Currently, Flemish K-12 computing education focuses almost exclusively on digital literacy. Consequently, a vast majority of Flemish K-12 students gets very little exposure to computer science. However, some Flemish schools do experiment with CS education. In this paper, we discuss some of those experiments brie y and one of them more extensively, and formulate some preliminary conclusions. Next, from these experiments, as well as from contexts such as the recent European Digital Skills framework, we formulate a number of issues in CS education that we believe to be in need of further research.

In the Flemish secondary education curriculum, as in many countries and regions, computer science currently only gets an extremely limited coverage. Recently, in Flanders (and elsewhere), it has been proposed to change this, and try-outs are undertaken, both in and outside of schools. In this paper, we discuss some of those eorts, and in particular take a closer look at the preliminary results of one experiment involving dierent approaches to programming in grade 8. These experiments indicate that many students from secondary schools would welcome a more extensive treatment of computer science. Planning and implementing such a treatment, however, raises a number of issues, from which in this paper, we formulate a handful as calls for action for the computer science education research community.