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The reform of the baccalauréat has introduced a new speciality course in 2019: "Numérique et Sciences Informatiques" (NSI).The NSI specialization (four hours per week in première and six hours in terminale) has succeeded the previous Computer Science and Digital Science specialization (two hours per week) introduced in 2012, which was only offered to terminale S students.Today, this teaching is provided by teachers holding the CAPES NSI or the inter-university diploma "Enseigner l'informatique au lycée" ("Teaching computer science in high schools") to be introduced in 2019.Five years on, where do we stand? Only 10% of students opted for the NSI speciality in première and 4.3% in terminale. At the start of the 2023 school year, 38,091 first-year students chose the "digital and computer sciences" course, representing 10.1% of all students (compared with 34,721 in 2020, representing 9%). NSI ranks 8th among the most popular courses chosen in Première. At the start of the 2023 school year, 17,612 students were pursuing the NSI specialty in their final year, representing 4.3% of all students (13,884 in 2020, 3.7%). More than half of Première students who took the NSI specialization dropped out in Terminale In terminale, students have to give up one of the three speciality courses taken in première. With a 53% dropout rate, NSI is one of the most abandoned specialties, along with Latin-Greek and Engineering Sciences. A higher proportion of girls drop out of NSI in their final year. Four times as many boys as girls in Première, 7 times as many in TerminaleOnly 19.3% of students taking the NSI specialization in première are girls: their share drops to 15.2% in terminale. However, there is a slight downward trend, with the proportion of girls choosing NSI rising in première from 4.5% in 2020 to 4.2% in 2023. And in the final year, from 6.7% to 5.6%. Girls account for 56% of students in Terminale Générale. They are over-represented in the arts, Latin and Greek (79%), humanities, literature and philosophy-HLP (82%) and languages (73%). Conversely, they are under-represented in Engineering Sciences (14%), NSI (15%), Physical Education (32%) and, to a lesser extent, "Mathematics" (42%) and "Physics-Chemistry" (46%).The choice of NSI is largely determined by social background: among students who chose it in their final year, 41% were from a very privileged social background, 14% from a privileged social background, 23% from an average social background and 21% from a disadvantaged social background. A target of doubling the number of girls by 2027In its Avis sur la contribution du numérique à la transmission des savoirs et à l'amélioration des pratiques pédagogiques (Opinion on the contribution of digital technology to the transmission of knowledge and the improvement of teaching practices), the Conseil supérieur des programmes (CSP) recommended "promoting, particularly among young girls, the various aspects of computer science education , which is not limited to training future code developers and opens up varied and promising prospects for further study, particularly in data science and artificial intelligence".The CSP attributed girls' disaffection with computer science studies since the 1980s "to the weight of popular culture:on the one hand, when children began to buy personal computers, boys were favored over girls for a long time;on the other hand, the culture of a certain kind of computer use has helped to associate computing with the male world among the general public;finally, the image of the computer scientist, born of this association, is that of an asocial individual spending his time typing lines of code on a computer keyboard. More recently, the free software movement, with its predominantly male communities, has reinforced this bias by constructing the figure of the "snooper" (hacker) as a model of the developer".The Ministry's Digital Strategy for Education 2023-2027, adopted in 2023, proposes to "consolidate the momentum of the Numérique et sciences informatiques (NSI) specialization, particularly among young girls.the proportion of high schools offering the NSI specialty in situ will rise from 62% today to 75% by 2027;Specific initiatives to promote science, particularly digital science, will be carried out for high school girls in conjunction with research and higher education establishments;parity targets will be set for each academy, with a view to achieving parity in the NSI, with a minimum doubling of the proportion of girls by 2023". For Société Informatique de France, " there ' s a real danger here ".The trajectory of this teaching, the absence of NSI in a third of high schools and the low number of CAPES NSI and agrégation posts are of concern to the Société informatique de France."NSI's enrolments are insufficient - worse, they're stagnating. As early as 2020, we were alarmed by the low number of students choosing computer science. The revelation of the 2023 figures is worrying: enrolments are falling. Not only is this still far too low given the need for jobs in IT, and the need for IT literacy among future citizens, but NSI is also stagnating.While girls represent 55.6% of students, the rate of girls in NSI will be 15.2% in 2023. Do we really need to point out how despairing this statistic is? The increase on last year is 0.6 points. At this rate, the Ministry's target of 30% girls will be reached around... 2050. (...) After four years of existence, the NSI specialization has plateaued, to the point of falling to a very low level in the final year. At the lycée général, the situation is distressing (...)And yet, there are countless computer awareness programs, particularly aimed at women. Whether local or national, they remain ineffective, given the figures for NSI. Nor does orientation assistance seem to be any more effective. On the other hand, the change in the structure of the high school has led to drastic and sudden changes: a drop in the number of science students, particularly girls, a drop in the number and rate of girls in computer science, an increase in the differences between socio-professional categories, and persistent inequalities between regions".

