KNAW summary

Summary

(See original:

Digital literacy refers to the ability to make prudent use of digital information and communication and to evaluate the consequences of that use critically. In the 21st century digital literacy belongs to the basic skills of every educated person. It is necessary for navigating one’s way through the information society. Like language and mathematics skills, digital literacy requires instruction and education over a longer period of time. It should therefore be covered in our education system. At present, the relevant school subjects are below standard and do not prepare pupils for the information society. It is urgent for the government to completely revise current teaching of digital information and communication in secondary schools. Otherwise the Netherlands will lag behind similar countries and our leading position as a knowledge and innovation economy will be at risk.

At general secondary (havo) and pre-university (vwo) levels, the subjects Information science and Informatics have a marginal status. Their quality is insufficient and their content is outdated. Urgent action is needed. The Netherlands has a duty to continue providing excellent education. To this end, instruction must satisfy the requirements of the present day. This is not a matter of idealism, it is the very fuel of our society and economy. A country that innovates is digitally literate.

Similar concerns are being raised in other countries. They too introduced ICT-related subjects in secondary school in the 1990s and are now realising that the focus should not be on dealing with ICT but on digital literacy. In developing its views the Netherlands is neither in the vanguard nor in the rear guard. Our challenge is to move beyond discussion and take action, as similar countries are doing. Only then can the Netherlands continue to rank among the leaders.

Recommendations

The Academy recommends that the relevant part of secondary education is redesigned from the ground up. We must give digital literacy our ongoing attention, first offering pupils a sound common basis and then allowing for an individual and in-depth study.

The Academy is making four recommendations to the Minister of Education, Culture and Science:

recommendation 1

Introduce a new compulsory subject Information & communication in the lower years of havo and vwo. This should be a broad and compact introductory subject, covering the essential facets of digital literacy.

recommendation 2

Completely overhaul the optional subject Informatics in the upper years of havo and vwo. By a flexible and modular design, the subject should remain up to date and ap- peal to pupils regardless of their focus area.

recommendation 3

Encourage interaction between these subjects and other school subjects.

recommendation 4

Make it a priority to raise a new generation of teachers with new skills and attitudes. Instruct the schools for higher professional education (hbo) and the universities to collaborate in this regard. The fifth recommendation is for the Minister of Economic Affairs:

recommendation 5

Promote instruction in digital literacy, in coordination with the initiatives taken by the Minister of Education, Culture and Science. This will help in achieving the aims of your ICT policy (Digitale Agenda.nl). The Academy’s report focuses on havo and vwo, the sectors of secondary education with which it is most concerned. It is beyond question, however, that digital literacy is equally important in pre-vocational (vmbo) and primary education. Each of these needs a separate set of recommendations, to be formulated by organisations that are well equipped to do so.