Information and Communication Technology students start an excellent journey to progress into careers in industry leading companies around the world. The Department of ICT has developed a new Applied Engineering Bachelor Degree program, accredited by ZevA, a German awarding body, and recognized by the Saudi Council of Engineers (SEC). Unique to this Applied Engineering College is that all subjects are delivered in English by a team of international experts. These factors create highly capable engineering professionals with both theoretical and active knowledge of ICT engineering, which gives our graduates the competitive edge in gaining employment in an exciting career.
The digitization of our daily life in all of its socioeconomic aspects is an undergoing process that demands skillful and highly trained professionals to support and enhance it. The emerge of the Internet and mobile communication technologies, robotics, bioinformatics, data analysis and process, are some among a lot of important technologies and sciences that are shaping our future. The Information Systems Engineering degree that is provided by our college is focusing exactly in this aim, to provide the local and international community with engineers capable of producing and maintaining highly sophisticated information systems that can facilitate any type of organization and need. Information systems engineers analyze, design, develop, test and maintain systems that collect, process, store and present data.
No prior knowledge on computer science is required however students need to know how to use and operate a computer; basic everyday computer skills are very welcome, such as Internet browsing, Email accounts handling, basic understanding of digital activities, since a lot of every day jobs and communications are done electronically. Much of the material given to the students is available only in electronic form, since the department is trying to minimize the usage of paper. Also, by distributing the material electronically, we make sure that our students will always have the updated version. In addition, a good level in physics and mathematics will boost their understanding and performance.
Our potential students should be eager to learn, believe in their potential, and have high will to create. Our department believes and focuses in practical and applied knowledge. Therefore we need students with high enthusiasm in “making their hands dirty” by creating the projects that will give them the key to success.
By finishing the program, the students will have a broad knowledge on aspects of software engineering, experience in writing code in modern languages like Java, PHP, SQL for mobile and desktop applications and complex projects. They will be able to design algorithms, use software engineering methodologies and standards, and analyze complex Information Systems. They will learn about embedded systems and Internet of Things devices and emerging technologies.
What AEC – ICT department offers to the ISE students?
Our degree is based on a multidisciplinary field that except computer science, incorporates also math, business, and English. During the first year our students learn all the required fundamental and introductory knowledge that will build the strong foundations in order to proceed in more specific and interesting topics. In the second year they develop thorough understanding and advanced knowledge, which is continued and concluded in the final year, where they acquire the skills and knowledge that will make them distinct and capable to create the IT systems of the future. Our lessons are only being taught in the English language, therefore preparing engineers capable to work, participate, and contribute in the global industry, economy, and market.
This magical trip in knowledge starts with such modules as fundamentals of computer technology, information systems and algorithmic thinking, data communications and networks, programming, electrical fundamentals, and academic competencies. Then, it passes through more programming, database systems, web design and development, operating systems and business into such modules as software engineering, software development for business, advanced software applications development, and information security. During this trip our students also study applied mathematics and physics, English language and Islamic studies.
The students have the chance to develop real applications for business, for the web and for mobile devices, experience electronics and microcontrollers, and develop full scale software engineering projects.
Jobs and Career goals for the Information Systems Engineer
Computing is part of our life and has to offer many types of lucrative careers. Expertise in computing enables you to solve complex and challenging problems, innovate and make a positive impact on the world.
Health care and tech are among the fastest growing sectors in major world economies and several well-paying jobs in those industries are primed to expand dramatically in the next decade. Saudi economy is still based on the oil industry however Vision-2030 clearly states the need for transformation and changes. Thriving economy rewarding opportunities will arise.
Three jobs in the Top-10 jobs list for 2017, according to a CNBC post, are jobs related to computer science:
- Software Engineer (8),
- Information Security Analyst (5), and
- Data Scientist (4)
Our graduates can work either in governmental agencies or private corporations as software engineers, application developers, system analysts, information systems administrators, web developers, data scientists and be ready for expanding their knowledge and expertise in any future field that will probably arise. They are the engineers who shape positively our daily lives with all these digital innovations they create.