Support for the emergence and development of digital commons is making its way into public policy.In 2021, the French Agency for Ecological Transition (ADEME) has proposed a new way for the public player to participate in financing the development and maintenance of commons: the Appel à communs.The call for commons procedure aims to support the creation of commons, i.e. resources (data, software, hardware) shared and fed by a community that develops governance and rules (notably licensing) to manage and protect them.This type of intervention differs from traditional calls for projects in that its primary aim is not to generate new projects, but rather to maximize the networking effect between existing projects.The Commons Day, held on July 4, 2024, provided an opportunity to take stock of the "Territorial Sobriety and Resilience" call for commons launched in 2023.The IGN, Cerema and Inria have in turn launched a call for joint projects to design a "digital twin" of France and its territories. The 2021 and 2023 "Sobriety and resilience of territories" joint calls for proposalsIn March 2021, ADEME launched an unprecedented Call for Commons, the aim of which was to bring together willing players to strengthen the resilience of territories by producing open resources. Eligible projects had to meet four criteria:they are developed under open licenses;they integrate communities of users and contributors;they are documented on a wiki;they meet at least one of the challenges of the call for proposals.The call for communes in 2021 resulted in the selection of 20 communes, which shared 1 million euros in funding. This experimental mode of intervention has been the subject offeedback.IGN and ANCT have joined ADEME in 2023 for the second wave of the "Sobriety and Resilience" call for commons.Of the 83 commons projects submitted, 29 have been selected. Six of them will be supported by IGN.Six projects supported by IGNIGN will oversee the monitoring of the following six projects via its Fabrique des Géocommuns:Participatory mapping of climate refuges This project, led by the Tribu consultancy firm in partnership with Toulouse Métropole and the LISST and LMCD research laboratories, aims to develop a methodological kit for the construction of a long-term participatory mapping tool for climate refuge areas in cities, for use by local authorities and residents. The aim is also to identify, characterize and evaluate these public spaces, both indoors and outdoors, by and for residents; and to trace the paths of coolness that can guide people's journeys to climatic refuges in periods of high heat.Common Core The aim of this project is to produce, collectively, a set of new forest management methods and bodies that will enable the diversity of stakeholders to be involved in a more systemic way: local communities, associations and militant collectives, local governments and public players, private owners... Designed, tested, documented and enriched with new feedback and ideas, these systems will be available on an online platform. Several circles of players will make up the project's immediate and wider community, and will be mobilized to contribute to, enrich or share its lessons.AequilibraE AequilibraE: this tool is used to estimate travel patterns in a given area, based on current or projected situations described using socio-economic data and taking into account the various transport infrastructures. This common tool could be used in the future Digital Twin of the region.Analysis and simulation of mobility at the individual level EQASIM: This project is based on two Open Source software packages: EQASIM, a software package for detailed estimation of individual travel (mobility needs), and STARLING, a software package for simulation of mobility behavior and shared mobility services.Priority facilities for intermediate vehicles To help identify priority facilities, the project aims to develop a methodology and a web mapping tool to characterize, or at least highlight, priority development areas, based on existing data, either in Open Data or available within the technical departments of each local authority, and on the mobilization of the OpenStreetMap community to produce new data.The atlas of economic spaces for transition The "transition economic spaces atlas" is a digital atlas that maps the "transition economic spaces", the real estate stock dedicated to players of ecological and societal interest that our association seeks to promote and develop. Through quantitative surveys carried out among transition players and via databases, the atlas is aimed at local authorities, public and private real estate decision-makers, and the general public, to give visibility to these spaces and steer their massification. IGN, Cerema and Inria call for joint projects to create France's digital twin"This ambitious project presupposes the federating of local and thematic initiatives already undertaken by public and private players alike. The call for joint initiatives that opens today is aimed at local authorities, administrations, research laboratories, associations and companies wishing to join the