Today we’d like to welcome our newest worldwide cohorts and also celebrate our 1,000th enrolled student. Our family continues to grow! Three hundred and fifty new students started their Holberton journey across eight campuses in four countries – bringing the total count of enrolled students to 1,200.
Thanks to our digital, project-based curriculum, every cohort across the world can access the exact same quality education. And because students share the same calendar, learn the exact same material, and have access to our global Slack community, our students can collaborate globally as easily as they could collaborate locally. And with students on 3 continents, there is almost always someone up and ready to learn with their peers.
And our Checker never sleeps either. Checker, our automated code validation system, gives students near-instant feedback on their coding projects. Checker not only validates the code works as intended, but it also checks for documentation, how well edge cases are handled, how optimized the code is, validates academic integrity of the students’ work, and if the code follows our strict style guide. As of last June, the Checker was reviewing 10 millions lines of code. We estimate it would take more than 600+ instructors to provide the same volume and value of correction. Passing this thousand-enrolled-students threshold means more work for our dear Checker!
So please join me on welcoming Cohort 11! Welcome, Bienvenidos, Bienvenu, أهلا بك to Holberton
Here at Holberton School we strive to improve the diversity and representation of everyone in tech, and for Black History Month, we will be highlighting the tech contributions and innovations that were driven by African American innovators. From the earliest days of our nation to the modern computing era, the innovations of Black engineers and leaders have pushed technology forward, saved lives, and set the stage for many of the technologies we rely on for today.
And make sure to stay tuned to our next blog post, where we will highlight organizations that are working hard today to encourage more young Black and African American people to step into the tech roles of tomorrow!
Born just a few years before the Civil War, Granville was a self-taught mechanical and electrical engineer who developed nearly 60 patents in his lifetime. One of his most famous patents, the “Multiplex telegraph”, or a system that allowed trains to communicate with train stations by both voice and telegraph, increasing safety throughout the railroads and by allowing telegraphs to also be sent from trains on the move. Not only did this patent both improve safety and utility, but Granville was able to successfully defend two attempts by Thomas Edison to claim his patent. Unable to secure the patent through legal means, Thomas Edison offered him a job, which Granville declined.
One of the first Black men to graduate from Washington University in St Louis, an Air Force Captain, a PhD in Electrical Engineering, and semiconductor designer, he was one of the first people to crack open the color barrier in the 1960’s Silicon Valley. Among his innovations is the patent for the fastest memory chip of the 1970s, and the development of NewVista Capital in 1986, which helped launch many startups with an emphasis on supporting women and minority led startups.
A scientist and astronomer, she bucked the trend of young women not being encouraged to step into STEM roles. Self-taught in her youth, she kicked off her path by checking out the book The Boys First Book on Electronics when she was 8 years old. And in her time at Morgan State University, she was one of two women who were majoring in Physics. From there, she went on to NASA, where she worked on everything from the LANDSAT image processing program to her patent for a 3D “Illusion Transmitter”, which is a unique system of mirrors that can project the illusion of a 3D object in space, and this technology continues to be used by NASA today.
It’s hard to imagine a single idea that would become the ubiquitous tech for a hundred billion dollar industry, but Jerry Lawson was the first person to invent a video game cartridge. Previously, games would either run on dedicated devices or launched computer code, but Jerry was the first person to come up with a scalable, easy to use way for people to switch between software using a removable cartridge with programmed chips. Part of the Fairchild Channel F home console, his game cartridge allowed home users to swap out games without risk of being shocked, which fundamentally changed the concept of how people bought and played video games. While the Fairchild Channel F was not a commercial success, the Atari 2600, which came out the following year, used this same cartridge technology and the rest is gaming history.
Melba Roy Mouton
Just like the other women featured in the amazing movie Hidden Figures, Melba was a mathematician who worked at NASA to calculate out the complex trajectories of objects in space. Later in her career she became Head Computer Programmer, then Program Production Chief at the Goddard Space Flight Center. For her work at NASA she would also receive an Apollo Achievement Award and an Exceptional Performance Reward; both a testament to her incredible contribution to technology and space flight.