Our graduates, apart from the high computer science skills, they also possess great communication, problem-solving, and organization skills making them capable to become part of any organizational solution!
|Module code||Module Name||Credit points||Credit Hours|
|TI-FCT||Fundamentals of Computer Technology||4||72|
|Realize the Von Neumann architecture of modern computer systems and the execution cycle of machine language instructions. Distinguish numerical arithmetic and representations. Analyze and also synthesize combinational and sequential circuits. Consider also the key elements of mathematical logic principles for computation. Evaluate memory hierarchies, as well as survey different memory types.|
|TI-ISA||Information Systems & Algorithmic Thinking||4||54|
|Identify Information Systems. Utilize algorithmic thinking to elaborate principles of all computer programming languages. Analyze problems and orchestrate their solution, emphasizing unplugged computer science techniques. Design flowcharts which are translated to visual and text statements of software applications through contemporary educational environments. Explain the basics of computer networking, the Internet, cyber security, and the Internet of Things.|
|CD-MAT-1||Applied Mathematics 1||4||54|
|The module is a stepping stone that enable students to consolidate basic mathematical principles in order to promote awareness of the applications of mathematics across a broad base of engineering studies. The module promotes student understanding and application of mathematical concepts and basic algebraic operations, geometry, algebra functions and their graphs.|
|CD-PHY-1||Applied Physics 1||4||54|
|The module introduces students to the application of physics concepts and ideas in a novel context while emphasising on the understand and acquisition of knowledge fundamental to a broad range of engineering studies. The course encourages creative thinking and problem-solving skills through simulated practicals to consolidate the application of basic principles which include, measurements, forces and motion. Specialisation topics offered facilitate the main engineering pathways include dynamics & projectile motion (Mech. & Elec. Eng.) and waves (ICT Eng.).|
|CD-ENG-1||English Language 1||7||180|
|CD-ENG-1 is the first of 6 modules that gradually prepare AEC students to plan, design, write and defend a bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students move through A2 on the Common European Framework of Reference for Languages (CEFR). One of focuses of the module is on writing simple and compound sentences and using this acquired knowledge to complete a variety of reading, writing, listening, speaking, vocabulary and grammar tasks.|
|CD-ISL-1||Islamic Studies 1||2||36|
|Broaden the outlook of students with regard to work ethics through offering them objective and systematic knowledge of the major areas of “Islamic studies”. Moreover, familiarize the students with the importance of work and its place in human life and define the place of the students in conjunction with morality and action. Students are engaged in critical discussion of selected issues and understand how to be dynamic contributors to the society taking responsibilities and making decisions.|
|CD-ACS-1||Academic Competencies 1||2||36|
|CD-ACS-1 provides students with the academic study skills, competencies and knowledge needed to succeed at the AEC and assists them in preparing, presenting and submitting assessed work and engaging fully with college lessons, teachers and tasks. It provides an introduction to Microsoft Word and Microsoft Excel as well as Google Drive, Gmail, Google Calendar, Google Docs, Google Forms and Google Sheets and various keyboard and typing skills.|
|Module code||Module Name||Credit points||Credit Hours|
|TI-DN1||Data Communication & Networks 1||5||72|
|This course introduces students to the latest computer networking technology. The course focuses on an introduction to networks, types of networks, network components and topology, the OSI 7-layer model, IPv4 vs. IPv6 technology, introduction to basic routing and switching commands and network troubleshooting issues.|
|Introduction to object oriented programming, exemplified by Java. The module provides a grounding in the use of Java. Develop programs that support experimentation, simulation and exploration in other parts of the Informatics curriculum. How to use appropriate development tools. Fundamental programming notions: arrays, strings, modular programming, object-oriented programming concepts, the Java programming language and standard library packages. Fundamental concepts of Algorithmic Thinking, Logical Thinking and methodological tools to elaborate abstract solutions necessary in writing computer programs. Practice algorithmic problem solving with and without the aid of computers. Basic syntax and semantics of the Java language and programming environment. Java programming using conditional statements and loops.|
|Underline the basic principles of electricity and electronics. Identify the basic components used in electrical and electronic circuits. Interpret and design schematics of electrical circuits. Demonstrate the competent use of measuring instruments and analyse the results by comparing them with the calculated results. Analyze electrical circuits by applying basic theory and laws of electricity. Design and build circuit prototypes by using online simulators and real breadboard projects. Troubleshoot basic electrical and electronic circuits. Develop a sound practical knowledge of soldering by constructing a real basic electronic application.|
