In the southeastern city of Diyarbakır, Turkey, a transformative program is equipping local high school students with sought-after skills in artificial intelligence (AI) and programming. This initiative, known as the “Diy-Ai Project,” was brought to life through a collaboration between the Diyarbakır Provincial Directorate of National Education, the Information Technologies and Communication Authority (BTK), and Dicle University (DÜ).
A group of 1,250 eager learners enrolled in the BTK Academy to participate in online courses between January 7th and February 23rd. Post-training, students underwent a rigorous examination process. Those who scored above 85 had the privilege of advancing to in-person classes taught by DÜ’s academics. Located in the Yenişehir district, Abdullah Tivnikli Science and Technology Anatolian Imam Hatip High School serves as the STEM center for these in-depth sessions on Python programming and artificial intelligence.
Dean of the Engineering Faculty at Dicle University, Professor Mehmet Siraç Özerdem, emphasized the critical necessity for today’s youth to be versed in AI and technology. He expressed his dedication to spreading knowledge beyond the university walls and preparing students for a rapidly evolving technological world. According to him, this training ensures that students construct a foundational understanding across various sectors that are increasingly influenced by AI.
Echoing the sentiment, the Provincial Directorate of National Education’s R&D Unit Coordinator, Kerim Dağ, highlighted the fortune of the students receiving expert-level AI education. He showed confidence in their ability to integrate artificial intelligence into their future professions, regardless of whether they pursue engineering, medicine, or other fields.
Among the enthusiastic participants is Serhat Ünlü, an 11th-grade science high school student from Ergani district, who aspires to contribute to the national defense industry, and Meva Demir, another 11th-grade student, who is aiming for a career in computer engineering. Both students expressed gratitude for the early exposure to such crucial training programs.
Key Questions:
1. What is the scope of the AI training initiative in Diyarbakır?
2. Who are the key partners involved in the Diy-Ai Project?
3. How are the participating students selected for the advanced in-person classes?
4. What are the potential impacts of this training on the students and the local community?
5. Are there any plans to expand the program beyond Diyarbakır or to other student groups?
Answers:
1. The AI training initiative in Diyarbakır aims to educate 1,250 high school students in AI and programming, providing both online courses and in-person classes for those scoring above a threshold in an examination.
2. The key partners involved in the Diy-Ai Project are the Diyarbakır Provincial Directorate of National Education, the Information Technologies and Communication Authority (BTK), and Dicle University (DÜ).
3. Students who score above 85 in a rigorous test following the online courses are eligible for the advanced in-person classes.
4. The training can significantly enhance the employability and technological literacy of the students, preparing them for a variety of careers in a world increasingly dominated by AI. It also stands to position Diyarbakır as an emerging center for technology education in the region.
5. While not mentioned explicitly in the article, it is common for successful projects to inspire similar initiatives elsewhere, potentially leading to a broader implementation of the program.
Key Challenges or Controversies:
– Ensuring quality and continuity of the program beyond its initial implementation.
– Scaling the project to reach more students while maintaining the rigor and personalized attention of the initial rollout.
– Addressing the digital divide that may prevent some students, especially those from disadvantaged backgrounds, from fully participating or accessing the program.
Advantages:
– The program democratizes AI education, making it accessible to high school students in a region that might otherwise have limited opportunities.
– It prepares students for a tech-driven future and increases their future career options.
– By focusing on a crucial and growing field like AI, the initiative could contribute to local and national economic growth.
Disadvantages:
– The program may create high expectations that could be difficult to meet if job opportunities in AI are not available locally.
– Limited resources could restrict the expansion of the program, potentially creating inequality among students and schools.
For more information on AI education and initiatives similar to the Diy-Ai Project, the following links might be useful:
– Asian Infrastructure Investment Bank (AIIB)
– United Nations Educational, Scientific and Cultural Organization (UNESCO)
– Institute of Electrical and Electronics Engineers (IEEE)
Please verify that these links are current and relate to the organizations potentially connected to AI initiatives and education.