By no means is this an exhaustive list of Black and African American tech leaders: Black and African Americans have been at the forefront of technological innovation despite systemic violence (Granville Woods was physically assaulted by the employees of a railroad while traveling as a ticketed customer) or systematic oppression (Annie Easley, another Black female scientist at NASA, also worked to help other Black people prepare for the Jim Crow literacy tests designed to restrict African American voting rights). And while this history exists as part of our nation, it’s up to everyone to help us work towards a tomorrow where people of all races and backgrounds have a fair and equitable chance to be a part of our new high tech economy.
Stay tuned for our upcoming part 2, where we will look at organizations that are continuing to work hard to improve representation of Black and African American people in the world of tech!
Yesterday, we announced the addition of two new campus managers (in Tulsa, OK, and Barranquilla, Colombia) as well as a new Chief Operating Officer (COO), Florian Bucher.
COO is actually a brand new position for Holberton. As we continue to execute on our mission of providing high-quality education to the many and serving an ever-growing community – that became international since last year – it was time to find someone to help us manage all this activity. For instance, did you know our students pushed nearly 7 million lines of code to Github, and are landing amazing jobs at companies like Airbnb, Rappi, and Pinterest…… And may also be some of the most cheerful software engineers you could bring into your company?
Florian Bucher is not new to coding – or to education, or even progressive education for that matter! He co-founded the French coding school Ecole 42, a network of non-profit international schools teaching software engineering using peer-based education. Bucher also comes with strong technical expertise including serving as CTO of IONIS, one of Europe’s largest networks of post-secondary schools which includes the prestigious EPITA and EPITECH school. He also previously worked as a Telecom engineer and an IT manager at EDIS, Thomson Telecom, Cirpack, and Wengo.
Florian loves helping people, he volunteered at the Red Cross by night to encourage homeless people to sleep in available dormitories. As he witnessed injuries among the homeless, and had to learn how to provide basic care, he eventually wanted to find even more ways to help his community – he has now served as a volunteer firefighter for over 10 years!
In his own words:
“I have seen how few qualified software engineers there are worldwide relative to demand. For years, I’ve devoted my life to the advancement of project-based education, which I believe has the potential to address this very real workforce challenge. I am excited to bring my years of experience in this field to Holberton School, where we’re training the next generation of highly qualified, diverse, and compassionate software engineers.”
Join me in welcoming Florian Bucher as Holberton School’s new COO!
On February 4, 2020, we at Holberton received a modified decision from the California Department of Consumer Affairs (DCA), the parent organization of the California BPPE. The department determined that the application of the BPPE’s original emergency action over our San Francisco campus was not necessary and stated that we may continue to enroll students. The one exception is the Career Track program module for which the DCA is mandating that we cease operations. As Holberton has maintained throughout, we have worked with the California BPPE to obtain our license in good faith.
We developed Career Track in response to requests from our students who wanted to launch their careers and start earning money before graduating. Given how many students come to Holberton from disadvantaged backgrounds, we understood their desire to earn money before the end of our 18-month program. We had created this “Career Track” optional module to enable them, if desired, to graduate while learning on the job. While the Career Track module was submitted to the BPPE, the Bureau feels that the module has not been fully vetted through all necessary BPPE processes. Despite what we believe have been positive student outcomes from the Career Track module, we are now withdrawing Career Track from our program for the time being. We will be in touch with students currently enrolled or previously enrolled in Career Track to discuss next steps as we set out to serve their needs without this module.
We have always strived to create an education that serves our students, partners and community well. Just as we are committed to continuing to coordinate with the BPPE to ensure that we are complying with applicable California laws and regulations, we also remain fully committed to our mission to provide a world-class engineering education regardless of background or ability to pay.
We believe that transparency and trust are critical. We will continue to keep you updated as we learn more.
As we enter 2020, a year away from starting a new decade (unfortunately historians don’t count starting at 0 as software engineers do 😎) we wanted to take some time to see what our students’ community achieved in 2019.
