Seite - 192 - in The Future of Software Quality Assurance

192 I. Trejos-Zelaya • Educatingfuturesoftwareprofessionalsrequiresmorethantechnicalknowledge, it requires practice and experience. There are excellent resources available for teaching and organising courses related to programming, data structures, algo- rithms or databases—to name subjects which are quite mature and longstanding incomputingcurricula. Insoftware testing,professorsface thechallengeofhave concrete artefacts (code, models, plans, asset versions) for their students to test and analyse. Tool selection, for practical workshops is very challenging—asper its availability or suitability for teaching and learning—and also in terms of affordability by educational institutions. Software processes related to software testing, quality management, version control and configuration management need to be scaled down to educational settings, yet not be made too simple to become irrelevant or trivial. Measurement of quality and productivity needs product assets, project data and process history metrics. The challenge of curriculum-in-the-largecan be faced successfully (as illustrated above), there is a major challenge of curriculum-in-the-smalldesign and production (textbooks, laboratories,assets tobeassessedormeasured,presentations,softwarestandards, workflowdefinitions, etc.). • Industry recognition of software quality as subject of foremost importance. IT and software managers graduated when software quality and software testing were not part of their computing education (even less so if transferring from management or classic engineeringdegrees into computing).They do not know how to manage testing or quality assurance, they do not usually include the subjects in budgets, nor assign time and resources to activities related to them. Software testingandsoftwarequalityassuranceare absent,generally. • Organisationsmore mature and knowledgeableabout the costs of poor software quality will press suppliers, outsourcing companies and universities. Govern- ments, banks and large corporations immersed in digitisation of their processes andbusinessesneedtoensurethereliabilityofallsoftware-intensivesystemsthat support them. • Aswith therestof theworld,HispanicAmericawillneedtodevelopcapabilities to address the challenges raised by mobile computing, usability, accessibility, Internet of Things, cyberphysical systems, safety-critical systems, secure sys- tems, data-intensive analytic systems, artificial-intelligence powered systems, roboticandmechatronicsystems, andmuchmore. 6.2.2 Prospects • SoftwareengineeringdegreeprogrammeswillbecomemorefrequentinHispanic America in the comingdecade, as morepeople—fromindustryand academia— recognise that need for having an educated workforcedevelopingand maintain- ing good-quality software systems. In 2011, the IEEE organised a workshop in Peru on computing curricula and nomenclature, with representatives from eight Latin American countries and also from Spain, USA and UK; they discussed nomenclature and approaches [37], and described common competencies for