Abstract. We show that algorithmic thinking is a key ability in informatics that can be developed independently from learning programming. For this purpose we use problems that are not easy to solve but have an easily understandable problem definition. A proper visualization of these problems can help to understand the basic concepts connected with algorithms: correctness, termination, efficiency, determinism, parallelism, etc. The presented examples were used by the author in a pre-university course, they may also be used in secondary schools to help understanding some concepts of computer science.

Abstract. The Bebras International Contest on Informatics and ComputerLiteracy is a motivation competition in informatics that addresses all lower and upper secondary school pupils divided into three age groups: Benjamin (age 11-14), Junior (age 15-16) and Senior (for upper secondary level). Using a computer the pupils have to solve 15 to 21 tasks of different levels within 45 minutes. Two general types of problems have been used: interactive tasks and multiple-choice tasks. Creating interesting and attractive tasks that are also motivating and funny for the pupils is very challenging. The paper deals with criteria for good tasks. Some examples of tasks are presented and discussed as well.

Abstract. Learning algorithmic thinking can start in early years and must be oriented on the thinking ability of young children. Suitable environments with tangible objects and easy to understand problems motivate the young to learn the first concepts of algorithms. We present in this paper a learning scenario Tim the Train for primary school children, that involves tangible objects and allows a variety of interesting tasks to learn basic concepts of algorithmic thinking. We also show how a smooth transition from a playful environment with tangible objects to a virtual Scratch/BYOB environment may help the young learners to learn their first steps in understanding virtual environments and programming concepts.

The paper is made of two parts. The first part discusses the importance of informal education environments supported by IT/ICT in students’ learning, followed by reports of some international competitions and the role they have in improving students’ interest and use of Informatics and related disciplines. At the end of the section, it describes the Bebras contest, an international competition supporting students’ Information and Communication Technology competences with emphasis on cross discipline competences, which are useful to solve real life problems. In the second part of the paper, the outcomes of a research study on the features of a framework for digital competence assessment are reported. Based on this, some criticisms emerging from the analysis of the answers that students gave to a questionnaire built on the guidelines of the mentioned framework are analysed. They are integrated by the comments that teachers, colleagues and researchers made on the structure of the hypothesized framework. At last, a new model for digital literacy assessment is proposed. In the conclusion, the necessary elements for making the last framework effective are outlined and its suitability for the construction of the yearly questionnaire of the Bebras contest is discussed.

The article is made of two parts. The first part discusses the importance of informal education environments supported by IT/ICT in students’ learning, followed by reports of some international competitions and the role they have in improving students’ interest and use of Informatics and related disciplines. At the end of the section, it describes the Bebras contest, an international competition supporting students’ Information and Communication Technology competences with emphasis on cross discipline competences, which are useful to solve real life problems. In the second part of the article, the outcomes of a research study on the features of a framework for digital competence assessment are reported. Based on this, some criticisms emerging from the analysis of the answers that students gave to a questionnaire built on the guidelines of the mentioned framework are analysed. They are integrated by the comments that teachers, colleagues and researchers made on the structure of the hypothesized framework. At last, a new model for digital literacy assessment is proposed. In the conclusion, the necessary elements for making the last framework effective are outlined and its suitability for the construction of the yearly questionnaire of the Bebras contest is discussed.