Previous work on computing education

After the reboot

The Royal Society’s 2017 report, After the reboot: computing education in UK schools (PDF) provided a snapshot of the changes that took place following the introduction of the new computing curriculum in 2014 and examined the impact of these changes. The report identified urgent challenges that governments, industry and school leaders needed to address to safeguard the nation’s future efficacy in the digital world.

It found that computing education remained ‘patchy and fragile,’ and that significant investment was needed to recruit, train and support computing teachers. It concluded that neglecting the opportunities to act would risk damaging both the education of future generations and our economic prosperity as a nation.

Shut down or restart?

This 2012 Royal Society report examined the state of computing education and addressed the potential confusion of associated terms grouped under ‘ICT: information technology, digital literacy and computer science.

It made recommendations including increasing the number of specialist computing teachers and improving professional development; better technical resources for schools; encouraging teaching of computer science as an academic discipline and ensuring digital literacy is a priority for all students. It also recommended a wider range of computing-related qualifications should be available with clear progression routes for each.