At Holberton, we believe that one can become a great software engineer by writing code (after all, how do you get to Carnegie Hall? Practice, practice, practice). Our students learn by doing – writing code, collaborating with others – just like in any company writing software. And the data shows that it works! With students on 3 continents, and nearly 7 million lines of code pushed, the numbers look quite impressive:
Lots of projects were started – with 1,788 “First commit” and 1,652 “Initial commit” git commit messages – many bugs were fixed – with 1,042 “Fix” messages and 954 “commit” messages – and our students always made sure to document their work – with 930 “Update README.md”. We can clearly see this journey of a thousand miles in the commit messages!
When Holberton students enter the workforce, they are ready on day one to contribute and ship features! They have been hired by top-tier employers: in San Francisco, companies such as Apple, Facebook, Pinterest, LinkedIn, and Google. In New Haven, companies like Sikorsky and Lockheed Martin, and in Bogotá, they have started at Torre, Platzi, and Rappi.
We began 2019 with a single campus in San Francisco and opened a campus in New Haven, Connecticut in January 2019. Then in quick succession, we added campuses in Bogotá, Medellín, and Cali, Colombia, and Tunis, Tunisia. Our code checker was already hard at work; by last April, it was already checking 10 million lines of code per week, so it looks like even more work will be coming for it! 2019 was a productive year for our students, and 2020 will only get better.
On Saturday, we at Holberton School reviewed a notification of concerns raised by the Sacramento-based California Bureau for Private Postsecondary Education (BPPE) regarding our San Francisco campus.
We created Holberton to take an innovative approach to engineering education. We believe that a world-class education should be accessible to everyone, regardless of educational background, gender, race or ability to pay. Forty-four million Americans are digging themselves out from nearly $1.6 trillion in student debt (as reported by CNBC). As the Editorial Board of the San Francisco Chronicle wrote last year, 3.8 million California residents alone owe $134.3 billion in student loan debt. Holberton has sought to create a different kind of school that promotes (rather than impedes) social mobility.
This massive debt burdening California residents seeking greater professional opportunities through education has made the technical post-secondary education market ripe for disruption for quite some time. We understand from the news that other first wave innovators in engineering education, like Lambda School, have also been subject to BPPE enforcement activity.
We respect and value the BPPE’s mission to protect students as consumers in California’s private postsecondary educational institutions. We have been working with the BPPE and responding to their questions throughout the licensing process over the last few years. We look forward to the opportunity to more fully explain our innovative program to them. We have historically had a collaborative relationship with regulators and are eager to fully cooperate with the BPPE so that we can allay their concerns and focus on our core mission of democratizing access to world-class engineering education.
Out of respect for the BPPE’s process, we are limiting our public comment on this matter as we focus on ensuring that Holberton is cooperating fully with the BPPE and continuing to serve the students who depend on us. We look forward to engaging in broader conversations around both innovation in education and financial inclusion.
As we look forward to the future, we want to share the impacts we’ve already made in our students’ lives. After reviewing all of our student data, we’d like to share our 2019 Student Success Snapshot!
This snapshot looks at students from Cohort 0 (our first cohort) to Cohort 5, as these are the students that have been in the program long enough to go through our entire curriculum plus six months. But, to get an idea of how much we’ve grown, in January 2020 we will be opening Cohort 11 across all of our campuses worldwide, and we expect Cohort 11 to have even more students than Cohort 0 through Cohort 5 combined!
Now, without further ado:
To help us better understand these numbers, we’d like to share some background.
First, Holberton’s education is separated into two 9 month segments: Foundations, and Specializations or Career Track*. Foundations is the curriculum that every student goes through, and is the first 9 months of a student’s education. This curriculum teaches students, from the ground up, the skills that will become the basis for their education and their professional career. As a true Full-Stack software engineering education, Foundations at Holberton teaches not only the critical technological skills (low-level programming, front-end and back-end web development, DevOps, data-structures, algorithms, and more) but also the core soft skills that students will use throughout their careers. And through the Foundations curriculum, students will learn the most critical skill of all: Students will discover how to utilize our Framework to “learn how to learn” and use our methods to maintain their career throughout their lives.
