Scaling and Structuring of Digital Literacy

One of the main problems of universities (not only in our country) is a use of their graduates at the labor market. Situation in the field of informatics and information technology (IIT) is a little bit different. Universities are not able to prepare sufficient number of graduates! It of course does not mean that companies are satisfied with knowledge and abilities of graduates starting to work for them. They usually complain that graduates are not sufficiently prepared to be “directly” involved to a working team - they are not “readymade” and they must be further educated by company itself. There are lot of arguments from the side of universities against “readymade” graduates for some particular company (scope of knowledge, deep of knowledge, short innovation cycle, ...). Even more. Modern university equip their graduates by two important abilities: critical thinking and ability to learn. This two important abilities make the graduates flexible to adapt in a company, but, what is even more important, they are able to “adapt” to “innovation” their current knowledge. This seems to be very important first of all in IT where innovation cycle is very short. Generally, further education is usually realized in two different ways: teaching and learning, and learning is prevailing teaching. This is another argument for an importance of the above mentioned abilities equipped graduates of modern university. A scope of knowledge in IIT is very broad and deep. This naturally leads to structuring of its education in two basic ways: horizontally and vertically. We can see it very clearly at the university study, where we have: vertical scaling: undergraduate study, graduate study, postgraduate study. horizontal structuring: study programs. In this contribution we discuss scaling and structuring of digital literacy in both graduate and postgraduate education.