WHAT REAL-WORLD SKILLS DO I LEARN AT 42? It is a bit tricky to categorize a developing digital career with conventional labels. Can anyone really call themselves a developer if they are not constantly innovating on a daily basis? Can someone create their own stable digital company without being fully aware of the importance of building and developing a robust infrastructure?
COMPUTER PROGRAMMING SKILLS
The heart of 42 is code. Software development is the driving engine of any digital activity. Fundamental technical competencies are developed, which gives each of our students the indispensable adaptability skills necessary for integration into the digital workforce. These technical competencies ultimately allow students to comprehend any programming language as well as allowing for each student to develop their own understanding of programming paradigms.
This opens the doors to all kinds of programming occupations for our students and allows them to become IT developers.
A company’s capacity to innovate is a fundamental factor in today’s digital market. 42 students must be able to adapt, to think differently, in order to propose innovative solutions. Curriculum projects are specifically designed to develop this skill, while others, through their dynamism and/or new technologies, naturally foster this state of mind.
To be innovative, the overall mission of 42 is to produce students who are capable of addressing the wide array of issues and complex demands of business in the 21st century that seeks both practical and creative technical solutions.
The excitement linked to digital data encourages new forms of innovative and nimble businesses. The appeal of these startups is that students can either look for a start-up that suits their interests or start their own; there is no singular route for those who are beginning to find an ideal career path. It may additionally require the associated skills necessary to guide a team and carry out the role of a company boss.
The particular skills they acquire allow students at 42 to become the creators of startups or to excel within a company management as a project manager.
42’s program is actively listening to dynamic voices within the working world. The training being implemented at 42 is not solely catering to stereotypical jobs; our training must also be targeting, in many cases, jobs and/or positions including some which may not currently exist. The skills acquired from training at 42 allow our students to qualify for a wide range of posts and positions. Throughout the training, students are encouraged to maintain a forward-looking perspective on techniques and state-of-the-art technologies.
Additionally, our students are challenged to implement creative strategies by placing most of the training period’s practical project work emphasis on each individual student’s cooperative role all while keeping themselves fully engaged in the curriculum. Leaving 42, means that a student is ready to fully integrate into any digital job position, whether or not the position exists already or has yet to be invented.
PERSONAL DEVELOPMENT AND EXPRESSION SKILLS
Bringing elements of individual behavior in line with the expectations of an employer is essential for the proper integration of an individual into the job market. Having a production quality that meets those expectations is a central aspect of 42’s focus. Improving the communications of employees within a group, as well as strengthening a connection to the group’s leaders, promotes the prospect of achieving a company’s objectives. Improving communication also fosters the creation of a work environment that is conducive to innovation and creative problem solving.
By participating in group projects at 42— particularly those activities requiring an artistic spirit, some of our students might either become video game creators, webmasters or even possibly multimedia designers.
Code is important in digital technology and infrastructures, which are different types of architectures that require particular technical skills for their efficient and secure management. How does information travel?; at what speed?; what is the make-up of computer equipment?; where is/are the technical failure(s) coming from?; how can one react quickly and correctly to these technical failures? Our students are asked to dive into the heart of operating systems, networks, clouds and the services they encompass.
System Programming (example: 42sh) – Well known to Unix users, the command interpreter is a key program to understanding the workings of the operating system, and students must completely rebuild it as part of this project.
When specializing in IT infrastructures, it may, among other possibilities, lead some of our students to fill positions such as systems and network administrators; these individuals must be equipped with the knowledge, skills and responsibility needed to prevent and counter pernicious attacks.