Computing our Future Computer programming and coding in schools in Europe. Anja Balanskat, Senior Manager European Schoolnet

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1 Computing our Future Computer programming and coding in schools in Europe Anja Balanskat, Senior Manager European Schoolnet

2 ABOUT THE SURVEY What do Ministries currently think about the topic? Curricula integration Assessment Future Plans Training provisions Initiatives

3 20 PARTICIPATING COUNTRIES Belgium (Flanders), Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Greece, Ireland, Italy, Lithuania, Luxembourg, Netherlands, Norway, Poland, Portugal, Spain, Turkey, and UK (England)

4 MAIN FINDINGS Key Data from the survey. Complex data set against varied national and regional context

5 BACKGROUND Programming.process of developing and implementing various sets of instructions to enable a computer to perform a task, solve problems and provide human interactivity. Wider educational benefits Computational thinking, analytical thinking, problem solving skills 21 st century skills

6 TERMS USED Programming.common term used in most countries Wider term than coding Computational thinking: ES, CY, BG, BE (FL), PT Coding: IE Computing: UK (England)

7 CURRENT INTEGRATION AND FUTURE PLANS Countries which have integrated programming in the curriculum (12) Countries with plans to do so (7) Bulgaria Belgium (Flanders) Austria Cyprus Finland Croatia Czech Republic France Germany Denmark Luxembourg Hungary Estonia Netherlands Latvia Greece Spain Malta Ireland Turkey Romania Italy Lithuania Poland Portugal UK (England) Norway (local initiatives only) Countries where the situation is unclear (10) Slovakia Slovenia Sweden

8 PRIORITIES FOR ICT COMPETENCE DEVELOPMENT Digital Competence, ICT as a tool for learning, ICT user skills a key priority (16 countries) Programming and coding (11 countries) Digital Competence Computing/Coding ICT user skills ICT as a tool for learning ICT for key competencies Belgium (Fl) Bulgaria Cyprus Czech Republic Denmark Estonia Finland France Greece Ireland Italy Lithuania Luxembourg Netherlands Norway Poland Portugal Spain Turkey UK (England)

9 Belgium (FL) Bulgaria Cyprus Czech Republic Denmark Estonia Spain Finland France Greece Lithuania Luxembourg Ireland Italy Netherlands Norway Portugal Poland England Turkey RATIONALE FOR INTEGRATING CODING Fostering logical thinking skills, coding skills and problem solving skills (15 or 14 countries) Employability and studying computer science (10 countries) Rationale Fostering logical thinking Fostering problem solving Attracting students into Computer science Fostering coding skills Fostering ICT employability

10 Belgium (FL) Bulgaria Cyprus Czech Republic Denmark Estonia Spain Finland France Greece Lithuania Luxembourg Ireland Italy Netherlands Norway Portugal Poland England Turkey CURRENT CURRICULUM INTEGRATION (AND FUTURE) mostly integrated at upper secondary education (9 countries) taught at primary level in Estonia, Greece, UK (England) Compulsory (x) in 7 countries, (where it is already integrated) mostly integrated within general ICT course (9 countries) Education level Primary X X X X X X X X Lower X X X X X X X X X X x X X Secondary Upper X X X X X X XX X X X X secondary Upper sec X X X X X X X X X X (voc) Subject Coding ICT course Cross curricula depends Detailed examples in the report

11 ASSESSMENT Countries, which have integrated coding in the curriculum, also assess it as part of the ICT exam on a daily basis as part of the general assessment process by teachers end term exams via curriculum goal in specific subjects description of learning outcomes qualifications and certifications

12 CHANGES Countries, which have integrated coding in the curriculum foresee changes: Cyprus: curriculum reform will reinforce algorithmic thinking and programming in the first year of secondary education Czech Republic: New strategy for Digital Education 2020 Denmark: IT subject will be offered by a majority of upper secondary schools Lithuania/Poland integrating coding programming in primary education

13 One of the biggest challenges will actually be how to train teachers in coding skills Belgium (Flanders)

14 TRAINING 9 Countries, which have integrated coding in the curriculum, already offer in service or pre-service training but to various extents (BG, CY, CZ, EE, IE, IT, LT, PT, UK (England) Cyprus and Ireland: ICT related training is compulsory for incoming teachers Case study UK (England)! Summer courses in different regions in Spain (Navarra, Galicia) Detailed examples in the report 14 Countries have reported on other initiatives with a focus on teaching coding/programming

15 COLLABORATION WITH STAKEHOLDERS 12 countries have reported on their collaboration with a variety of key stakeholders: Industry partnerships Sector organisations Computer society clubs Teachers and subject associations Universities -> Awareness raising, coding clubs, working groups competitions Detailed examples in the report

16 CONCLUSIONS AND RECOMMENDATIONS Digital skills are a key priority A higher profile for coding in the curriculum Getting teachers alongside Forerunners: Estonia, Greece, Ireland, UK (England) Think, create, support teachers innovate, shape consider new assessment approaches develop more awareness activities engage with stakeholders (e.g. dialogue platform with policy makers) promote and scale up initiatives from industry, NGO s

17 NEW REPORT IN SEPTEMBER/OCTOBER 2015 Update of the previous version Identify changes and developments Reliable information input Missing countries Think, create, innovate, shape Questions to be included?

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