On average, the computer and information literacy skills (CIL) of grade 8 students in Dutch lower secondary schools is comparable to that of their peers in other countries. However, the levels of CIL vary greatly between different types of schools. Also, most students do not progress beyond the basic level.
This finding applies to the Dutch students who took part in the International Computer and Information Literacy Study (ICILS). Commissioned by Kennisnet (a Dutch educational organization that assists primary, secondary and vocational institutions to make effective use of IT) and the National Transition Board Education Research (NRO), this study was conducted at the University of Twente.
In 2013, some 60,000 grade 8 students from secondary schools in 21 different countries and states completed a computer-based test in computer and information literacy. In each country, the students were tested,and their teachers and their school authorities completed questionnaires.
Dutch 14-year-olds: above average skills
The performance level of Dutch students was above the international average. The Dutch students’ skill level is comparable to that of their peers in Norway, Australia and South Korea. Students from the Czech Republic are the most highly skilled in CIL. In all of the countries that took part, girls achieved higher scores in the ICILS test than boys. In the Netherlands, students in pre-vocational secondary vocational education (VMBO) scored around the international average, while students in the lowest educational track, practical training, achieved significantly lower scores. Students in senior general secondary education (HAVO) and especially those in pre-university education (VWO) performed well above this average.
Few students achieve the highest level
ICILS 2013 showed that computers and the internet play a major part in the day-to-day life of 14-year-olds, both at school and at home. Nevertheless, most of these students have only a basic level of CIL. The ICILS test involves four levels. These range from the ability to carry out a few basic tasks, such as navigating the internet (level 1), to being capable of effectively collecting, using and sharing digital information (Level 4). In all ICILS countries (which includes the Netherlands) the majority of students only managed to reach the second level. In the Netherlands, only 4% of the students who took the ICILS test managed to reach the fourth level. These were mainly VWO students. Almost a third of VMBO students got no further than level 1. Slightly more than half of the students in practical training failed to reach this lowest level.
Less emphasis on information skills in secondary education than in other countries
The Dutch teachers who took part in this study generally favoured the use of IT in their teaching activities. In the second year of secondary education, IT is used more intensively than it is in most other countries. However, Dutch teachers focus less on the development of their students’ information literacy skills than do their counterparts outside the Netherlands. For instance, only 18% of the teachers surveyed said that they taught their students how to refer to information sources. This is the lowest percentage in any ICILS country. At the same time, the teachers are pessimistic about the tendency of students to copy information, due to the use of digital information sources. Compared to those in other countries, Dutch teachers are also more pessimistic about reaching agreement within schools on exactly how ICT is to be incorporated into the curriculum.
Greater focus needed on digital literacy
More than two thirds of the students tested use some form of ICT every day. Internet is mainly used as a communication tool. For many students, however, it seems that daily intensive use of ICT at home and at school is not sufficient for them to develop their digital literacy to the point at which they will be able to participate effectively in today's information society. This is a strong argument in favour of a greater focus on digital literacy in the lower grades of secondary schools, either as a separate subject or as a distinct component of other disciplines. The Netherlands is not alone in this, however. The same applies to every single country that participated in ICILS 2013.
The National Transition Board Education Research (NRO)
The National Transition Board Education Research (NRO) is tasked with improving and modernizing education. It does so by coordinating and funding educational research, and by improving the link between everyday practice and research. ICILS 2013 is the responsibility of the NRO’s Programme Council for Fundamental Educational Research.
The Dutch report is available at www.icils.nl. Further details about the ICILS study can be obtained from Martina Meelissen. Martina Meelissen carries out her research work at Twente University at the Institute for Innovation and Governance Studies (IGS).