project, in order to scale up their solutions to the national level or integrate their needs. By listing the players in the ecosystem, it will help to better structure collective action around this initiative.Local authorities are invited to propose a use case or present feedback on their local digital twin.The future digital twin of France and its territories focuses on several themes:Monitor and anticipate the effects of climate change on the region, using simulation and forecasting models;Simplify decision-making, by offering a systemic analysis tool that integrates environmental, economic and regulatory factors;Facilitate the co-construction of development projects, by enabling all stakeholders, from central administrations to the general public, to "speak the same language";Contribute to the structuring and development of the digital twins ecosystem in France and Europe, at all levels, from both a community and economic perspective.A set of tools and data :Data, in particular a 3D model to which business data can be connected;Visualization (including immersive navigation) and query services, data enrichment and cross-referencing services;Simulators for a thematic and systemic approach;A science park to stimulate the research ecosystem.The needs expressed by pilot users will be given priority, and they will benefit from the services offered by the twin from the test phases onwards.

The issue of educational digital inequalities is at the heart of the latest issue of Revue en Education (REE). The articles in this issue combine complementary approaches to the experience of teachers with that of students and their parents. The authors draw in particular on the work of the e-FRAN IDÉE research program (Digital Interactions for Education and Teaching), which considers the transformation of educational digital uses, particularly in schools, from the perspective of reducing inequalities.Agnès Grimault-Leprince (1), Sophie Joffredo-Le Brun (2) and Pascal Plantard (3), coordinators of this issue of REE, set out in their introduction to identify " areas for the development of digital teaching and training practices that can help reduce educational inequalities ".This dossier explores three notions that are " central to the understanding of digital society issues in education": technology appropriation, cooperation and empowerment:When it comes to the conditions under which teachersappropriate digital resources, "differences in appropriation can only be understood by crossing different scales of observation: that of the individual, with the importance of "digital cultural capital"; that of the professional environment, more or less active; and finally that of the territory and its political dynamics".The notion of cooperation is also central to understanding the use of technology in education. " In this dossier, we have chosen to focus particularly on the conditions for "working together": commitment to a common goal, attention to communication skills, maintaining horizontality through interaction, understanding the potential and pitfalls of working together, and deliberate use of appropriate knowledge and skills.The decision to focus on the issue ofempowerment stems from the importance of this notion in the discourse on schools, and in particular from the debate concerning the contribution of digital devices to the construction of student autonomy. " The multiplication of resources available online (texts, videos, software) is at the root of beliefs about school learning that they could encourage, outside the intervention of teachers". However, to make the most of digital resources and means, users need specific skills and forms of autonomy, which do not develop spontaneously. " It is then the dispositions built up outside school, mainly within the family, that enable pupils to achieve the expected learning outcomes". In the end, " the use of ICTE in schools, centered on self-training practices (self-correction, self-direction, self-regulation and self-control), encourages the growth of social inequalities in success ".The articles in this issue combine multi-disciplinary approaches to digital uses in school learning (see table of contents below).(1) Centre de recherches sur l'éducation, les apprentissages et la didactique- CREAD, Université Rennes-2.(2) Laboratoire interdisciplinaire de recherche sur les questions vives en formation et en éducation-LIRFE, Université Catholique de l'Ouest.