The problems begin in early education. A lack of qualified Computer Science teachers, overly locked-down PCs, and a reliance on touchscreens in primary schools mean that most students leave mainstream education without any substantial computing knowledge, particularly in programming and computational thinking.
Appreciate the insight, Simon. I think you’ve named a real fracture point—but I believe the deeper issue is the structural rot in the transmission chain. Even if we had brilliant CS teachers and open machines, what scaffolds would have preserved systems thinking across adolescence, into adulthood, through industry onboarding, and into production environments?
The real question isn’t just where the fracture began—it’s why it was allowed to persist uncorrected. What governance structures failed to detect, restore, or reintroduce systems literacy at later stages? What incentives rewarded fragmented thinking over architectural clarity?
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The problems begin in early education. A lack of qualified Computer Science teachers, overly locked-down PCs, and a reliance on touchscreens in primary schools mean that most students leave mainstream education without any substantial computing knowledge, particularly in programming and computational thinking.
Appreciate the insight, Simon. I think you’ve named a real fracture point—but I believe the deeper issue is the structural rot in the transmission chain. Even if we had brilliant CS teachers and open machines, what scaffolds would have preserved systems thinking across adolescence, into adulthood, through industry onboarding, and into production environments?
The real question isn’t just where the fracture began—it’s why it was allowed to persist uncorrected. What governance structures failed to detect, restore, or reintroduce systems literacy at later stages? What incentives rewarded fragmented thinking over architectural clarity?