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EnglishThe structuring of the educational digital sector: an educational and industrial issue Michel PEREZ, Robert CABANE, Jean-Louis DURPAIRE, Michel REVERCHON-BILLOT, Alain SÉRÉ, Dominique TARAUD, Anne GIAMI, Pierre-Emmanuel THIARD, Léonore BELGHITI, Marie-Anne BARBAT-LAYANI, Didier LAVAL, Solavy LOAP, - 2013
Informations
Support : Références InstitutionnellesAuthor(s) : Michel PEREZ, Robert CABANE, Jean-Louis DURPAIRE, Michel REVERCHON-BILLOT, Alain SÉRÉ, Dominique TARAUD, Anne GIAMI, Pierre-Emmanuel THIARD, Léonore BELGHITI, Marie-Anne BARBAT-LAYANI, Didier LAVAL, Solavy LOAP,
Editor : Ministère de l?éducation nationale, Ministère de l?économie et des finances, Ministère de l?économie et des finances, Ministère de l?enseignement supérieur et de la recherche, Ministère du redressement productif, Inspection générale de l?éducation nationale, Inspection générale des finances, Conseil
Date : 2013
Lang :
Description
According to the OECD, France only ranks 17th out of 34 countries in terms of development of the information society. Nor is it among the leaders when it comes to the use of digital technology in schools, where it ranks within the European average, often far behind the most advanced countries13. Printed textbooks are still very much the dominant model, both in terms of usage and public purchasing. While we must not overestimate either the positive impact of digital technology on educational success - this is a subject that is still relatively undocumented at this stage - or the extent to which digital technology is used in schools - it remains fairly limited, even in the most advanced countries - there is little doubt as to the stakes involved in digital education and the importance of widespread use of digital technology in schools14 . This would also be a good way of reducing inequalities in access to digital schooling, due to the largely decentralized nature of the equipment operations carried out to date at local level. There is also a real opportunity for France to develop an industry of excellence in the digital economy. The major global players in the digital world have identified schools as a promising field, while the movement is already well underway in higher education. It would be regrettable not to be in a position to play a role in this movement, if only because of the implications for the sovereignty of education policy. The government therefore commissioned a multidisciplinary mission15 to prepare the industrial component16 of the digital strategy presented by the Minister of Education on December 13, 2013. After three months of work and more than 80 interviews with all the players involved, this mission was able to observe that the ingredients now seem to be in place for the development of a digital education industry in France, which has so far struggled to find viable economic models, identify the obstacles to be removed and the priority actions to be taken to foster its development.Keywords : Digital Economy, Report, Education, France, Ministries