Policy engagement

Policy engagement

by Academy Admin

The Academy engages with policy makers to represent all levels of computing education, practise and research. Together with our partners we have been able to influence key policy areas.

Advocacy is a key part of our role and we have been successful (in collaboration with our academic and industry partners) in providing expert comment and guidance on such areas as computing education in schools, STEM subjects in higher education and collaboration between universities and industry.

A selection of our consultation responses can be found below. On the related reports page you will also find links to various research reports and publications that we have engaged with. The promoting computing in schools page also provides information on how we have campaigned for a greater emphasis on computing in the schools curriculum and how we have successfully engaged with policy makers to achieve this.

The Institute, in collaboration with Computing at School, has recently submitted a response to the DfE's consultation on the proposed National Curriculum. 
Read our report on making the case for Computer Science to be included in the English Baccalaureate. More information

Consultation responses

  • Reform of the National Curriculum in England. In April 2013 we responded to the DfE's consultation on the proposed National Curriculum. In our response we focused primarily on the ICT/Computing programme of study. We welcomed the proposed change in the title of the curriculum from ICT to Computing and we make the case for retaining detailed subject level aims. Our response also includes detailed suggestions for improving the proposed programme of study for ICT/Computing. 
  • Removal of the ICT programme of study. In April 2012 we responded the DfE's consultation on disapplying the ICT programme of study. In our response we welcomed the removal of the programme of study as it would provide an opportunity for a more flexible, computing-related curriculum. However, we also highlighted a potential danger that the withdrawal could be misunderstood and could lead to the removal of teaching ICT as a discrete subject altogether in some schools. 
  • Higher education in STEM subjects. In December 2011 we responded to the House of Lords Science and Technology sub-committee call for evidence regarding the recruitment of students onto STEM-related degree programmes. We collaborated with CPHC and UKCRC on it's response which made the case for recognising computer science as a 'strategically important and vulnerable' STEM subject. 
  • Business and university collaboration. In November 2011 we provided input into the Wilson Review. Our response made the case for clear links to established industry standards for IT skills and for any new kitemarking schemes to measure likely career progression. We also provided practical suggestions for engaging industry in the design of degree programmes. 
  • Computing in school. In November 2010 we provided evidence to the Royal Society's study into computing education in schools. In this response we made a strong case for a greater emphasis on computing and made a clear distinction between ICT and computing as an academic discipline. 
  • Computer science in school - letter to Michael Gove. In June 2011 we wrote to the Secretary of State for Education to highlight the strategic importance of computing and to campaign for it's inclusion in the national curriculum. The letter was sent on behalf of leading figures from academia and the IT industry.