After Foundations, students may pursue Specializations, where students will be trained in exciting technologies like Machine Learning or Augmented Reality and Virtual Reality, or they may pursue Career Track*, where they may graduate from Holberton through professional reference and manager approval.
NOTE: All of these numbers are for students from Cohort 0 to Cohort 5, and students who are working in the US. Also, all of these numbers are self reported by our students, so these numbers are accurate to the best of our knowledge.
With all Students who complete at least Foundations, but not the whole program, the median salary is $95k for their first full-time job. For students who have worked two years since their first job after Holberton, the median salary is $118k, and the median for all employed students who have completed foundations is $102k. The amazing takeaway from this? Not only are students earning great incomes, with 78% of students who have even completed just part of the program finding jobs within 6 months, but students who are working for two years after their first job see their income, on average, increase by over 20%.
For people who are used to traditional upper education, one fact may be really interesting right now: Students are being employed, as software engineers, before completing the whole program. At a traditional University, this would be counterproductive: The purpose of going to most universities is to get a Degree (For undergraduates; AA, AS, BA, or BS). At Holberton, the whole purpose is to get students gainfully employed as software engineers, so if a student opts to leave Holberton early to accept a role as a software engineer, then we’ve done exactly what we’ve set out to do. Our students work hard to become well-paid software engineers, and while we think students should continue within the program to pursue a Specializations, landing that first software engineering role and launching their new career is the true goal of Holberton’s education.
The growth in student roles is also very important to us. For our students’ first job out of Holberton, 47% of students receive offers for standard full-time employment as their first role out of school, and the rest is split across Internships, apprenticeships, and contractor work. And the average current employment status of students in these early cohorts? That 47% becomes 87% in full employee roles. Holberton students have been able to very successfully convert these entry level and trial roles into full time employment, often within the first year of working as a software engineer.
And for students who complete the whole program? Their first income out of the program is over 7% higher than students who complete just Foundations, which over a lifetime of earnings, is a huge increase.
What do these numbers mean for students who go to Holberton?
Holberton students have seen some incredible benefits, professionally and economically, from participating in our program. This success is in part due to our education, but it is also the result of our students’ hard work and drive to become software engineers. With the individual commitment that each student puts into the curriculum, we’re seen grocers, high school graduates, sports coaches, day laborers, restaurant workers, musicians, and even the unemployed and homeless become well paid software engineers. Holberton’s education is the framework that our students use to grow and develop their personal skills and abilities, and by leveraging this framework through the rest of their professional lives, will be able to maintain their competitiveness in this rapidly changing field of study (As evidenced by the median +20% increase in compensation our graduates see in 2 years). And we can’t wait to see the success of students in Cohort 6 and later; as these students around the world start to enter the workforce we can’t wait to see the continued positive impact that our graduates will have.
New school vs old school: How do these results stack up?
It’s tempting to compare Holberton School to a university, so let’s do exactly that!
As a refresher, Holberton’s admissions process is dependent on three points: Passing our admissions test, being over the age of 18, and having a high school diploma or equivalent. We don’t ask for an SAT score, admissions is not dependent on any previous GPAs or previous coursework, or many of the other hurdles that universities put in the way of their potential students. And since we don’t use student loans, we can accept everyone into our program that meets our minimum requirements regardless of ability to pay or to secure a loan.
Payscale.com classifies “Early Career” as graduates with 0-5 years of experience. Since we are still a young school, we do not have many graduates with 5 years of professional programming experience, so our next best number is our median current income of all students who have completed the program, which is $109K, and increases to $118K for students with at least two years of experience as software engineers. So, we feel that our results speak for themselves: Our students can achieve Ivy League salaries without the prerequisites, the time, or the upfront cost.
To the students who have been dreaming to go to one of these top universities, you will be well served by these incredible educational institutions and you should go where your dreams take you. For students who are looking to get a career started in tech, and want to focus with a curriculum 100% dedicated to the skills and knowledge needed to launch and maintain this career, Holberton School can provide that.
