This section includes Agnostic nature, Choice of practice, Exposure to technology, Imaginative emphasis, Job-alike activities, Non-profit purposes, Practice sprints, and Real-world tasks sub-sections.
The Tentative practice roles section of this wikipage describes the participants’ tentative roles. The From study to practice section describes transition from passive learning to active practice.
Agnostic nature
Objectives of CNMCyber Bootcamps generally and the practice we envision exceptionally are to introduce the students to the workplace and to help them to identify their target occupations. Within the pipeline, occupational education and training occur at the Educaship Fellowship stage.
So, just few parts of the practice we envision present single occupations. The overwhelming majority of the practices can be met in workplaces across various industries and professions.
Choice of practice
To start each of practice sprints, the students shall choose the deliverable they would like to practice with. To collect ideas and requirements, the students organize meetings of professional groups related to the chosen deliverable, interview its stakeholders, as well as identify other sources of data to conduct further research.
Exposure to technology
While being placed in the drivers’ seats of modern technology, the students also start their professional experience and earn competency credentials. Equally importantly, that practice may reveal or, at least, suggest professional aspirations of the students. We envision to use practice’s results for their vocational discovery.
Imaginative emphasis
Our training experience suggests that few primary and secondary schools nurture entrepreneurs, innovators, leaders, and self-starters. Those school mostly feature “don’t do anything we haven’t told you to do” approaches. The problem was identified centuries ago. The following quotes may demonstrate the issue,
The child is the first artist. Out of the material around him he creates a world of his own. The prototypes of the forms which he devises exist in life, but it is the thing which he himself makes that interests him, not its original in nature. His play is his expression. […] Imagination surrenders to the intellect; emotion gives place to knowledge. Gradually the material world shuts in about us until it becomes for us a hard, inert thing, and no longer a living, changing presence, instinct with infinite possibilities of experience and feeling. — Carleton Noyes, 1907
You have to let yourself go to be creative. Children possess this quality but then seem to lose it as they are told, “it’s not the done thing”. Pablo Picasso summed it up well; “Every child is an artist. The problem is how to remain an artist once he grows up”. — Ricky Gervais, 2011
To mitigate that problem, many components of the practice we envision embed artistic, creative, imaginative, inventive, and visionary undertakings. Although cloud operations emphasize operations of what already exist rather than new creations, we also use our DevOps to shape those operations as well.
Job-alike activities
The practice we envision is job-alike. The students are to explore various occupations to find the best match. This practice can be compared to sampling on a marketplace, fitting rooms in clothing stores, and/or test drives in auto-dealerships. A prospective buyer is given a chance to try a thing before buying it.
Non-profit purposes
The students practice with non-profit endeavors only. Any value that those endeavors may produce must be available to the general public at no cost. In other words, the endeavors should benefit the public good and be offered free-of-charge.
When the students are legally able to work commercially and if they would like to do so, they are welcome to switch to Careerprise at any time. To be employed and paid, they would develop those services that are for sale on the market.
Practice sprints
While acting in the practice we envision, the students deal with many various diverse pieces of practice rather than with one homogeneously constant performing.
To ensure that, the practice consists of multiple sprints. Because of choice of practice, the students choose what incremental deliverable they would like to practice with in a singular sprint.
Real-world tasks
As the core of CNMCyber Bootcamps, the students are going to practice with real-world tasks in job simulation environments. A notable difference between real-world job and our practice is that we welcome errors and mistakes. For that reason, practice tasks are designed to be non-sensitive and, therefore, risk tolerant.