Which report card for the school during Covid-19? Often biting towards this educational institution, the Court of Auditors shows, in its new annual report, a form of leniency. “The mobilization of the digital educational public service within the framework of“ distance school ”in spring 2020 was real and rapid, despite initial difficulties in managing the influx of users”, she notes.
→ THE FACTS. Badly prepared for the health crisis, the State reacted rather well according to the Court of Auditors
And to insist on the fact that this public service officially established in 2013 by the law of refounding of the school “Was intended to develop digital uses in the classroom for a more active, participatory and differentiated pedagogy” and not the establishment of distance education for more than 12 million students.
The wise men of the rue Cambon welcome the rapid deployment of “my class at home” and of the “virtual class”, a videoconferencing device which had 480,000 registered teachers (out of 850,000). But they also evoke the brakes that distance education may have encountered. Among them, a significant proportion of students (5%) with digital disruption, due to lack of computer, bad connection or computer tool used simultaneously by other members of the family … “Since school continuity during the spring 2020 crisis was based mainly on digital technology, the obstacles encountered by some families in monitoring their children’s education have been worsened”, can we read in the report.
Poorly developed uses
The Court of Auditors also considers that the teachers were ill-prepared, citing “Complicated acclimatization” : “A minority of teachers are acculturated to the educational uses of digital technology to make creative use, produce resources, distribute media”, she notes, pointing to a use mainly concentrated on “Elementary functions” and “Some teachers are very uncomfortable with the changes required in their profession”.
For all these reasons, the educational continuity promised by the government “Aimed more at consolidating knowledge than progressing through programs”. The year that has just passed has also “Brought to light the structural organizational flaws, already widely known and analyzed: insufficient collective work within teaching teams, too little room for local management by school heads, weakness of support resources”.
Exit individual initiatives
Hence a series of recommendations to make efficient pedagogical continuity possible. The Court of Auditors suggests in particular establishing in each school and establishment “An operational pedagogical continuity plan, under the authority of the head of the establishment or the school director, based on shared choices as to procedures and tools”, where many teachers have individually decided how to support – and with what tools – their students.
→ READ. Covid-19, the level drops at the beginning of elementary but not in 6th
The wise men also insist on the need to continue the training effort, both teachers and students: although “digital natives”, many of them do not master enough basic tools to follow a distance education satisfactorily. .