Restart: The Resurgence of Computer Science in UK Schools

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead

An XML format for benchmarks in High School Timetabling

The High School Timetabling Problem is amongst the most widely used timetabling problems. This problem has varying structures in different high schools even within the same country or educational system. Due to lack of standard benchmarks and data formats this problem has been studied less than other timetabling problems in the literature. In this paper we describe the High School Timetabling Problem in several countries in order to find a common set of constraints and objectives. Our main goal is to provide exchangeable benchmarks for this problem. To achieve this we propose a standard data format suitable for different countries and educational systems, defined by an XML schema. The schema and datasets are available online

Aspects of accountability and assessment in the Netherlands

This article describes aspects of test-based accountability in the Netherlands. It provides a description of the design of the Educational system in the Netherlands, it gives a short introduction to the role of the Dutch Inspectorate of Education in the accountability of schools and describes different assessments that are used as sources of information in the accountability system. For each assessment, the primary function in education and its role in the accountability system are discussed. Finally, the factors that can potentially influence the validity of the accountability indicators and the strong and weak points of the current system are identified and some directions are presented of potential developments of this system