Jules Ferry 3.

Summary In the wake of its work on Digital Inclusion, the National Digital Council set up a working group at the end of 2013 dedicated to education in a digital society, composed of Sophie Pène, lead member, Serge Abiteboul, Christine Balagué, Ludovic Blecher, Michel Briand, Cyril Garcia, Francis Jutand, Daniel Kaplan, Pascale Luciani Boyer, Valérie Peugeot, Nathalie Pujo, Bernard Stiegler, Brigitte Vallée. This report is the result of many months of work during which more than a hundred people were met, numerous reports were studied, and rich exchanges and intense reflection took place. The National Education System was compared to other administrations, and the School of the Republic was examined in the light of other private and foreign models. From these efforts of observation and understanding, two essential observations remain. No, the National Education System is not the place of all conservatism. In French classrooms, students are attentive to teachers who relentlessly seek the best paths, imaginative exercises excite their desire to learn. These teachers are also remarkably well-trained and culturally sophisticated, from elementary to high school. And yet, the school system is not doing well. Based on equality, it produces more educational inequalities than most OECD countries. Valuing success, it abandons 20% of students to failure. Rather satisfied with itself, it does not notice that many students lose their motivation to learn. Why such a contrast between the passionate investment of teachers and the moderate success of the system? And if digital technology is not the answer to all ills, how can it contribute to reducing school inequalities? Can it improve the quality of courses and learning, while making school life more pleasant? When we say "digital", most people see a computer. We must also see a change in knowledge, the advent of a society of questions rather than answers. With a school that proposes a more horizontal, more cooperative, more supportive, more creative organization. With this report, the Council's ambition is to describe this vision of a school in a digital world in the making, facing the test of a society in the throes of change, and to propose "practicable paths" to achieve it. The recommendations it contains have been designed as short- and medium-term courses of action to give meaning to the school in the digital transition. Our proposals to build together a fair and creative school of the 21st century are based on two main axes. What to teach and how: computer science, literacy, digital humanities. How to redesign the educational fabric: networked schools, new training industries, research, startups, etc. 1. Teaching computer science This is about teaching computer science thinking to better understand the digital world around us and to be a fully active citizen in society. It is also about considering the teaching of computer science as an opportunity to introduce new ways of learning through experiments, in project mode, by trial and error. The condition is the training of a body of teachers in computer science by the creation of a Capes and an Agrégation of computer science. Digital literacy is not only knowledge and skills, but also methods that enable an individual to be an actor in a digital society. Anchoring schools in this dynamic means inviting students to participate in a culture and economy based on knowledge exchange, cooperation and creation. 3. Create a new generalist baccalaureate, the HN Digital Humanities baccalaureate This new baccalaureate would be in keeping with the times. It would reflect the adventure of youth and revitalize secondary education with digital creation, design, but also the discovery of big data, datavisualization, and computer and creative professions. The implementation of this baccalaureate could start very quickly with volunteer high schools to experiment with it, and why not at a distance. 4. We need to change schools with real management, team life, projects and interdisciplinarity. To move forward in confidence with local authorities, the local economic fabric, educational associations and parents. The networked school is a new educational alliance. 5. Launch a vast research plan to understand the changes in knowledge and inform public policy Through a proactive policy, 500 new theses would be launched each year on interdisciplinary subjects to better decipher the fundamental changes induced by the digital society on the transmission of knowledge and learning methods. 6. Establish a framework of trust for innovation All stakeholders (educational publishers, digital pure players, manufacturers, software publishers, competitiveness clusters) need this framework to innovate and test together, with schools and local authorities. This means sharing standards and providing frameworks for the use of educational data, enhancing the value of shared educational resources through indexing, favoring ecosystems rich in services and functionalities to stimulate the desire to learn and work in groups, and encouraging co-creation (living labs, experiments). 7. 7. Take advantage of the dynamism of French startups to revive our soft power Digital education is also a new field of the economy, Ed-tech. The digital economy has begun to reorganize education from the outside with disruptive initiatives such as School 42, Moocs, and the Khan Academy. Innovative learning methods based on technologies are emerging (adaptive learning, data driven education, ...). We must now draw the consequences and accept the confrontation with these new pedagogical dynamics. This is a prerequisite for the presence of French culture in the digital training space of the 21st century. 8. Listening to teachers to build together the school of the digital society Today, we buy equipment and we ask teachers to adapt to it. To develop digital schooling, we need to change our methods, to break with the logic of supply and assignment, and to study with teachers their real needs, so that they can work with ease and keep the time they need to relate to their students. Our education, our school, is embarked in the digital transition. This is a vast and complex project, and it is our responsibility to lead it collectively. This is why this report is given to all those who wish to "build a creative and fair school in a digital world".