In 2019, Holberton opened up its first two new campuses in New Haven, CT, and Colombia. While the first students at these locations are just barely past their Foundations, we’ve already seen some amazing successes:
First, Sikorsky has already hired several Holberton students from our New Haven campus
And in Colombia, Holberton students are earning incomes that are double of what is seen by computer science graduates from local universities
So, to get an even better picture of our students’ success, make sure to stay tuned for our 2020 Student Success Snapshot!
*Career Track is not available in the San Francisco location due to CA regulation.
We are thrilled to welcome Esther Wojcicki, the acclaimed author, journalist, and world-renowned educator, to Holberton Board of Trustees. The Board is in charge of ensuring the continued success of the school’s mission to provide high-quality education for the many.
Known as both a legendary educator and “the Godmother of Silicon Valley,” the former California Teacher of the Year, is on the Board of Governors of the “Alliance for Excellent Education” and serves as Chairman of the Board of “Learning Matters” and is part of the Advisory Board at the THNK School of Creative Leadership. She is also the founder of the Moonshots in Education Movement.
Esther is also the mother of three highly accomplished daughters – Anne Wojcicki, the co-founder and CEO of 23andMe; Susan Wojcicki, the CEO of YouTube; and Janet Wojcicki, a Fulbright award-winning medical researcher – which led her to write the best-selling parenting book, How to Raise Successful People, outlining her strategy for raising three of the most successful women in America.
“When I first heard about the Holberton School, I was blown away by their entire philosophy,” said Wojcicki. “From their unique teaching style, to their tuition model that allows underprivileged students an opportunity to further their education, Holberton’s mission to educate the many is consistent with what I have been working to achieve over the course of my career. I am looking forward to collaborating with this amazing team of educators as we spread the message that anyone who tries hard can make it, regardless of their background.”
After Holberton students complete the Foundations program, a whole new series of paths open up for them. Known as “Specializations”, students can pick where they will take their focus for the second half of the curriculum. The four Specializations we offer are:
Specializations as a core of Holberton’s curriculum
Holberton School is working to further many causes: Increasing diversity and representation in tech, removing the barriers to high quality education, and developing a global workforce of top-tier software engineers. But for the enrolled students, we have a single goal: to make our students as employable as possible in the high demand field of software engineering and to equip them with all the tools they will need to stay on top of their field for their entire career. Holberton’s Specializations help us do that. Students take their first year Foundations program and build upon that with career-specific knowledge in highly sought after fields. Students are also free to pick the Specialization they’re most excited about. For example, students who love to dive deep will pick the Advanced Linux Programming, Algorithms, and Blockchain course, while others that want to create new experiences will opt to challenge themselves with Augmented Reality and Virtual Reality. Regardless of the Specialization selected, students will be immersed in the techniques and knowledge determined by senior-level engineers to be critical to succeed.
The Development of a Specialization
A Specialization is developed by three groups coming together:
Professional Advisors – Our Professional Advisor network is composed of experienced software engineers, CTOs and technical leadership, technological innovators, and thought leaders within the technical space. Our Professional Advisors bring their expertise, vision, and technical knowledge to Holberton’s curriculum development. They help us understand which technologies are going to be demanded in the future, what lessons and technical knowledge Holberton students should learn for these technologies, and help our Curriculum Team ensure that the information they are providing will help train the best software engineers possible. Professional Advisors, on certain topics, will also review the created instructional projects to ensure that the lessons accurately teach the skills that students need to learn.
Curriculum Team – Holberton’s Curriculum Team takes the Professional Advisors’ knowledge, input, and vision, and does the practical work for turning that into usable, accessible lessons for our students. The Curriculum Team specializes in the heavy lifting work of putting a lesson together: They develop the projects with support and knowledge from our Professional Advisors, create the test cases for our Checker to validate the students’ work, and build the actual projects that match our Processional Advisors’ experiences. The Curriculum Team is able to provide a lot of proprietary knowledge that would be inefficient for Professional Advisors to learn, but is critical for our educational model: We don’t need to force Professional Advisors to learn our particular code style, learn our lesson management tools, or anything else that is proprietary for Holberton. So while our Curriculum team are the ones actively putting our lessons together, they are doing this in step with some of the best, most talented software engineers around.
