Langue(s) : anglais 

Informatics education at school in Europe

Editeur(s) :  European Commission - Eurydice (EC)

Date :  10/2022

 

Informatics education is essential to equip young people with the necessary skills to take an active part in our technology-driven and increasingly digital societies in a responsible and safe manner. European countries are gradually upgrading their school curricula to respond to the new reality and needs. This report provides a comparative analysis of the curricular approaches to teach informatics as a separate subject or integrated into other subjects throughout primary and general lower and upper secondary education in 2020/2021. It examines the main areas of informatics covered in the learning outcomes of the relevant subjects. It also looks at the qualifications held by the teachers of these subjects, and the training programmes and other support measures in place to support them. The report covers all the members of the Eurydice Network (the 27 EU Member States and Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey).

Chapter 1: Informatics in the curriculum

1.1.  Curricular approaches to teaching informatics

1.2.  Informatics in primary education

1.3.  Informatics in general lower secondary education

1.4.  Informatics in general upper secondary education

1.4.1. Curricular approach at general upper secondary level

1.4.2. Minimum recommended instruction time for informatics as a separate subject at upper secondary level

1.5.  Curricular reforms

1.5.1. Curricular reforms under implementation

1.5.2. Curricular reforms under development

Chapter 2: Learning outcomes

2.1. Informatics-related learning outcomes in 10 content areas

2.1.1. Sources of existing frameworks and methodology

2.1.2. Main areas of informatics education in terms of learning outcomes

2.2. Comprehensiveness and progression across education levels

2.2.1. Informatics learning outcomes in primary education

2.2.2. Informatics learning outcomes in general lower secondary education

2.2.3. Informatics learning outcomes in general upper secondary education

2.3. Increasing girls’ engagement in informatics

Chapter 3: Teachers

3.1. Professional profiles of teachers teaching informatics

3.1.1. Professional profiles of informatics teachers in primary education

3.1.2. Professional profiles of informatics teachers in lower secondary education

3.1.3. Professional profiles of informatics teachers in upper secondary education

3.2. Training specialist informatics teachers

3.2.1. Training specialist informatics teachers for primary education

3.2.2. Training specialist informatics teachers for lower secondary education

3.2.3. Training specialist informatics teachers for upper secondary education

3.3. Support measures for informatics teachers

3.3.1. Targeted training as part of continuing professional development

3.3.2. Teaching materials

3.4. Policy reforms and initiatives relating to training and other support measures for informatics teachers

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mot(s) clé(s) :  culture médiatique et numérique