Computer science should be considered part of general culture

Each year, the Swiss Society for Computer Science in Education (SSIE) − the French-speaking branch of which is headed by Brice Canvel − co-organizes a meeting with the EPFL's School of Computer and Communication Sciences and the EPFL's Study Programs Promotion Service. The 2014 symposium was actually a combination of two events in one since the annual meeting was immediately followed by a debate organized by the Hasler Foundation on the subject: "How should computer science be taught at baccalaureate schools in the future?" Many prominent figures in education attended this event, which was inaugurated by former IC School Dean, Professor Willy Zwaenepoel. In his opening address, he pointed out that information and communication systems have become undisputed pillars of western society. Why then, he asked, is there still doubt as to whether they should be taught in school as fundamental disciplines?

Professor Rolf Ingold, member of the Hasler Foundation, opened the debate by explaining that the term 'computer science' is often overused. In fact, there is often confusion between teaching computing as a science (i.e. including programming or algorithms) and showing people how to use computer hardware and software (essentially office applications). One of the speakers, mathematics professor Jean-Pierre Archambault, pointed out that while mastery of the "computer tool" is clearly a skill nowadays, people fail to understand the difference between knowing how to use software programs such as Microsoft Word or Excel and acquiring general knowledge that enables one to understand such concepts as "source code ", "Net neutrality" or "discrimination of traffic flows". And to paraphrase the title of a recent report that he co-authored on behalf of the French Academy of Sciences: "Tomorrow can't wait"; computer science needs to be part of the general culture imparted to future generations of students.

Databases, simulations or learning algorithms change practices, working processes and even the paradigms of other scientific fields. In fact, the need for scientific knowledge in computing is felt in every branch of science where these tools and methods are used. The EPFL has responded to this phenomenon. As Professor Sabine Süsstrunk explained to those in attendance: "The EPFL's School of Computer and Communication Sciences where I teach now offers basic courses in information and communication systems to all first-year students." However, shouldn't such courses already be given at the start of baccalaureate schools or even earlier? The professor is categorical: most certainly. Doing so would help to spark interest in these disciplines among young women and pave the way for the next generation of researchers (a major priority at the EPFL).

In his speech, Hans Ambühl, Secretary General of the Swiss Conference of Cantonal Ministers of Education (EDK), reminded participants of Art. 5 of the Academic Baccalaureate Recognition Ordinance (ABRO, SR 413.11), which states the following "Baccalaureate schools offer general education that is both balanced and coherent, helping pupils to develop the level of maturity required to pursue higher education and preparing them to assume responsibilities in today's society." He went on to say that, while computer science falls perfectly in line with this framework, deciding what general knowledge of computing needs to be taught to pupils requires careful consideration. He added that EDK intends to thoroughly examine this matter.

Thoughts on computer science in education are all the more important when one considers that the training provided to pupils should enable them to become full-fledged citizens of their world. "Their incredible efficiency has made computers a decisive factor. (…) How to judge our reality without such knowledge?", asked Aldo Dalla Piazza, President of the Swiss Conference of Baccalaureate School Directors. Indeed, how does one keep up with the times without a general knowledge of computing? Brigitte Manz-Brunner, debate organizer and mediator, then raised the question: "Is it possible for one to understand the world around us without understanding computer science?" François Piccand, committee member of the Swiss Conference of Cantonal Offices of Upper-Secondary General Education replied: "statements such as 'you have to study computer science in order to understand the world makes me feel uneasy'." Aren't physics, economics, law, sociology and even history essential sciences needed to 'understand the world'? Undoubtedly, each discipline sheds its own share of light on the various facets of our reality. And the same thing holds true for computer science, although not everyone seems to agree on this. "Is it even possible to teach a science that seems to have evolved at such a breathtaking pace?", asked a person from the audience. Professor Süsstrunk replied: "IT tools have indeed evolved very quickly…but they are still only tools. In contrast, computer science offers basic knowledge that is applied everywhere and is stable. In other words, we do not wish to teach people how to use tools but rather to provide them with a firm grasp of the basics." Professor Archambault added: "Indeed, it is fundamental science that enables us to explore new horizons."

Improving the quality of teaching in computer science would help to generate more interest later on for information and communication technologies (ICTs) as taught at the EPFL's School of Computer and Communication Sciences. The demand for ICT engineers on the labor market is very strong. According to the "European Vacancy Monitor" published by the European Commission in November 2013, there is likely to be a shortfall of around 900,000 ICT workers in 2015.

Event archives of the Hasler Foundation

Pictures of the event

Event archives of the Swiss Society for Computer Science in Education