An Analysis of ICT Policies in Canada and Australia Secondary Education

Abstract

This paper discusses various similarities and differences in ICT curricula and policies between Canadian and Australian secondary education. While people see these two countries as having very similar cultural, social and educational backgrounds, the analysis of ICT curriculum shows major differences. After analysing the content and policies, it is believed that the Canadian ICT curriculum shows more programmatic approach to move computer science towards the next level: (a) tertiary education instruction and (b) mastering programming. Differently, Australian curriculum perceive ICT mostly from a learner sing technology, as a way of acquiring knowledge through the use of technology and less as a way of promoting programming and designing software. However, new trends show the Australian curriculum as being updated and important voices calling for more hours of programming in schools.