An important part of education is student's learning. Good quality education is based mainly on how well student attain the knowledge. One way to achieve that is to simplify the content and make it as intuitive as possible. This can be challenging especially for introductory computer science courses for non-computer science students. Such courses are supposed to cover a wide range of complex computer concepts such as networking, computer internal hardware, databases, operating systems and others.In this paper we are presenting the results of a study done on the use of YouTube videos to enhance students' learning. We have evaluated the student's performance in an introduction to computers course for non-computer science students by comparing two groups of students, The first one is a test group in which we have supplied the students with a set of videos from YouTube to illustrate different concepts such as multiple core versus single core processor, hard disk internal components, using fiber optic cables to connect continents under water..ect. The second is a control group in which we have only used the traditional resources, such as the textbook, in class lectures and handouts. The results of the study have shown that students understand and can remember the complex concepts much better when they are exposed to a visual explanation video. We found that most of the students if not all watched the short videos, which is not the case with textual content. One of the main advantages of YouTube is that it is a free web based service that contains short contents about specific concepts taught in schools. Educators can easily search and review videos related to a specific concept or knowledge, and then provide the students with the link. In our case the videos were downloaded using RealPlayer plugin, which allowed us to download any video streaming content on the web. Then we have uploaded the videos in our LMS (learning management system). We have opted to include the videos in the LMS so that we can track the number of students who have downloaded the videos and keep track of the number of downloads. In this study we have found that using YouTube videos encouraged students to look for similar videos, and get a habit of using YouTube as an educational resource. The only challenge is the evaluation of the reliability of the content, for that reason content selection has to done by the instructor.

The focus of Thematic Working Group 1 (TWG1) at EDUsummIT 2017 centred on the need for alignment in education systems and was driven by two key questions relating to a) if and how all the parts of an education system work together to support the type of learning envisioned in the 21st century, and b) if there is alignment, what is the purpose/vision of that education system and does it meet the needs of its learners. Arising from the discussions held, the group advocated the use of a tool such as the UNESCO framework (2008, 2011) as a way to conceptualize a systemic approach to reform and to enable policy makers and stakeholders in a system to think about ways in which they can align changes with the goals of any proposed reform. Taking the Irish Education system as an example, this paper illustrates how the UNESCO framework has enabled policy makers in Ireland to adopt a systemic approach to policy formulation which aligns educational strategies across a range of elements "to leverage strengths, coordinate investments, consolidate gains, and advance national development goals and visions" (Kozma, 2005, p.148). To counter the potential danger of a top-down imposition of the UNESCO framework, the group also proposed the Educational Vision and Mission Framework (EVMF) as a tool to support system wide (both top-down and bottom-up) reflection on the purposes of schooling in a rapidly changing world. The group concluded that what is defined as the purpose of education should inform alignment and suggest that application of the UNESCO framework and EVMF could enable the necessary alignment to support the educational, social, and economic transformation necessary for the complex connected global world of today and tomorrow. Keywords Alignment Schools Educational visionPurpose of education

This paper is based on analysis and discussion undertaken over several years by researchers, policymakers and practitioners from a range of countries which vary in their approaches to the curriculum for Computer Science. The discussions, undertaken predominantly within the International Federation of Information Processing (IFIP) and EDUsummIT communities were motivated by a need to examine the rationale, issues and challenges following some concerns across the globe about the position and nature of Computer Science in the school curriculum. We summarise our findings and focus specifically on challenges for the computer science education community in communicating, clarifying needs and promoting curriculum change in order to encourage Computer Science in the curriculum both theoretically and practically.

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