This document summarizes the findings of a survey conducted by European Schoolnet on the status of computer programming and coding skills in the national curricula of 20 European countries. The survey found that while some countries have already integrated coding into primary and secondary curricula, most have plans to do so in the future. Countries aim to foster skills like logical thinking, problem solving, and employability. The document also outlines current approaches to training teachers, assessing students, and collaborating with outside stakeholders to support coding education.

1. Computer programming and
coding skills in national, regional
or school curricula
Katja Engelhardt, European
Schoolnet

2. ABOUT EUROPEAN SCHOOLNET
The governing bodies of European Schoolnet are
composed by the Ministries of Education who are
full members of the network.
Members: Austria, Belgium, Czech Republic, Cyprus, Denmark,
Estonia, Finland, France, Greece, Hungary, Ireland, Italy,
Lithuania, Luxembourg, Netherlands, Norway, Poland,
Portugal, Slovakia, Spain, Sweden, Switzerland, Turkey, and UK
Membership under consideration: Georgia, Iceland, Israel,
Latvia, Romania
Observer status: Bulgaria, Germany

3. ABOUT THE SURVEY
• What do Ministries’ currently think about the topic?
• Curricula integration
• Assessment
• Future Plans
• Training provisions
• Initiatives

4. WHAT IS COMPUTER PROGRAMMING?
Computer programming is the process of developing and
implementing various sets of instructions to enable a computer to
perform a certain task, solve problems and provide human interactivity.
These instructions (source codes which are written in a programming
language) are considered computer programs and help the computer
to operate smoothly.
For the purpose of this report both terms computing and coding are
used interchangebly and refer to activities enabling children not only
to know how to use specific programmes but to programme
computers, tablets, or other electronic devices.

5. 20 PARTICIPATING COUNTRIES
Belgium (Flanders), Bulgaria, Cyprus, Czech Republic,
Denmark, Estonia, Finland, France, Greece, Ireland,
Italy, Lithuania, Luxembourg, Netherlands, Norway,
Poland, Portugal, Spain, Turkey, and UK (England)

6. MAIN FINDINGS
Key Data from the survey….

7. CURRENT INTEGRATION AND FUTURE PLANS
Yes (Bulgaria, Cyprus, Czech
Republic, Denmark, Estonia, Greece,
Ireland, Italy, Lithuania, Portugal,
Poland, United Kingdom)
It is planned (Belgium Flanders,
Finland, France, Luxemburg, the
Netherlands, Spain, Turkey)
What is happening? (Austria,
Croatia, Germany, Hungary, Latvia,
Malta, Romania, Slovakia, Slovenia,
Sweden)

8. RATIONALE FOR INTEGRATING CODING
Fostering logical
thinking skills, coding
skills and problem
solving skills (15 or 14
countries)
Employability and
studying computer
science (10 countries)

9. CURRENT CURRICULUM INTEGRATION (AND FUTURE)
 mostly integrated at
upper secondary
education (9 countries)
 taught at primary level
in Estonia, Greece, UK
(England)
 Compulsory (x) in 7
countries, (where it is
already integrated)
 mostly integrated
within general ICT
course (9 countries) Detailed
examples in
the report

10. ASSESSMENT
 Countries, which have integrated coding in the curriculum, also
assess it
 as part of the ICT exam
 on a daily basis as part of the general assessment process
by teachers
 end term exams
 via curriculum goal in specific subjects
 description of learning outcomes
 qualifications and certifications

11. CHANGES
 Countries, which have integrated coding in the curriculum
foresee changes:
 Cyprus: curriculum reform will reinforce algorithmic
thinking and programming in the first year of secondary
education
 Czech Republic: New strategy for Digital Education 2020
 Denmark: IT subject will be offered by a majority of upper
secondary schools
 Lithuania/Poland integrating coding programming in
primary education

12. TRAINING
 9 Countries, which have integrated coding in the curriculum,
already offer in service or pre-service training but to various
extents (BG, CY, CZ, EE, IE, IT; LT, PT, UK (England)
 Cyprus and Ireland: ICT related training is compulsory for
incoming teachers
 Case study UK (England)!
 Summer courses in different regions in Spain (Navarra,
Galicia)
 14 Countries have reported on other initiatives with a focus on
teaching coding/programming
Detailed
examples in
the report

13. COLLABORATION WITH STAKEHOLDERS
 12 countries have reported on their collaboration with a
variety of key stakeholders:
 Industry partnerships
 Sector organisations
 Computer society clubs
 Teachers and subject associations
 Universities
-> Awareness raising, coding clubs, working groups
competitions…
Detailed
examples in
the report

14. CONCLUSIONS AND RECOMMENDATIONS
 Digital skills are a key priority
 A higher profile for coding in the curriculum
 Getting teachers alongside
 Forerunners: Greece, Estonia, Ireland, UK (England)
Think, create,
innovate, shape
support teachers
consider new assessment approaches
develop more awareness activities
engage with stakeholders (e.g. dialogue platform with
policy makers)
promote and scale up initiatives from industry, NGO’s…