|CD-MAT-2||Applied Mathematics 2||4||54|
|The module consolidates previous learnt concepts to enhance students understanding and awareness of more complex mathematical principles, necessary for advancement into a range of engineering studies. It strongly emphasizes the development of essential understanding and skills in mathematical concepts, manipulation and solution of functions of trigonometry, exponential & hyperbolic, complex numbers, matrices and determinants.|
|CD-ENG-2||English Language 2||7||180|
|Building on CD-ENG-1, CD-ENG-2 is the second of 6 modules that gradually prepare AEC students to plan, design, write and defend a bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students continue to move through A2 and approach B1 on the CEFR. Amongst other things, simple and compound sentences are revisited before focusing on writing complex sentences and paragraphs and using the newly acquired knowledge and skills to complete a variety of reading, writing, listening, speaking, vocabulary and grammar tasks. The module culminates with students’ participation in a job fair where they have to write a CV, attend a job interview and organise the fair with fellow classmates and teachers.|
|CD-ACS-2||Academic Competencies 2||2||36|
|CD-ACS-2 builds on the skills, competencies and knowledge acquired in CD-ACS-1 whilst continuing to reinforce, solidify and provide the academic study skills, competencies and knowledge needed to succeed at the AEC and assists students in preparing, presenting and submitting assessed work and engaging fully with college lessons, teachers and tasks. It continues CD-ACS-1’s focus on Microsoft Word and Microsoft Excel as well as Google Drive, Gmail, Google Calendar, Google Docs, Google Forms and Google Sheets and various keyboard and typing skills albeit at a more advanced level.|
|Module code||Module Name||Credit points||Credit Hours|
|Introduction to object orientation, exception handling, file streams, threading, and GUI, using the industrially accepted Java language. The object oriented concept and all topics related to that (classes, objects, data types, encapsulation, inheritance, polymorphism, exceptions, files and graphical user interfaces).|
|TI-DB1||Database Management Systems 1||4||72|
|Students learn how to design well-structured relational databases and how to extract useful information by means of queries written in the Structured Query Language SQL. Database design is taught according to the entity relationship attribute model which students apply in small-team projects. The design is documented using Oracle MySQL Workbench. Workbench models are then forward engineered to create databases running on MySQL Server. The commands used are SQL Data Definition Language DDL. The resulting databases are interrogated using SQL Data Manipulation Language DML. All class and project work is carried out in simulated business situations. Consequently, students understand database analysis, implementation, manipulation and maintenance in a business informatics context.|
|Recall terminology of modern operating systems. Interpret techniques of systems operation and administration. Explain typical operating system functionality. Distinguish operating systems’ algorithms. Clarify the nature and operation of processes and threads. Develop shell scripts for mass operations. Execute practical scenarios regarding stand-alone and networked systems. Implement server technologies for file sharing, authorization and communication.|
|CD-MAT-3||Applied Mathematics 3||4||72|
|The module consolidates previous learnt concepts to advance student awareness and understanding of the application of mathematical principles in models used in optimizing of engineering systems that are deterministic and modeled using differential equations. It introduces differential equations and their solution, and relates the theory to physical systems and simple real world applications. Specialization topics which include Integration (Mech. Eng.), Laplace transform (Elect. Eng.) and discrete graphs (ICT Eng.) are also offered to facilitate specific mathematical concepts applied within the engineering specialization programs.|
|CD-ENG-3||English Language 3||5||108|
|Building on previous ENG modules, CD-ENG-3 continues to prepare AEC students to plan, design, write and defend a
bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so
successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students move through B1 o
n the CEFR. CD-ENG-3 introduces a variety of different paragraphs written for a variety of different reasons. Students are exposed to informal and formal writing
along with the conventions of both and learn how to write formal and informal emails and how to write in internet chat rooms and forums and the etiquettes of this
genre of writing. This prepares them for the Aptis test and also gives them an opportunity to consolidate what has been learnt in previous modules before moving
on to writing longer prose such as reports in CD-ENG-4.
