Grand challenges for the UK

Abstract

This paper reports on work in progress in the UK, researching models of continuing professional development (CPD) for ICT teachers needing to teach Computer Science in response to recent changes to education policy in the UK. We currently work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place in the UK for the last fifteen years. In this paper, we outline educational policy changes in the UK that have affected teachers in ICT and Computer Science; we describe a range of models and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date.

Cybersecurity Index for Undergraduate Computer Science Courses in the UK

“…"The challenge of introducing security in a sensible and useful manner can be addressed by considering the contextual perspectives". [9] However, the basis of cybersecurity must be introduced in early education, according to the Joint Task Force on Cybersecurity Education [39]. While this report provides guidelines for delivering cybersecurity education, all managers of technological courses could benefit from reading it.…”