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Education

Can GitHub help you get a job?

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By: Shane Calder, 132 ENG

Why GitHub?

If you are new to writing code or wonder what GitHub is. GitHub is a code hosting platform for collaboration and version control.

GitHub lets you (and others) work together on projects. By the numbers 2.1 million organizations use it, 31 million developers are actively using GitHub. It’s a good chance if you are actively looking for a job, potential employers might use the service.

Photo by Hian Oliveira on Unsplash

Here is when it matters.

If you are:

  • A New Grad
  • Experienced but want to transition into a new role
  • You are changing careers and have upgraded your skills
  • Self Taught or a Boot Camp Junky  

A repository can give you a platform to show off your skills, what you love to work on and an idea of what skills you have.

I have completed a few Nano Degrees at Udacity and they offer some great courses to get you started for free with GitHub. Udacity free courses can be found here.

There are 4 courses that are geared to help someone develop a repository. Udacity does this to help students build a portfolio. Github can also be used for free- here is a link to the service.

Photo by Lee Campbell on Unsplash

When it doesn’t matter.

If you are a known developer and have experience it is less important when hiring managers. Even if you don’t use this service hiring managers will take you through white board interviews to get a feel on how you write code, how you think and interact.

Open Source Projects

Are you big on social impact or just love to code? There are millions of open source projects to work on. Open source projects are a great place to gain some real world experience if you are just starting out.

Photo by Perry Grone on Unsplash

 

 

 

 

 

 

 

If you have years of experience it’s a great way to give back.  You can look for great projects at GitHub Open Source.

GitHub can help you through the screening and interview process, but having said that not all employers look at your code. So have fun with the platform, work on projects you enjoy and be part of a larger community. Who knows, it might lead you to a wonderful career!

 

132 ENG Inc.

Contact: Shane Calder, Principal- shane.calder@132eng.com

132 ENG is an exclusive Engineering and Technical Services Company, providing placement and recruiting services.

Discover our real results. 132Eng experts have proven expertise and depth of knowledge that is powerful. Let us make it easy, save you time and make you look amazing. It will be our secret.

 

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Alberta

Province defends post-secondary funding changes. Says United Kingdom, Denmark, Finland, Hong Kong using performance-based funding

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Minister Nicolaides meets with student leaders prior to announcing a new post-secondary funding announcement.

From The Province of Alberta

Transforming post-secondary funding

A new outcomes-based post-secondary funding approach will increase transparency and accountability and help build a modern and diverse workforce for the future.

Under the new funding model, a portion of government funding to colleges, universities and polytechnics will be based on achieving key performance measures. Performance measures will encourage institutions to improve services, increase efficiencies and create opportunities for Albertans through strong labour market outcomes and innovative programs and research.

“This is a new and completely transformative funding model for our universities, colleges and polytechnics. Our new approach will help ensure students are set up for success by encouraging institutions to produce job-ready graduates. Students make a significant investment in their post-secondary education, and it is essential we do everything possible to give them a rewarding career at the end of their studies. By shifting the focus to performance, we will ensure taxpayer dollars are being used in the most responsible way possible.”

Demetrios Nicolaides, Minister of Advanced Education

“The University of Calgary has the ability to create the ‘arc to the future’ for Calgary and help re-imagine Alberta. The outcomes-based funding model is not only a tremendous opportunity to transform our post-secondary system, but to graduate a workforce that is capable of adaptation, with the skills and abilities to innovate and to support economic growth and diversification.”

Geeta Sankappanavar, chair, Board of Governors, University of Calgary

“We look forward to working with government to implement the new outcomes-based approach to funding. This approach should improve predictability in government funding levels and enhance accountability for results delivery, both of which will benefit our students.”

