The world is written, more and more, with zeros and ones. In the digital age, being familiar with computers is as essential as learning physics or biology to have a scientific knowledge of the context in which we live. And knowing how to code today is just as important as learning English was in the past. For this reason, the incorporation of computer education from childhood and throughout all cycles represents a key educational factor for a society in which technology constantly changes how we relate to each other, how we work or how we enjoy our leisure time.

This is stated by the non-profit organization Code.org which, together with the Spanish Computer Science Society (SCIE), Informatics Europe, the Conference of Directors and Deans of Computer Engineering (CODDii) and Ticjob, has launched a manifesto to raise awareness to Spanish society about the importance of including information technology in the entire Spanish educational system. A manifesto to which more than 30 recognized personalities in different fields of knowledge in Spain have already joined.

Professionals from the world of culture, journalism, science, technology, gastronomy or sports “agree on the need to broaden the technological knowledge of students by extending computing, including programming languages ​​and computational logic in the plans teachers of all educational cycles ”, wield Code.org sources.

The objective -they continue- is to train all children not only to be able to better understand digital devices and computer systems, including artificial intelligence, which are increasingly present in our lives, “but to create digital products themselves and technological developments from ethical and humanist bases”.

To achieve this goal, the manifesto includes three claims. First, that in the next reform of the Education Law, computing is included as a core subject in all cycles, from primary to high school, and that the Autonomous Communities, within their powers, deepen the incorporation of computing in their plans teachers.

Second, that a sufficient provision of resources and training for teachers be guaranteed to support them in the transition towards an educational system adapted to the digital age. And third, the manifesto appeals to the commitment of the public powers and the education sector to sensitize civil society and, especially, future generations to make them aware of the importance of creating and using technology with a positive impact.

Among the professionals who have added their signature and support to the manifesto are the artists Alex de la Iglesia, Eva Hache, Carolina Bang and Marisa González; the athletes Álvaro Arbeloa and Jero García; journalists Sonsoles Ónega, Ana Pastor, Susanna Griso, Roberto Leal, Marta García Aller, Carlos Sobera, María José Navarro and Jaime García Cantero; popularizers of the scientific field such as Patricia Heredia and Valeria Corrales, Susi Profe, Javier Santaolalla, Brais Moure, Miriam González, Carlos Azaustre, Gabriela González and personalities from other fields such as politics, gastronomy, fashion or sports such as Eduardo Madina, Virginia Calvo, Manuel Domínguez Carrete, Andrea Tumbarello or Mónica Pérez Sobrino.

All of them – they wield from Code.org – “agree on the message that the integration of computing, including programming, programming in the educational curriculum favors the student body being an active subject of the technological revolution, and not mere passive users”.

“The current lack of resources and female role models is a reality that slows down the lower classes and keeps girls away from computing. For this reason, aware of their influence as opinion leaders, by adhering to the manifesto they value the historic opportunity that Spain has on the table to build a more equal future in which women are promoted in STEM careers and vulnerability is reduced. of future generations in the face of manipulation”, they add.

Last January, Code.org developed together with Deloitte, a study to analyze the degree of implementation of computer science in Spanish society. From it, it was extracted that, while 50% of the private schools and 32% of the subsidized schools analyzed train in the creation and use of algorithms, the offer in the case of public schools is reduced to 23%. “This means that the lower classes have not even come into contact with the discipline until high school.”

Asked about its integration into the teaching plans, 90% of those surveyed agree that computer training is included in secondary education on a compulsory basis and 67% in primary education. Regarding young people, 80% are in favor of learning them.