ForewordAs every year, the back-to-school circular of the Minister of National Education describes the priorities and new features that will come into effect in September. With regard to digital education, the circular states that each school or institution must "update the educational continuity plans developed and implemented since 2020" . It announces, in this regard, that a " permanent and sovereign solution of virtual classrooms accessible to all teachers will now be guaranteed throughout the year". "Faced with the challenge for our students to understand the digital world, and in particular to know how to analyze, sort, and distinguish between information that everyone can now be the sender as well as the receiver ", the circular provides for strengthening the effort in media and information education: "All teachers, especially those in charge of documentation, who are the pivotal point in secondary education, must sensitize and train students in this necessary distance, the first quality of an informed citizen. In this spirit, an experiment will be implemented in the sixth grade as of next fall via a digital awareness certificate.
The health crisis and the implementation of educational continuity have made it necessary to set up a "basic digital foundation for schools, colleges and high schools". Within the framework of a "partners' committee" associating representatives of associations representing local authorities and the State "in the respect of the competences of each one", three guidelines for basic digital equipment in schools, colleges and high schools were discussed and then made public.
This fall, we have a first evaluation of the program " Digital educational territories (TNE), launched in 2020, which should allow for large-scale testing of the implementation of educational continuity.
As part of the " Numérique Inclusif, Numérique Éducatif" program launched in June 2021, 80 selected projects support the fight against digital and educational divides.
As part of France 2030 (which takes over from the stimulus plan), a considerable investment effort (594 million euros) is devoted to the "Education and Digital" acceleration strategy.
- State and local authorities agree on digital equipment bases for schools, colleges and high schools
- Digital education and inclusion: 80 projects to "reshuffle the deck
- What lessons can be learned from the "digital education territories" experiment?
- France 2030's education and digital strategy
- Towards a generalization of media and information literacy in schools
- The General Assembly on Digital Education, one year later, what is the interim assessment?
- "What do we know today about the place and use of digital in schools?"
State and local authorities agree on digital equipment bases for schools, colleges and high schoolsDespite significant combined financial efforts, the deployment of the digital education public service has been very disparate and uneven across the country. " To remedy the persistent inequalities in access to the public digital service," the Cour des Comptes in its July 2019 report To remedy the persistent inequalities in access to digital public services," the Cour des Comptes recommended "providing schools, colleges and high schools with a basic digital foundation.
The health crisis and the implementation of educational continuity have made it necessary to set up a "basic digital base for schools, colleges and high schools".
Within the framework of a "partners' committee" associating representatives of associations representing local authorities and the State, "while respecting the competences of each", three guidelines for basic digital equipment in schools, middle schools and high schools were discussed and then made public.
These guidelines detail, for each type of establishment (school, college and high school) a basic foundation:
- basic classroom equipment: a group viewing system and a classroom workstation;
- mobile equipment that can be shared for each school pack of touchscreen tablets (middle and high schools);
- equipment allowing the hybridization of courses in schools (high schools);
- equipment for "specific" classrooms (middle and high schools);
- the equipment of the establishment (documentation and information center, multimedia room, space for a media studio, duty room, teachers' room, "free" Internet access points for students (middle and high schools);
- support and training for teachers and educational teams in the use of new materials;
- the computer network ;
- access to the internet.
Digital education and inclusion: 80 projects to "reshuffle the educational deckThe call for projects "Numérique Inclusif, Numérique Éducatif" (Inclusive Digital, Educational Digital) was launched by the Banque des Territoires in June 2021 to support projects to fight against these two divides: digital and educational. After two selection rounds, one in the fall of 2021 and the second in the spring of 2022, the 80 selected projects now cover the entire country.80 selected projects
Two-thirds of the selected projects are led by associations, and a quarter by EdTech companies and local authorities. When the SSE structures are not themselves carriers of these projects, they are most of the time partners.
40% of the target audiences are students, including 20% of disadvantaged youth. Parents and education professionals represent 19% and 16% of the target audiences respectively.
In addition to providing financial support for these projects, the Banque des Territoires is also setting up a system of close support for the winners, which aims to assist the projects in their transition to a larger scale.Three convictions at the origin of the call for projects
The Banque des Territoires emphasizes three beliefs that underlie this scheme.
- The first is that " the solutions already exist and, above all, that they come from the territories. France stands out because of the heterogeneity of its territory, and therefore the plurality of its challenges. It is often useless, or even counterproductive, to model a solution on a territory.
- The second is that "the players in the ecosystem are already working together. (...) . The players want to pool and create synergies, to have a better visibility of what exists so as not to reinvent but rather to act in a complementary manner. The call for projects was also intended to bring the players together and have them talk to each other - whether it be to carry out projects together or to share their good practices.
- The third is that " without working on the issues of inclusion, it is not possible to build effective and sustainable educational solutions.
What lessons can be learned from the experimentation of the "educational digital territories" for pedagogical continuity?The program " Educational digital territories" program (TNE), launched in 2020 by the Ministry of National Education and the General Secretariat for Investment (SGPI) and implemented by the Banque des Territoires with partner local authorities, in association with the Réseau Canopé and the GIP Trousse à Projets, was intended to allow for large-scale testing of the implementation of educational continuity, the need for which had been revealed by the COVID-19 health crisis.
The TNE evaluation report draws the first lessons from the experiments conducted in the departments of Aisne and Val-d'Oise during the 2020-2021 school year.Read more