Students – When we develop a curriculum, select students will help us as volunteers to be the first through the new program. These select Holberton students take their Holberton experience and provide specific feedback on the beta curriculum. So before a Specialization is released to all of our students, some of our best students have already been part of this Specialization and provided feedback to tune the experience even more.
To create an entire 9 month Specialization requires a large amount of work and input from our Professional Advisors and our Curriculum Team. For example, the Full-Stack Web Development Specialization was built with 928 hours of contribution from our professional advisors and 1050 hours of work by the Curriculum Team. And by utilizing our Professional Advisors, we’re able to validate that our Specializations are teaching what students need to know. For example, our AR/VR curriculum has been developed with and approved by Unity, and one of our Machine Learning’s core advisors, Gregory Renard, is also on the Deep Learning & AI Technical Committee of NASA’s Frontier Development Lab.
Maintaining a Specialization
Technology moves fast, and our students need to learn the most up to date skills possible. Within our Curriculum Team, there is often a lead dedicated for each Specialization. Not only are they responsible for leveraging the Professional Advisors’ knowledge, but they’re also tasked with continually improving and iterating on the curriculum. Projects must be kept up to date, learning resources must be tuned and updated when necessary, and feedback from students, both current and graduated or employed, is taken into account. Our Curriculum Team manages all of this so that students can trust that they’re receiving an accurate, current education that is in step with the latest industry developments.
Which topics get a Specialization?
Specializations at Holberton are selected and developed based off of advice from professional mentors, requests from and discussions with CTOs, the vision of our leadership for future opportunities, and identifying key knowledge bases that will continue to be sources of well-paid employment for our students. A fantastic example of the later is our updated Full-Stack Web Development Specialization, releasing January 2020. Holberton’s curriculum is a true Full-Stack Software Engineering curriculum: Unlike bootcamps, our students are taught languages like C and critical professional skill sets like DevOps, but for students who want to focus on Web, the Foundations program only touches on some of the current web technologies. In conversation with students who wanted more web development knowledge, discussion with our mentors on the top technologies to teach for a full-stack web developer, and the knowledge that a true full-stack developer with full-stack web development experience would be extremely employable and well paid, a Specialization was developed for this topic.
Who at Holberton helps make the Specializations?
Below, we’ve highlighted some of our staff and some of the professional advisors who have helped us develop each of our second year Specializations, as well as a preview of what skills our students would learn while pursuing one of these Specializations.
Augmented and Virtual Reality (AR/VR)
Holberton Staff: Carrie Ybay
Before she became a software engineer, Carrie was a UX and graphic designer, plus a passionate gamer, so her unique blend of expertise makes her the ideal Curriculum Team member to work on our AR/VR curriculum.
Within the AR/VR curriculum, developed in partnership with Unity Technologies, students will learn languages like C#, skills like UX and UI for AR/VR experiences, digital asset management, title publishing, as well as exposure and experience into animation, textures and materials, and audio management.
Alexa is our Curriculum Team member who is driving our Machine Learning curriculum. Before she became a software engineer, she earned her Bachelor’s in Chemical Engineering with a minor in Biomedical Engineering. Within the curriculum, her experience working with large datasets and drawing order from that data has helped her bring the Machine Learning Specialization to life.
Within this new field, students who go through our Machine Learning Specialization learn to build everything from a facial recognition system all the way to their own chatbot, and even a reinforcement learning project that has students train and develop their own game-playing AI similar to AlphaGo.
Some of our professional advisors
Gregory Renard – Chief AI Officer at xBrain, Deep Learning & AI Technical Committee of NASA’s Frontier Development Lab
Julien Barbier, our co-founder and CEO, is not only responsible for large portions of our Foundations curriculum, but with his expertise in Low Level language programming, he has contributed greatly to our Low Level and Algorithms Specialization. Not only a valedictorian from the European Institute of Technology and an experienced software engineer, his vision for combining project based and peer based learning, along with his direct work on the creation of the curriculum’s projects themselves, has helped Holberton develop a curriculum that is driving a worldwide tech education revolution.