(3) CREAD-Gis Marsouin, Université Rennes-2. ContentsAgnès Grimault-Leprince, Sophie Joffredo-Le Brun and Pascal Plantard: EditorialDidier Perret and Pascal Plantard: Digital cultural capital of teachers and learner territories. Analyses of the resources and paths of digital appropriation by teachers in cooperative third places.Isabelle Danic, Thierry Lefort and Laurent Mell: At the root of digital inequalities, secondary school teachers' relationship with digital technologies: withdrawal, appropriation or sharing?Simon Collin: The role of educational technology design in digital social inequalities of useAgnès Grimault-Leprince, Lila Le Trividic Harrache and Laurent Mell: Digital home uses and school success. The role of family socializationSuzane El Hage, Jean-Marie Boilevin, Ghislaine Gueudet and Marie-Pierre Lebaud: Supporting the choice of resources for digital uses that promote student autonomy: comparing an analytical grid in two disciplines.Andrea Tucker, Cédric Fluckiger and Thierry Gidel: Learning to work together: influences of the digital workspace on collaborative engagementGhislaine Gueudet, Sophie Joffredo-Le Brun, Antoine Le Bouil, Carole Le Hénaff, Gwenaëlle Riou-Azou and Sabrina Srey: Numérique et autonomisation des élèves : quelle formation initiale des enseignants ?Ana Isabel Sacristán, Marisol Santacruz Rodríguez, Maria de Lourdes Miranda Quintero, Homero Enríquez Ramírez and Sandra Evely Parada Rico: Inequalities in access, training and use of digital technologies for school mathematics in two Latin American countries: Colombia and Mexico.

The Observatoire des métiers du numérique, de l'ingénierie, du conseil et de l'évènement (OPIIEC) has set out to identify the skills, employment and training needs of companies in the digital sector, in light of their obligations to reduce their environmental footprint.Companies in the digital and engineering sectors see the ambitions and obligation to reduce their environmental footprint " as simply another technological evolution on top of those they have already overcome... The sector is also used to constant innovation, and therefore considers itself perfectly capable of integrating this new paradigm"."The environmental criterion is already gaining ground in recruitment, both on the employer's side and the candidate's, particularly among young graduates ", notes OPIEEC. "To date, the training on offer lacks maturity and clarity: it is not yet equipped to meet the challenges of tomorrow, despite the real abundance of solutions available to companies".New professions ..."While the ecological transition has not revolutionized core businesses, new areas of expertise seem to be developing in response to the challenges of digital sobriety".A number of "new" professions are emerging within larger organizations.Responsible Digital Manager: he/she provides expertise and acts as an interface between the IT Department, the CSR Department and the General Management. He/she creates value through the responsible design of digital products and services.Sustainable Development Director: he/she oversees an organization's sustainable development impacts, activities and aspirations. " The job is becoming increasingly important to companies as they steer strategies linked to sustainable development and sobriety issues in general. These people supervise project managers, heads of responsible departments and work full-time on these issues".Carbon auditor: he/she takes "exhaustive photographs" of all the GHG emissions of a particular organization, event or project. He/she facilitates decision-making in terms of actions to be taken to reduce carbon impact.Responsible Digital Trainer: provides expertise and support to Green IT managers. He/she is responsible for raising awareness and training internal teams."These new professions tend to be reserved for larger companies," says OPIEEC. " In smaller companies, these functions are often integrated into general management, or even technical management".... and new skills for core businessesWhile business function mapping is only slightly affected, "all business functions will have to comply with the requirements to reduce the impact of digital technology: management, sales and marketing functions, technical/product departments, but also all types of other support functions".The study identifies a series of key skills directly linked to reducing the environmental footprint of digital technology.In terms of hardware, this means knowing how to use input peripherals (mouse, trackpad, tablet, microphone, Ethernet cable, etc.), mastering processing peripherals (processor, microprocessor, CPU, motherboard, etc.), storage peripherals, understanding output peripherals (screens, network output devices, different ports, etc.), understanding how to power devices, and mastering man-machine interactions.When it comes to software, it's important to master software eco-design via various tools, the user interface (UX Design), automation and the continuous integration environment.Finally, when it comes to network and cloud computing, this means mastering architecture in all its forms (functional, solution, application, data, software, integration, technical), mastering cloud computing architectures (private, hybrid, public) and virtualization.A training offer that is insufficient in number, unclear and, according to the majority of players, ill-adapted."Some engineering schools and universities offer modules on the subject ", such as ESAIP in Angers and the University of La Rochelle. " But the subject is unfortunately only touched on in the majority of training courses".This brief initial training offer does not cover the entire spectrum of the theme.In particular, OPIEEC points to" The absence of a training course totally dedicated to the theme"."Training that skims the surface of eco-design (Life Cycle Assessment - LCA) and doesn't go into digital optimization in depth"."Business and engineering schools insufficiently involved"."Students are sometimes forced to self-train on their own initiative to acquire a base of knowledge".As far as continuing education is concerned, OPIEEC observes " a profusion of offerings", and even " a Far West effect ", as it is " so difficult to find one's way around". This is due to the multiplicity of players positioning themselves to offer training on this theme: digital service companies (ESN), consultancies, training organizations and associations. Complementary training modules are often " too generic".An action plan?The OPIIEC study concludes with an action plan:Define and clarify the concept of the digital environmental footprint;Raise awareness among all players in the ecosystem;Densify and increase the reliability of technical training;Adapt the mapping of professions.

Since the first edition of Numérique en Commun[s] (NEC) in 2018, the Digital Society Program - and in particular the Digital Society Laboratory - and inno³ have been collaborating to produce resources and tools dedicated to the appropriation of the commons in an open and collaborative approach :The " Tutorial to the Digital Commons ", initiated at NEC 2018 and completed for NEC 2019;The " Le Commun numérique et sa ressource " tool sheet, the result of a collaboration between Praticable, the Société Numérique program, Fréquence École and inno³ carried out during NEC 2020 ;The " Panorama of the digital commons ", initiated in support of the NEC 2021 workshops;The " Canvas for the Governance of the Digital Commons ", produced as part of NEC 2022;and the most recent, a Canvas dedicated to the economic dimension of the commons, detailed below, produced in support of NEC 2023. What is the Commons Model Canvas?The Commons Model Canvas is both a method and a guide for digital commons project leaders, to help them think through the specific aspects of the commons: defining governance, dealing with economic issues, organizing the framework for collaboration, and so on.In the course of our work on the appropriate legal structures for structuring the digital commons, the question of the economic models for these commons regularly came up as the main concern of project leaders. The Commons Model Canvas completes the Canvas for the governance of the digital commons, published in 2022, by materializing the concepts attached to the digital commons dimension. Its aim is to enable the definition of an economic model for the commons, and a related business model for the parties involved in its maintenance and development. Indeed, the problem of the economic model of the commons, and the business models that can be envisaged for the stakeholders, has been raised among commoners for years. In particular, inno³ has been able to support several projects in defining their business model, either directly at the request of these projects, or on behalf of institutional players wishing to provide support for specific projects (Ademe's Call for Commoners, ANCT's Call for Expressions of Interest "Tooling digital inclusion players", or IGN's Geoplatform project). Many projects have fed into our experience: iTowns, La Rochelle Territoire Zéro Carbone, LaCollecte.tech, Soliguide, XSalto (now Alpilink), etc. What makes up the Commons Model Canvas?Available in paper or digital versions, it is a set of self-contained resources that can be assembled to facilitate a variety of situations, from individual reflections to team workshops.This tool, initiated at NEC 2022 with the Commons Governance Framework, enables digital commons projects to better understand and articulate the complexity of the economic stakes of commons projects in relation to their business models and the stakeholders involved.To facilitate the workshops, we have produced a "kit" consisting of :A user's guide containing a range of resources, tips and examples. A number of resources for further exploration of the issues raised, to make it easier to put them into action.A series of 3 cards to help you grasp and materialize all the issues (economic and governance, indicated by pictograms) underlying the digital commons. These cards are double-sided, to mirror the issues raised by each stakeholder (front) and those of the community (back).Sheet 1 - "Presentation and Mission" (green): provides an overview of each stakeholder.Sheet 2 - "Convergence of actions" (blue): describes the contribution of each stakeholder, the resources they mobilize, and the rules of governance established within the community.Sheet 3 - "Projecting onto a common model" (red): allows you to take a step back and project towards predetermined timeframes (6 months, 2 years or 5 years) by articulating scenarios on a multi-dimensional action plan.A set of two canvases that can be completed independently of each other and according to the needs of the workshop:A " framework for the governance of digital commons" to summarize the rules of governance, the structure and representation of the project community, articulated by actions and indicators.A " canvas of