1. Vladimir L Pavlov – International Software and Productivity Engineering Institute (Ukraine-USA) Andrey A Terekhov – Microsoft, CEE HQ (Germany) Andrey N Terekhov – St. Petersburg State University (Russia)

2. Higher Ed 6.5M Higher Ed 132M Central Asia 1.8M Sub Saharan Africa 3.3M South and West Asia 4.4M Arab States 6.5M Central Eastern Europe 10M Latam and Caribbean 10.6M Canada and Western Europe 16M East Asia and Pacific 20M Brazil 3.9M (+12%) Japan 4M (+1%) Russia 8.6M (+6%) India 11M (+5%) US 17M (+2%) China 19.4M (+28%) Egypt +17% (2.5M) Nigeria +4% (1.3M) Iran +14% (2M) Kazakhstan +10% (660k) Mexico +4% (2.3M) UK -2% (2.2M) FR +2% (2.1M) Ukraine +7% (2.4M) Indonesia+3% (3.5M) Korea 0% (3.2M) Philippines 0% (2.4M) …….Unesco 2005 CEE represents 7.5% of WW population, but 15% of WW students! Total Students 1.3B K-12 1.16B STEM-D – 39M Higher Ed 6.5M Total Faculty 59M K-12 52.5M STEM-D – 1.9M 80%+ of all Education audience is in K12 Worldwide Education In Figures

3. Total Students 109.5M Higher Ed 1.38M Total Faculty 8.38M K-12 7M STEM – 400K HigherEd 20.4M STEM – 3.5M (est.) K-12 87.4M Education CEE represents 7.5% of WW population, but 15% of WW students! CEE Education In Figures

4. General Observations IT is cool in CEE; IT enrolments are on the rise; IT education is seen as a “ticket to a better life” Jobs argument is not as relevant for CEE as for the USA; 70-80% of senior students already work Universities are moving from Soviet-stile system to Western-style From 5 years of education for all university students to Bachelors/Masters Governments are in the process of establishing new national educational standards There is a big disconnect between Academia and Industry (aging faculty; low salaries; mostly public funding; no incentives for improving quality)

5. CEE: Two Ways to Apply SE2004 As a general guidance for STEM elucidators Since many of STEM graduates go into software development industry As a basis for (new) national educational standards

6. How SE2004 Was Applied We published the Russian translation of SE2004 Curriculum Guidelines Distributed for free - great “Thank You” to APKIT, Intel and Microsoft who sponsored this effort National educational standards on Software Engineering are under development now Based on SE2004 Key modifications include increasing required # of hours for mathematical courses, English and humanitarian courses New standards are currently piloted in 30+ universities

7. Lessons Learnt Localization is important since a lot of faculty do not speak English It is not always easy to localize – for example, there is/was no direct translation for the “computing” word to Russian Special attention to English to help graduates get access to global market Still a lot of efforts have to be invested into “globalization” of CEE SE education Collaboration with local industry to provide students with real-life experience Strong emphasis on fundamental education is the competitive advantage for CEE universities and must be maintained

8. SE2014: Suggested Improvements More country templates Explicit entry/exit criteria More attention to globalization Recommendations for specializations by function by vertical More practice More attention to entrepreneurship

9. Acknowledgements Alexander Babich Alex Tumanoff Anatoliy Doroshenko Igor Mendzebrovski Irina Zolotaryova Ivan Poyda Viktor Kauk Vladimir Hahanov Yury Timoshenko Zoya Dudar

10. This presentation was delivered on October 12, 2007, in Milwaukee (Wisconsin, USA) on the IEEE/ASEE “Frontiers in Education” conference, and then on October 17, 2007 in Yalta (Ukraine) on the “Microsoft Academic Days” conference It is available for download from http://www.vlpavlov.comhttp://www.vlpavlov.com