Dave Collyer, chair, Board of Governors, Bow Valley College

“Alberta’s post-secondary presidents welcome the opportunity to work with the Government of Alberta, our learners and other stakeholders in building a performance-based model that will enable us to achieve an overall vision for Alberta’s post-secondary system, that builds on the strengths and core mission of each institution, and that maximizes the quality of our learning and research environments so that learners and communities can reach their highest potential.”

Neil Fassina, president of the Council of Post-secondary Presidents of Alberta and president of Athabasca University

“Alberta’s students deserve an institutional funding model that is both modern and evidence-based. ASEC supports the changes made by the Government of Alberta towards a model that fits our values of transparency, accountability, affordability and predictability. We look forward to working with the government in the further development of the Campus Alberta Grant allocation.”

Emmanauel Barker, director, Government Relations and Advocacy, Alberta Students’ Executive Council

In addition to tying public investment to results, government is also transforming its relationship with post-secondary institutions by negotiating three-year funding agreements. Investment management agreements will include specific performance targets for each institution. They will also specify the government funding each institution will receive if they meet their performance targets. Three-year terms will help institutions plan for the future and build on their record of excellence.

The amount of funding tied to performance outcomes will begin at 15 per cent of operational funding for 2020-21 and gradually increase to a maximum of 40 per cent by 2022-23. A small number of performance measures will be introduced for the 2020-21 academic year, and more measures will be gradually introduced over the next three years to a total of about 15.

 Quick facts

  • Government provides operational funding to 26 universities, colleges and polytechnics every year, but historically, this funding has not been tied to any targets or outcomes. While government provides many different kinds of grants to post-secondary institutions, only operational funding through the Campus Alberta Grant will be tied to performance.
  • The MacKinnon Report identified that the current post-secondary funding structure does not link funding to the achievement of specific goals or priorities for the province, such as ensuring the required skills for the current and future labour market.
  • Outcomes-based funding is a global trend in higher education. About 35 U.S. states use a form of performance-based funding. Over the past 10 years, additional jurisdictions have implemented various methods of performance-based funding, such as the United Kingdom, Belgium, Spain, Portugal, Italy, Norway, Sweden, Denmark, Finland, Poland, Australia, New Zealand and Hong Kong.
  • While performance measures will be finalized after discussions with post-secondary institutions, students and faculty, some examples may include:
    • graduate employment rate
    • median graduate income
    • graduate skills and competencies
    • work-integrated learning opportunities
    • administrative expense ratio
    • sponsored research revenue
    • enrolment (including potential targets for domestic students, international students and under-represented learners)
  • Performance measures will also be weighted differently depending on the institution. For example, different performance measures will be more important to different kinds of institutions.
  • Institutions that meet all of their targets will receive 100 per cent of their allocated funding.
  • If an institution does not meet its targets, the institution will receive funding that is proportionate to its level of achievement. For example, if an institution achieves 90 per cent of its target, it will receive 90 per cent of its funding for that target.

 

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Alberta

Province launching review of Calgary Board of Education

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From the Province of Alberta

Calgary Board of Education review underway

The province has launched an independent, external review to examine the finances and governance of the Calgary Board of Education.

The financial and governance review was deemed necessary after the Calgary Board of Education demonstrated an inability to appropriately manage its finances following a series of questionable decisions.

“I expect all boards to prioritize the educational experience of Alberta’s students. With an operating budget of $1.2 billion, I believe the Calgary Board of Education has many options available that would allow it to operate within its budget allocation while still providing students with a world-class, high-quality education. My hope is that this inquiry will provide context to recent board decisions, so we can provide them with much-needed guidance.”

Adriana LaGrange, Minister of Education

The review into the board’s financial cost-management processes and governance, led by Grant Thornton LLP, will begin immediately. The report, which is expected to cost between $100,000 and $125,000, is due to the minister by Jan. 31, 2020. The minister will be provided with information on board finances and board governance.

The review was ordered under Section 70(1) of the Education Act, which allows the minister to appoint a person to conduct an inquiry into the administrative and financial condition of a board, private school or early childhood services program.

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