online education

Nationwide schooling between unpreparedness and “System D”

The app

On July 15, the French government unveiled a budget of “school education” increase by 1.7 billion euros to 56.5 billion euros in 2022. Almost half goes towards teacher pay increases, but nothing is earmarked for e-learning. The dematerialization of the “mammoth” of a million officers is not for tomorrow, while the threat of a fourth curfew again threatens to undermine it “pedagogical continuity”still Embedded in the constitution since 1946.

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Sophie Pène, Professor of Information Sciences at the University of Paris, addressed the Minister of Education, Jean-Michel Blanquer: “If France still had claims to sovereignty over its education system, infrastructures, networks, content distribution and users’ personal data, the Ministry of National Education could sink into a depression. Google, Facebook, WhatsApp have long been the best education teachers in France, with Zoom the newcomer. »

“System Stiffness”

For its part, the General Inspectorate for Education, Sport and Research (IGESR) – which reports directly to the Ministries of Education and Higher Education – made the following statement: “The education system badly shaken by the crisis” gave “An impression of performance and resilience”but “Paradoxically, the crisis has also revealed a kind of rigidity in the system, at least in its understanding of digital technology”. In his 2020 report about “Digital Stocks”the IGESR emphasizes that the management of student equipment has highlighted “a global digital policy consisting of orientations or guidelines that are perceived as fundamentally centralized”.

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The Covid has revealed the gap between the guardianship and the institutions (schools, colleges, high schools, universities, etc.). The inspection also points to the lack of anticipation for the ” Education System “next to the “pedagogical continuity” somehow ensured by Cned, Canopé and rectors in connection with the academic delegations on digital education (Dane) and the directions of information systems (DSI). But between the school establishment and the families (sometimes not equipped) it is the side “improvised” emerging from this crisis. “In the absence of a real crisis protocol, the ‘D-System’ has prevailed”, concludes the IGERS. More serious is Guislaine David from the SNUipp-FSU union. “Containment has had an impact on rising inequality” and “The school was operating in degraded mode”while “It is the students with the greatest learning difficulties, but also the socially disadvantaged students who have suffered from this limitation”.

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