This paper focuses on ICILS-2013-findings for the Czech Republic and Slovakia. This contribution focuses on how schools can contribute to pupils´ development in the field of computer and information literacy. Secondly, we elaborate what similarities and difference the ICILS´s definition has in relation to the national Czech curriculum towards computer and information literacy. Recently, there is an increasing general tendency to introduce new policy suggestions using data-evidence (Schildkamp & Lai, 2013) as well as emphasizing the idea that data can be used for formulating suggestions for educational policy actors at different levels (Earl & Louis 2013). Furthermore, changes at the labour market have changed skill demands (Griffin et al. 2012), which has changed schools especially in the field of 21st century skills. The main focus of this paper is to examine how schools contribute to pupils´ development taking into account that these skills can also be acquired within non-formal or informal learning (Gnahs 2011). To carry out our analyses, ICILS 2013 student and teacher data for the Czech Republic and Slovakia are used. Comparative approach (means, frequencies), correlation and regression analyses are implemented using SPSS and the IDB Analyzer. Results show firstly a stronger “dependence” of schools for girls as for boys. Secondly, findings show that Czech pupils are rather weak in using information securely and safely. This finding links with the fact that this aspect is not explicitly stressed within the Czech national curriculum. Thirdly, Czech teachers reported a relatively high percentage of attending ICT further development courses; they at the same time reported a lack of time to prepare lessons. Results of both East European countries will be discussed in the context of developments regarding the shift into the digital age.

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