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CURRICULAR REFORM AND INFORMATION SCIENCE
Abstract
Information and Communication Technologies are one of the basic educations of areas in the Framework Educational Programme for Basic Education to enable students to acquire a basic level of information literacy. The aim is to equip students with elementary skills in operating of computer equipment and modern information and communication technologies, but also to navigate in the world of information, creatively work with information and use them in further education and in practical life [1]. In the framework curriculum for basic education, it is stated that ‘the skills acquired constitute a prerequisite for success in the labour market in an information society, and are a pre-condition for the effective development of professional and leisure activities. Mastering computer technology, particularly the ability to quickly find and process needed information using the Internet and other digital media, allows pupils to “learn anywhere and at any time”. Moreover, it takes the burden off memory while allowing for the use of a far more extensive volume of data and information than before, accelerates the updating of knowledge and appropriately complements standard textbooks and other aids.’ It is evident from the above that the emphasis is put on the applicability of computer technology, backed up by educational software and information resources in all educational areas of basic education. This application level should exceed the framework of educational content of the educational field of Information and Communication Technologies and become part of all educational areas in basic education. The paper deals with the analysis of the situation and draws conclusions on the system of education in the Czech Republic in the context of the challenges of INDUSTRY 4.0 in response to the capture, the robotics industry and services.
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