Alexandre Gautier, the other Holberton staff on this Specialization, shares a special connection to Holberton School’s educational style: He received his software engineering education at the same European educational institution as Julien Barbier. With his knowledge and experience in project based education, and years of C and C++ experience, he is working with our professional advisors to develop an education that builds further on our Foundations program to prepare students to become capable programming generalists who can handle code all the way down to the assembly level.
The Low Level, Algorithm, and Blockchain Specialization dives deeper into skills developed in the Foundations program, from developing a more advanced Shell project to directly interacting with the Linux kernel. Students are also challenged with advanced data structures, in-depth C programming, assembly, and the development of their own blockchain.
Full Stack Web Development (updated version arriving January 2020)
Holberton Staff: Led by Guillaume Salva with the support of Athena Deng and Hemant Heer
Guillaume, our CTO, has been featured on our blog before for his work on our student grading system Checker, but with his degree in electrical engineering and computer science (with a focus on security and distributed systems), and over 12 years of active development experience within mobile and full-stack disciplines makes him well suited to lead this development of this curriculum.
The vision of the Holberton’s Full-Stack Web Development Specialization is less on focusing on a specific technology or language, or a surface level education in many frameworks, but a focus on the specific techniques, practices, and skills that maximize productivity and adaptability. This Specialization incorporates topics like SEO, site accessibility, Personal/User data protection, asynchronous processes/jobs, management of both front end and back end needs, web technologies like React, and to build web experiences both with and from the designer’s point of view.
David Dias – Senior Front-end engineer at Influitive
But what about Career Track*?
Career Track* was developed for our more employment-focused students; this was a path to help our students get a job as quickly as possible after Foundations. This is a great option for students who need to secure income as quickly as possible, but when feasible, we encourage students to select and pursue a Specialization.
Holberton was designed to be a two year program, and continues to be a two year program. As our graduates complete their Specialization, they will unlock a lifetime of learning as a Holberton student: Students who complete the program will have access to each of Holberton’s current and future Specialization curriculums to pursue at their own pace. With this access, our graduates will be able to continually learn new, valuable professional skills throughout their careers as software engineers.
By offering these Specializations, we are able to train top tier software engineers with valuable skills, and prepare them to successfully enter the workforce. And by doing this within a curriculum that has a blind admissions process and does not require any educational prerequisites other than a high school diploma or equivalent, we are able to help a broader, more diverse group of people enter and succeed in this innovative, high-paying career field while they define the future.
*Career Track is not available in the San Francisco location due to CA regulation.
Our fourth Colombian campus in Colombia’s fourth-largest city, Barranquilla will not only join our other local Colombian campuses at Bogotá,Medellín and Cali, but it will join a worldwide tech community of nine campuses across four continents. And with the same education that has prepared students with no prior coding experience to take on software engineering roles at the world’s top tech companies, Barranquilla will be an integral part of Colombia’s tech future.
Barranquilla, a city of 1.2 million people on the Carribean coast, is a cultural center for Colombia, and the Carnival of Barranquilla is a UNESCO recognized event. Barranquilla has also been a leader in South American innovation since the beginning of the 20th century, as it was the location of the first airport in South America. We cannot wait to be a part of this culture of innovation and rich history as we open our newest campus.
Holberton students at Barranquilla will enjoy many of the same benefits our students receive around the world: Bias-free admissions. A no upfront cost education that is repaid through a percentage of income. Intensive tech education designed to help people with no prior coding experience become well-paid software engineers. A curriculum designed and deployed in accessible English to help students develop international business skills. Critical soft skills training to go in parallel with the tech skills. Immersive, innovative, and accepting school culture. And so much more.
For all residents of Colombia and Barranquilla: Apply now for our January 2020 cohort! Don’t miss this opportunity to Define Your Future and take on a new, high paying career in software engineering!