|Module code||Module Name||Credit points||Credit Hours|
|An introduction to basic data structures and algorithms needed in professional application development. Development of event driven user interface using JavaFx GUI library. Connection with database systems using Java SQL API. Reporting tools like Jasper. Software Testing and deployment Integration.|
|TI-UID||User Interface Design||3||54|
|he syntax of basic C# programming constructs. Create and call methods in a C# application. Catch, handle and throw exceptions. Perform basic file IO operations in a C# application. Create and use (enumerations, classes, and structures), the differences between reference types and value types. The purpose of the .NET Framework and how to use C# and Visual Studio 2016 to build .NET Framework applications.|
|TI-DB2||Database Management Systems 2||5||72|
|This is a second-level, more advanced, course in database analysis design and administration. Students develop a sound understanding of the principles, underpinning theory and application of relational database systems. They gain a thorough grounding in SQL DML, DDL and administration commands. By means of a small-team project and individual work, students gain essential critical, analytical and problem-solving skills essential to the effective exploitation of databases by companies. This work includes database analysis, design, implementation, exploitation using SQL and integration into low-code development environments exemplified by Google App Maker. More advanced topics include the concept and management of transactions, database storage and file structure, indexing and hashing. Students also learn elements of Database Administration, User Management and Authorization by means of granting permissions.|
|I-WAD||Web Application Development||5||90|
|Know how the world wide web works; the capabilities of a web server; what a client on the web is. Know the limitations of the HTML language and the added value of dynamic programming and web languages. Understand how server-side programming works on the web. Explain the importance of web servers. Be able to setup and administer an Apache server: setup users, configure the security problems, read and analyse log files and solve consequent problems. Have a basic idea about the Internet Information Server IIS of Microsoft. Explain and argue what bundles like XAMPP are. Know the fundamental similarities, differences and capabilities of web languages and modern tools for web programming. Learn PHP basic syntax for variable types and calculations. Learn PHP built-in functions and creating custom functions. Learn how to create conditional structures and storing data in arrays. Explain POST and GET in HTML form submission. Learn how to receive and process form submission data. Reading and writing cookies. Create a database in phpMyAdmin. Read and process data in a MySQL database. Security tips (e.g. SQL injection vulnerability).|
|CD-ENG-4||English Language 4||5||108|
|Building on previous ENG modules, CD-ENG-4 continues to prepare AEC students to plan, design, write and defend a bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students continue to move through B1 on the CEFR. In CD-ENG-4, students are expected to begin writing multi-paragraph essays for a variety of different reasons and use this newly acquired knowledge and skills to complete a variety of reading, writing, listening, speaking, vocabulary and grammar tasks.|
|CD-BE-1||Business Enterprise 1||2||36|
|In CD-BE-1, students are introduced to several business enterprise related topics and contexts. Students learn about how modern day businesses function and the principles of marketing and marketing strategies. In addition, students develop their knowledge and understanding of what an entrepreneur is and what entrepreneurship entails as well as learning about business plans and how to create successful ones. Several soft skills are embedded into the module which equip students with the skills they need at the AEC and in the workplace.|
|CD-TT-1||Train the Trainer 1||2||36|
|CD-TT-1 provides a basic understanding of a variety of different modern day teaching methodologies. Students choose a methodology of their choice and research and explore it in more depth. Using this newly-acquired knowledge, students prepare and deliver a presentation and short lesson and submit a written report in which they describe, evaluate and define their chosen methodology. Throughout the module, students are given ample opportunities to put the theory they learn into practice and acquire a variety of skills useful and transferable to the workplace.|
|Module code||Module Name||Credit points||Credit Hours|
|The aim of Software Engineering is related to the application of theory, knowledge, and practice to effectively and efficiently build reliable software systems that satisfy the requirements of customers and users. Understanding of all phases of the lifecycle of a software system, including requirements analysis and specification; design; construction; verification and validation; deployment; and operation and maintenance.|
|TI-SDB||Software Development for Business||6||108|
|his course aims to develop in students an awareness of how enterprises acquire (build or buy) software applications which match their needs, capabilities and budgets. Specifically, students learn when it is appropriate either to build bespoke (custom-made) applications or when to buy (acquire) off-the-shelf packages. Students learn that the applications portfolio of a typical company consists in small part of organisation-specific applications specific to the enterprise. They also learn that most companies make extensive use of packages which they either buy or acquire as, for example, free and open source software. Students experiment with low-code systems development, sometimes called citizen development, using a tool such as Google App Maker. By these means, students are introduced to to the technical problem-solving skills and professional practices that are required by businesses today. Packages to which students may be exposed include simple enterprise resource planning ERP and content management systems.|
