This presentation will outline international trends driving the need for a strong ICT and computer science curriculum in our schools, from primary through secondary and vocational education. With strong similarities to the well documented need to improve the learning and teaching and the take-up of key STEM subjects, we have a significant capacity and capability gap that goes right back into our primary schools to be ready to introduce a modern IT and computer science curriculum. This parallels the challenges to improve the teaching and learning and take-up of the physical sciences, and the necessary improved skills in mathematics right through the education system starting at primary level.
Our secondary education system has a five-times greater capacity to teach biology when compared to physics, and has almost effectively zer capacity to teach computer science and modern ICT skills. Meanwhile the key skills shortages are in these latter disciplines. Our primary system is heavily dominated by teachers with a humanities background. Planning and special measures are needed to support capacity and capability to teach and build a foundation for the workforce from the beginning of higher primary levels onward. Our take-up of Biology at leaving cert level is 61% while physics is at a very low 13% with 5X difference between the number of boys and girls taking the subject.International benchmarks show Scotland with a poor 3.5% take up of computer science in secondary school while Israel is leader with a 14.5% take up and strong female participation rate. This shows us the uphill challenge we have to build the capacity and drive take-up of this new curriculum in our schools.
This presentation will identify the skill sets required including; computer architecture, introduction to programming, maker, web and app development. International benchmarks on assessment approach will be described and we will demonstrate how authentic assessment processes with a significant portion of portfolio assessment will be essential to encourage students with the right aptitudes and skills for these subjects. The UK is assessing entirely by final exam which is totally inappropriate for the nature of the subject. New Zealand is leading with 100% assessment by portfolio in this subject.
The National Council for Curriculum and Assessment (NCCA) is creating an innovative computer science curriculum for leaving certificate with a strong emphasis on problem solving and higher order-skill development. We will discuss the necessary support and needed and the necessary support network of organisations to create the curriculum materials, services and capacity needed to make this happen. We will outline the need to continue this work to develop modern IT and computer science curricula for primary, junior cycle and vocational education.
References:
Neil Keane and Clare McInerney, the Irish Software Research Center (2107) Report on the Provision of Courses in Computer Science in Upper Second Level Education Internationally.
Anna Walshe, National Council for Curriculum and Assessment, (2107) Working draft of computer science curriculum for leaving certificate.
StateExamination Statistics by State Examinations Commission (SEC)
European Commissions (2106) Strengthening IT Professionalism in Europe - A European Framework for IT professionalism to support and further mature the IT profession, and increase Europe's digital talent pool.
