” The RTP plays an important role for the reflections we have made within the COP’s “Educational inequalities” challenge, as well as for the implementation of two important education and teaching programs. “, Added Marie Gaille. These two programs are the Priority Research Program (PPR) “Education” on the one hand, and the Priority Research Program and Equipment (PEPR) “Teaching and Digital Technology” on the other.
National programs run by the CNRS
The first has a budget of 20 million euros over 5 years and aims at “ fund interdisciplinary research with concrete effects on the education system that can function better today “, explains Grégoire Borst, pilot for CNRS in this PPR” of a transformative nature »Also supported by the University of Poitiers (for all universities). After validating a road map, calls for projects will be staggered for attention to “ large consortia including scientists and actors in the field of the four axes: student learning, orientation, the structuring of the education system and the professional work of teachers.
To avoid redundancy, this PPR was coordinated by PEPR “Education and digital technology” in which Grégoire Borst also participated. Another opportunity for scientists, this PEPR is part of the acceleration strategy in education and digital technology that needs to be detailed by the government. as other PEPRs
” New stages of incarceration reflect the educational challenges of digital educational transformation, from kindergarten to university. “, Recalls Pascal Huguet, director of Lapsco and member of RTP, who piloted this PEPR for CNRS. Even if digital comes around in schools for many years, ” the players in this field – scientists, teachers, educational technology professionals – are not connected enough “, analyzes the director of research at CNRS, also a member of the Scientific Council of National Education and responsible in this context for the working group of disparate educations. The result: tools poorly adapted or poorly disseminated in the education system, and teachers are sometimes reluctant to use it.These two observations come from much of the work and reports on digital education over the past twenty years in France and elsewhere in Europe.
PEPR specifically aims to build by researching communities involved in the digital transition in education – researchers, companies in the EdTech (digital technology for education) sector and actors in the field of school and university – through funding of the new consortia or already in the territories and selected soon in calls for expressions of interest and calls for projects. All will be supported by a new integration and acceleration system, this first phase under the responsibility of CNRS which is awarded 40M €. The aim is to co-construct new useful, efficient and scientifically proven tools, while considering “ very different needs between kindergarten and higher education “. The emergence of computer science as a new school discipline, taught especially in high school, could also be an opportunity for applications, especially in relation to didactics and educational sciences. In terms of equipment, the PEPR includes the design of an “education data hub” aimed at centralizing data that is currently highly distributed, with the goal of optimizing their scientific exploitation; a free and sovereign dynamic, interactive and sovereign infrastructure. collaborative digital notebooks for education (CANDYCE), and the Equipex “innovation, data and educational experiments” (IDEE), which will facilitate the conduct of large -scale experimental educational research.For all this, PEPR has a budget of € 77 million in 10 years.
” As part of the challenges of the CNRS COP, and with new mechanisms – PPR, PEPR – mobilizing scientists on related topics, the topic of education is gaining momentum in the CNRS. summary by Alain Schuhl.