the economic stakes of digital commons" to synthesize the business models of each stakeholder in a digital commons, in order to map out what each puts in and what each receives.The Commons Model Canvas may be supplemented in the future, depending on the needs of project developers.This kit drew on all inno³'s expertise (legal, design), a bibliography of grey literature and the organization of focus group discussions. Our approach also drew on a more global design approach at inno³ through game design. You can access all the following resources:The "Governance of the digital commons" canvas and the "Economic challenges of the digital commons" canvas make up the Commons Model Canvas,Cards to help you complete the canvas,Documentation in booklet form to help you run the workshop,An outline and ODP format sheets to facilitate completion in an online workshop,Source files for all content in SVG format. How to run a workshop using the Commons Model Canvas?This kit is initially designed to be used in a face-to-face workshop format, with a plurality of profiles gravitating around an identified digital commons project, and a printed version of the booklet. However, we are making available documentation enabling it to be carried out remotely in ODP format.When running a workshop, we recommend using the following outline:Stage 1 - Immersion: This stage introduces the various digital commons projects and forms the groups.Step 2 - Exploration: This step enables you to fill in all the double-sided sheets included in the kit.Each card has a specific color for easy recognition.They contain questions with annotation fields to be completed as the discussion progresses (it is advisable to complete the cards in order).The cards can be completed individually or collectively, depending on the needs of everyone around the table during the workshop. The community section of the cards can be completed by all project stakeholders.Stage 3 - Convergence: The summary of actions and the elements completed on the cards will be entered on the two templates provided. The answers entered on the forms will feed the canvas. It is therefore advisable to fill in the forms before completing the canvas.The governance framework focuses on the governance elements of a digital commons project.The business model canvas enables you to map out your business model, in a way that complements those of other community stakeholders, in order to build an economic model that is sustainable for the community and viable for stakeholders.The recommended workshop time will depend on a number of factors, such as the number of participants, the objectives set and the context. In any case, you should generally allow between 2 and 3 hours to complete all the materials (worksheets and canvas). Mobilizing the Commons Model Canvas at NEC 2023For this latest edition of Numérique en Commun[s], inno³ led a workshop entitled "Take charge of (and challenge) inno³'s digital commons support kit". The aim was to introduce and enable participants to take charge of the Commons Model Canvas, a tool designed to help digital commons holders understand and manipulate the necessary concepts, and to project themselves onto a sustainable common economic model. The large number of participants in this workshop shows the importance of the need for common carriers, whether private or public, to have specific tools to support them in structuring and developing their project.The participants were divided into four groups, each devoted to an existing commons developed by one of the members. This common was used as a case study to ensure that the framework would be easily understood and used by the players for whom it was intended.The workshop showed that the Commons Model Canvas addresses most of the issues raised by the participants, in a format that is particularly well-suited to the task, making it easy to learn and complete collectively. However, a number of irritants were raised: information to be requested; vocabulary to be adapted; design to be reworked from time to time; and so on.This feedback is invaluable, because the Commons Model Canvas, like all the resources resulting from the collaboration between the Digital Society Laboratory and inno³, is intended to be the fruit of collective work. This is why you can now download the Canvas in its version shared with NEC, under a CC-By-SA 4.0 license, so that you can make use of it and make any modifications you wish. How to contribute to the kit ?The "Common Model Canvas" Kit is shared under a free CC-by-SA 4.0 license. This means you can adapt it to the specific features of your project, making it the most relevant tool possible.If you'd like to be involved in future developments, or simply to be kept informed, please contact us at commonsmodelcanvas@inno3.fr.Don't hesitate to let us know about your experiments and re-appropriations at the same address.You can also access and contribute to all our content via our Gitlab. If you complete one of the two frameworks and/or the associated sheets, don't hesitate to share this content with us via the Gitlab so that it can be added to the "Examples" folder.

