Incorporate Annick's feedback on programming in secondary education

book.org

@@ -481,19 +481,19 @@ They focus on children aged 8 to 15, and primarily use Scratch to teach programm
 
 In secondary education, things changed in recent history.
 Before 2021, education related to computing was very much up to the individual school and teacher.
-While there were some schools where programming was taught, this was mostly a rare occurrence.
+While there were some schools where programming was taught, this was mostly a rare occurrence except for a few specific IT-oriented programmes.
 In 2021, however, the Flemish parliament approved a new set of educational goals.
-In these educational goals, there was an explicit focus on digital competence, where for a number of educational programmes, this explicitly included programming.
+In these educational goals, there was an explicit focus on digital competence, where for a lot of educational programmes, this explicitly included programming.
 Not much later though, one of the umbrella organizations for schools challenged the new educational goals in Belgium's constitutional court.
 They felt that the government was overreaching in the specificity of the educational goals.[fn::
 Traditionally, the educational goals were quite loose, allowing the umbrella organizations to add their own accents to the subjects being taught.
 ]
 The constitutional court agreed, after which the government went back to the drawing board, and made a lot of the goals less detailed.
-Digital competence is still a part of the new educational goals, but what that should look like is now not explicitly listed for most programmes.
-For other programmes, mostly focused on the sciences, or with more mathematics, there are a few competences listed that students should have when finishing secondary education.
-These include algorithms, data structures, numerical methods, etc.
+Digital competence is still a part of the new educational goals, but programming is now not explicitly listed.
+For other programmes, mostly focused on the sciences, or with more mathematics, specific educational goals list competences that students should have when finishing secondary education.
+These include programming, algorithms, data structures, numerical methods, etc.
 For programmes focused on IT, there is an even bigger list of competences that the students should have.
-Python is the most common programming language used at this level, but other programming languages like Java are also used.
+Python is the most common programming language used at this level, but other programming languages like Java and C# are also used.
 
 In higher education, programming has made its way into a lot of programmes.
 Almost all students studying exact sciences or engineering have at least one programming course, but programming is also taught outside these domains (e.g. as part of a statistics course).
@@ -2920,7 +2920,7 @@ We start with a general overview of our method (explained visually in Figure\nbs
 The first step is using the tree-sitter library\nbsp{}[cite:@brunsfeldTreesitterTreesitterV02024] to generate ASTs for each submission.
 For every annotation, a constrained AST context surrounding the annotated line is extracted.
 Subsequently, we then aggregate all the subtrees for each occurrence of a message.
-Every message's collection of subtrees is processed by the =TreeminerD= algorithm\nbsp{}[cite:@zakiEfficientlyMiningFrequent2005], yielding a set of frequently occuring patterns specific for that message.
+Every message's collection of subtrees is processed by the =TreeminerD= algorithm\nbsp{}[cite:@zakiEfficientlyMiningFrequent2005], yielding a set of frequently occurring patterns specific for that message.
 We assign weights to these patterns based on their length and their frequency across the entire dataset of patterns for all messages.
 The result of these operations is our trained model.