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By Tjeerd Plomp, R.E. Anderson, Georgia Kontogiannopoulou-Polydorides

This publication reviews at the regulations and practices relating to desktops in schooling in 20 nations, representing Northern the USA, Asia, and either the japanese and Western elements of Europe. furthermore, the editors have analysed and mirrored from numerous views at the richness of the nationwide stories, leading to chapters on curricular, (in)equity and schooling paradigmatic features of the creation of desktops in schooling.

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CROSS-NATIONAL PERSPECTIVES ON INEQUITY IN COMPUTER EDUCATION 29 o -5i w h^ "S T3 ^ ^ g tq a o 0) C C> (/3 ,2 3 1<^ o a •a pq _c K 2 O eu B ^ ^ o :^ Ol u (U "3 B o U c o c« ON Ui t3 Ui U OH n o o d ' ON ON O r-i o d d O o d d o m o ^ d d "t3 00 o O d d • ' o • o d d d d )s. 0 -i»«i O o >» ^ "o e -C -o 12 (U TS' r^ o\ ^^ (U 2 "v! o *^ C/3 s^ O o o o o o o o o o o o o o o o o c sa WH i^ CLH S? ^ ^ . 2 3 a. 1 'S D "^^ ; = 3 VO 00 r^ VO o m wo CO «r) «o ^ ^ ^ W o^ -^ ' • '-^ ON (N t > »n ' ' r- vo O m oo^ ^ ON -vf r l r^" r>>" - " u

A number of the educational systems represented in this book have already made some computer education unit or course compulsory for all of their students at one grade level or another; and identifying the amount of compulsory computer education in a country's curriculum is one way to assess its overall reach to disadvantaged groups. CROSS-NATIONAL PERSPECTIVES ON INEQUITY IN COMPUTER EDUCATION C/3 O 00 ON VO c» oo OS ON 0^ >. CA VO m OS 00 ON OS ON ON PQ O OO -6 6 35 ex, .

Although an awareness of the gender equity issues pertaining to students and computers is broadly acknowledged, most countries' foremost educational priorities seem to be monopolized by other issues. Some longitudinal findings from the lEA study attest to this idea. , 1993, p. 115). However, the increases only brought most countries to a level of having gender policies in 10-20% of their schools. Meanwhile, in Austria, the Netherlands, and Slovenia, the percentage of schools with gender equity policies decreased.

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