On July 15, the French government presented a budget of “school education” by € 1.7 billion for 2022 to € 56.5 billion. Almost half will go to salary increases for teachers, but nothing is set aside for e-learning. The dematerialisation of the “mammoth” with one million civil servants is not for tomorrow, while the threat of a fourth imprisonment is again undermining “continuity of education”yet since 1946 enshrined in the constitution.
Sophie Pène, Professor of Information Sciences at the University of Paris, addresses Minister of Education Jean-Michel Blanquer: “If France still had the ambition of sovereignty over its education system, infrastructures, networks, disseminated content and personal data of users, the Ministry of National Education could fall into depression. Google, Facebook, WhatsApp have long been the best education teachers in France, and Zoom is a newcomer. »
The Inspectorate General for Education, Sport and Research (IGESR) – directly subordinate to the Ministries of Education and Higher Education – stated the following: “Education system, severely shaken by the crisis” he gave “Impression of efficiency and resilience”but “Paradoxically, the crisis has also revealed a kind of rigidity of the system, at least in the understanding of digital technology”. In its 2020 report on “digital actions”IGESR emphasizes that the management of student facilities has highlighted “Global digital policy composed of orientations or guidelines perceived as fundamentally centralized”.
Covid revealed a gap between guardianship and facilities (schools, colleges, high schools, universities, etc.). The inspection also points to unforeseenness ” educational system “except for “continuity of education” somehow provided by Cned, Canopé and rectors in connection with academic delegations for digital education (Taxes) and the Information Systems Department (DSI). But there is a party between the school institution and the families (sometimes unfurnished) “improvised” which will emerge from this crisis. “In the absence of a real crisis protocol, ‘System D’ prevailed, concludes IGERS. More seriously, warns Guislaine David of the SNUipp-FSU, “Detention has had the effect of increasing inequalities” a “The school operated in a degraded mode”while “These are the students with the greatest learning difficulties, but also the socially fragile students who have suffered from this limitation”.