|TI-MOB||Mobile Application Development||4||72|
|In this course, the students will be able to understand and appreciate the fundamentals of ubiquitous computing and the context of developing software applications for various types of devices like mobile phones and embedded systems. More specifically, they will learn mobile software application development; the course learning provides knowledge, techniques and skills that will aid students to understand the creation and maintenance of a mobile software application; learn about Mobile Application Environments like Android and iOS; learn to develop Mobile applications using the Android SDK; gain the ability to create a fully working application in Android, manage its life cycle, debug it, and finally upload it on Google Play.|
|TI-EBS||Embedded Systems and IoT Applications||4||72|
|Explain what embedded systems are, and how they add value to our lives. Identify and describe what a microcontroller is, the major parts of it, and the differences between a microcontroller and a microprocessor. Demonstrate fundamental knowledge of electricity and electronics. Employ a number of different peripheral components such as sensors, actuators and communication media (wireless, internet). Design and review electronic circuits using online software tools like Tinkercad and Fritzing. Plan and develop physical computing applications using a microcontroller (Arduino) and/or a single board computer (Raspberry Pi). Extend the use and capabilities of microcontrollers (Arduino) to the field of IoT applications through Internet connectivity. Report on the strength and weaknesses of the Arduino and the Raspberry Pi platform for particular applications.|
|TI-PJA||Information Systems Engineering Project||5||54|
|Students gain experience by designing and completing a real life larger-scale individual project In which they face Information Technology problems and challenges and learn how to overcome them, in order to reach the set target of realising an actual ICT system and/or an ICT-enabled business process. By these means, students obtain business-related project experience and acquire key skills needed in the industry of software application development. The project also serves as a dry-run for the larger project which they will undertake in the semester six bachelor thesis.|
|CD-ENG-5||English Language 5||3||72|
|Building on previous ENG modules, in CD-ENG-5, students continue to prepare to plan, design, write and defend a bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students move through B1 on the CEFR. CD-ENG-5 exposes students to extended writing and writing reports and longer prose in preparation for CD-ENG-6 where they plan, conduct, write and defend their bachelor thesis project and use this newly acquired knowledge and skills to complete a variety of reading, writing, listening, speaking, vocabulary and grammar tasks.|
|CD-BE-2||Business Enterprise 2||2||36|
|Building on CD-BE-1, CD-BE-2 introduces more business enterprise concepts and contexts. The module explores the importance of social media in the world of business today and how it can be used successfully by entrepreneurs and businesses. It also provides an introduction to accounting and project management. As in CD-BE-1, several soft skills are embedded into the module which equip students with the skills they need at the AEC and in the workplace.|
|CD-TT-2||Train the Trainer 2||2||36|
|CD-TT-2 builds on CD-TT-1 and likewise provides a basic understanding of a variety of different learning styles. Students are given the opportunity to choose a learning style of their choice and research and explore it in more depth. Using this newly-acquired knowledge, students prepare and deliver a presentation and short lesson and submit a written report in which they describe, evaluate and define their chosen learning style. Throughout the module, students are given ample opportunities to put the theory they learn into practice whilst acquiring a variety of skills that are transferable to the workplace.|
|Module code||Module Name||Credit points||Credit Hours|
|Gain knowledge on Information Security fundamentals (confidentiality, integrity, availability, and non-repudiation). Develop an understanding of information assurance as practiced in computer operating systems, distributed systems, networks and representative applications. Be introduced to the concepts of redundancy, access lists and least privilege. Gain familiarity with prevalent network and distributed system attacks, defenses against them, and forensics to investigate the aftermath. Deliver an applied project on specific information/network security topic(s).|
|TI-ELI||Elective Course in Information Systems||5||90|
|Develop knowledge and skills in trending and state-of-the-art technologies and techniques in information systems. Appreciate the influence of Information Systems in the modern enterprise and human life and
interaction. Use and utilize time and resources effectively. Be able to distinguish and follow up-to-date discoveries and technologies in the broader field of information systems and software applications development. Embrace the learning outcomes of the specific course.
