Teaching ICT to Pacific Island background students
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
Software engineering 2004: ACM/IEEE-CS guidelines for undergraduate programs in software engineering
Proceedings of the 27th international conference on Software engineering
Teaching software engineering through game design
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Improving software practice through education: Challenges and future trends
FOSE '07 2007 Future of Software Engineering
Games for science and engineering education
Communications of the ACM - Creating a science of games
Software engineering practice and educationan international view
Proceedings of the 2008 international workshop on Software Engineering in east and south europe
Structural factors that affect global software development learning team performance
Proceedings of the special interest group on management information system's 47th annual conference on Computer personnel research
Computer skills of first-year students at a South African university
Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association
UNDER DEVELOPMENT: Beyond the Benjamins: toward an African interaction design
interactions - Tangible Interaction = Form + Computing
Assumptions considered harmful: the need to redefine usability
UI-HCII'07 Proceedings of the 2nd international conference on Usability and internationalization
Proceedings of the 4th international conference on Intercultural Collaboration
BCS-HCI '13 Proceedings of the 27th International BCS Human Computer Interaction Conference
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The discipline of Software Engineering is continuously adapting to new challenges while gaining more and more insights. The age of globalisation has brought about a new movement of internationalisation and localisation. While practitioners fully embrace the efforts, educators only marginally consider the implications for the teaching and learning of Software Engineering. While the relevance of the software deployment context has been widely recognised, the intrinsic values of the development context are less evident. Besides western cultural indicators being omnipresent in software applications, they are deeply rooted in Software Engineering concepts and methods. Standards and models have been established in the absence of possible deviations from other -- e.g. African -- contexts. Educators and authors of common and internationally used textbooks present Software Engineering concepts and methods as universally valid. Thus software engineering graduates all over the world continue to be ill-equipped for specific software development contexts. Moreover the necessity to localise Software Engineering education is illustrated by our vast amount of challenges, experiences and best-practices of teaching Software Engineering in a Sub-Saharan country. In this paper, we introduce a generic framework leading towards a Contextualised Software Engineering education (CSE2).