Strangely enough, New Zealand has just rolled out a new "digital technologies" curriculum for high schools that was developed by educators and academics in consultation with local industry bodies and the government, working to find a set of standards that everyone was happy with. The five "strands" of standards are written in a way that's vendor-agnostic: for the "digital media" strand, they don't care if you use Photoshop, GIMP, or any other program or suite of programs as long as students can demonstrate their abilities in that area.
Over in the "programming and computer science" strand... well, the name is a good start. Alongside the design and implementation of programs, there's a three year set of standards on computer science concepts. Rather than just code-monkeys, students end up with a "T-shaped" body of conceptual knowledge about the discipline: broadly touching on a lot of areas, and deeply drilling down into a few, based on the combination of personal motivations and teacher capability. They should come out the end with a good appreciation of what computer science is and does, outside of just simply programs.
In order to get this working well, educating teachers and developing their capabilities is the key. This is especially important considering that in New Zealand, "computing" evolved as a subject from typing and "office technology", and so there are a lot of teachers out there with no recent background in maths and CS. They're highly motivated to teach the subject for the opportunities it'll give their students, but they have some (sometimes huge) gaps to bridge in skill and confidence. And in a country economically recovering from massive earthquake damage, professional development funds are hard to find in the government budget.
Luckily, we've got private industry coming to the rescue for once: sponsoring professional development workshops and funding the creating of resources to allow teachers to teach the standards. Doing it in a hands-off way that encourages communities of practice - people who are actually doing the work - to lead the charge and decide for themselves the most effective way to teach subjects.
One of the most significant contributors in terms of cash money is Google, through their CS4HS programme. There's certainly something in it for them: for an investment of tens to hundreds of thousands of dollars in airfares and research funding, they get a larger pool of better-educated graduates that they can attempt to skim the cream from in another 5-10 years. Of course, all the rest of our local tech companies and our national economy benefit from that, too.