides the pilot with a unique viewpoint, allowing for new possibilities in disaster response, meteorology, science and research, and even filmmaking and video,” says Glass

Drone Operations will be able to meet the national training standards set by CASA and the Australian Skills Quality Authority by fully implementing MATRIX LMS.

Laurie Radcliffe, Managing Director and Founder of Drone Operations says “MATRIX LMS has the most effective LMS solution on the market. CYPHER LEARNING’s backing has been brilliant.”

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The SeeMore Safety program educates children about safe and unsafe behaviours which they encounter in everyday activities through literature and games.

Previously early childhood educators were provided a SeeMore plush toy for children to take home and photograph in safe and unsafe spots.

Covid-19 made this element of the program harder to implement so KIDS Foundation approached Itty Bitty Apps to develop a digital equivalent and, thanks to funding from Newcastle Permanent Charitable Foundation, the SeeMore safety app was born. 

Dr Susie O’Neill, CEO at KIDS Foundation and author of the SeeMore Safety books says, “Covid-19 made early childhood educators reluctant to circulate a soft toy that was difficult to disinfect and sanitise regularly, so we needed an alternative.”

“Itty Bitty Apps has developed a fantastic, interactive app that is easy for young children to use with minimal supervision from a caregiver.” said Dr O’Neill

Itty Bitty Apps developed the app using Augmented Reality meaning a digital version of the SeeMore character is inserted virtually into the child’s environment. The child and a parent or carer can then photograph the character and add notes to the app about the safety of the situation.  

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Genus is the brainchild of co-founder Jon Owen, who had a lightbulb moment to empower the next generation to save the planet while watching a nature documentary with his children.

“My daughters asked me why the climate was changing. I told them many people don’t understand, or care enough to help stop it. I immediately realised that if adults don’t get it, what chance do the kids stand?”

“There’s an eco-anxiety which is very real and I don’t like the thought of this generation growing up worrying about the planet,” Mr Owen says.

“While it starts online, in a fun and engaging app, Genus comes alive in the real world, with “young agents” sent on real-world missions which have a measurable, positive impact on the planet – the bigger the impact, the quicker they progress,” he said. 

“Schools across Sydney and Wollongong have been using the app since term two, as students can now learn about sustainability through maths, geography and English lessons. Teachers no longer have to choose between planet and curriculum, because we combine the two.”

Mr Owen explains sustainability is a cross-curriculum priority, however in reality teachers have to meet KPIs for core subjects, like Maths and English while sustainability is often side-lined. 

The post New Technology In Schools Helps Bridge The Sustainability Gap In Curriculum appeared first on Tech Business News.

Digital learning is any type of learning that uses technology. It can happen across all curriculum learning areas.

The digital technologies curriculum enables students to become confident and creative developers of digital solutions through the application of information systems and specific ways of thinking about problem solving. Students acquire a deep knowledge and understanding of digital systems, data and information and the processes associated with creating digital solutions so they can take up an active role in meeting current and future needs

Digital Technologies curriculum aims to ensure that students can:

• design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs
  
  
• use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and development to create digital solutions
  
  
• apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments
  
  
• confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings
  
  
• apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences. 

Students gain a deep knowledge and understanding of digital systems, data and information and the processes associated with creating digital solutions so they can take an active role in meeting current and future needs.

Policy

The current policy outlines measures schools must take to support students to engage with digital technology in a safe and responsible way.

• Schools have a duty of care to students to take reasonable steps to ensure digital learning is conducted in a safe and responsible manner.
  
  
• Schools must ensure students are aware of expectations relating to the safe, responsible and ethical use of digital technologies. The Department has developed acceptable use agreement templates, to support schools with this requirement.
  
  
• Online safety should be included in curriculum planning.
  
  
• Online incidents of concern must be managed in accordance with the Department’s policy on Reporting and Managing School Incidents, as well as any other Department or local school policy relevant to the type of incident.
  

Schools must ensure that digital learning is conducted in a safe and responsible manner by staff and students and that the use of online environments is for educational purposes, appropriate and balanced. Schools also have a responsibility to educate young people about responsible behaviour online.

Risk Management

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