|Acquire deeper knowledge of methods in the major field of study. Solve a significant practical problem by the systematic use of an appropriate choice of theory and methodologies. Develop the ability to give an independent, systematic and clear treatment of a certain topic. Understand the difference between sources such as Wikipedia, newspapers, textbooks, academic books and academic journals. Write proper research questions. Learn how to collect data, how to conduct interviews, how to analyse data. Survey literature (combining two streams of research), engage with the basic components of a theory. Learn how to employ a coherent line of argument, stringent reasoning, academic style, how to substantiate an argument and about proper citing. Know how to generalize from a concrete empirical setting to the more abstract. Time management (planning and execution), dealing with challenges, autonomy / working on their own, take up suggestions and work with them.|
|CD-ISL-2||Islamic Studies 2||2||36|
|Building on previous Islamic Studies 1 module, students understand Human rights based on Islamic perspective focusing on the legal principles of human rights in Saudi laws and regulations. Furthermore, engage students in critical discussion of selected issues in human rights in Islam and introduce them to professional ethics. Additionally, provide the students with skills of professional ethical practice and help them to develop a sense of moral responsibility in professional practice.|
|CD-ENG-6||English Language 6||3||72|
|Building on previous ENG modules, in CD-ENG-6, students continue to prepare to plan, design, write and defend a bachelor thesis project; take the British Council Aptis test; and embark on a career in engineering equipped with the language skills and knowledge to do so successfully. The module focuses on English for Engineering Purposes, English for General Purposes and English for Academic Purposes as students continue to move through B1 and approach B2 on the CEFR. CD-ENG-6 focuses on the bachelor thesis and runs parallel to the students’ bachelor thesis project and supervision. Students are taken through the bachelor thesis process stage by stage (choosing a topic; writing an introduction and literature review; collecting and analyzing data; reporting and discussing results and findings; writing a conclusion and preparing for the colloquium) and use this newly acquired knowledge and skills to complete a variety of reading, writing, listening, speaking, vocabulary and grammar tasks. The modules represents the final stage of preparation for the British Council Aptis test also..|
|CD-BE-3||Business Enterprise 3||2||36|
|Building on CD-BE-1 and CD-BE-2, CD-BE-3 explores business enterprise topics and concepts in further depth. Students learn about the important leadership skills needed to succeed in the workplace of tomorrow. They also learn how to prepare and present business plans and explore in more depth the skills and competencies needed to become a successful entrepreneur. The module also explores how to conduct a SWOT analysis, the skills required to become a successful business leader and the complexities of a global marketplace. As in CD-BE-1 and CD-BE-2, several soft skills are embedded into the module which equip students with the skills they need in the workplace.|
|CD-TT-3||Train the Trainer 3||2||36|
|In building on the knowledge and skills acquired in CD-TT-1 and CD-TT-2, CD-TT-3 explores a variety of different assessment strategies. Using this newly-acquired knowledge, the students prepare and deliver a presentation and short lesson and submit a written report in which they describe, evaluate and define their chosen assessment strategy. Throughout the module, students are given ample opportunities to put the theory they learn on the module into practice. They also acquire a variety of skills that are transferable to the workplace.|
|Module code||Module Name||Credit points||Weeks|
|CD-OJT||On the Job Training||12||12|
|The On the Job Training module is an extremely important component of the student employment journey. Through real-life experiences it enhances student awareness of industry needs, expectations and work-based competencies. Also, it will provide our students with work-based opportunities where they can apply what they learn in the classroom workshop. On the Job Training is an avenue for our students to develop non-technical skills including communication and interpersonal skills. The OJT module is the first step towards develop meaningful graduate employments through the development of an industry connection.|