Bringing social professions out of the crisis of meaning and attractivenessThe White Paper on Social Work (314 pages), submitted to the French government by the Haut Conseil du Travail Social (HCTS) on December 5, 2023, takes stock of an unprecedented crisis in social work: serious recruitment difficulties, staff turnover, disaffection with training among the younger generation. "This deterioration is a warning of the state of emergency affecting the sector. It is also leading to a decline in the quality of support and services provided to the public.The first chapter deals with working conditions and the attractiveness of organizations. The second deals with the professional practices and approaches needed to meet today's social challenges. The third deals with the challenges of initial and continuing training. Finally, the fourth chapter looks ahead to the conditions that will make our professions attractive in the face of ecological, demographic and digital transitions. The HCTS makes 14 recommendations along these lines (below).While 90% of the 1.3 million social workers are women, the authors of the White Paper have chosen to refer to them in the feminine plural. Digital, between potential and loss of legibilityWhile digital technology is "a working tool with many potentialities ", the dematerialization of administrative procedures contributes to this loss of meaning and attractiveness, by generating "sometimes uncontrolled processes, a source of additional workload".Following on from the HCTS's work on digital transformations in professional practices in the social professions (Why and how social workers are seizing digital tools in 2018), the White Paper looks at digital from three angles:The difficulties of supporting people in a context of dematerialization ;The growing importance of reporting activities for social workers;The foreseeable upheavals in the social professions linked to the development of Artificial Intelligence. "To the administrative millefeuille is added a millefeuille of digital tools, each developing its own logic".As the White Paper points out, the proliferation of service platforms and the need to go through them can distance vulnerable people from access to their rights: "social workers play a relay role in developing the digital autonomy of the people they serve. To do this, they need to be able to link up with the network of local players who can help them acquire these skills or access other services".If "the new professionals are comfortable with the computerization of their practice... the replacement of physical offices in organizations by "self-service" areas, where interaction with an agent becomes ad hoc, raises the question of how to manage the illegitimacy of the public".Following in the footsteps of the Défenseur des droits, the HCTS advocates maintaining physical counters alongside digital services. "People experiencing difficulties with the dematerialization of administrative procedures need to be supported and accompanied. They need a relationship that is above all human, understanding and non-judgmental. Training courses for digital helpers, who are invited to work with social action professionals, also include the relational dimension of assistance and the assessment of requests".Dematerialization also exposes professionals to all kinds of difficulties, such as the need to "navigate between different services, in support of the people they accompany (...). In many situations, they no longer have any contacts outside digital platforms (...). Communication methods can become a time-wasting factor, to the detriment of supporting the person's life project"."For a number of professionals, the dematerialization of procedures is synonymous with a loss of legibility, to such an extent that helping the public to decipher administrative procedures has become a mission in its own right. (...) For each situation, it is now necessary to spend a considerable amount of time understanding the elements of the file with the operators concerned, and trying to resolve the difficulties that block the system (identifiers, e-mail addresses, absence of a contact person...). Professionals don't always know how to navigate the often unintuitive platforms. The administrative complexity added to the computer logic leads people in difficulty to multiply their requests for appointments.While digital technology, as a working tool, offers many potential benefits (a source of valuable information on the people we support, the ability to access more reliable resources than in the past, sharing spaces to enhance and capitalize on innovative practices, mutual support forums), its acceleration is also leading to a proliferation of evaluation and monitoring tools. "To the administrative millefeuille we have added a millefeuille of digital tools, each developing its own logic".In this respect, the White Paper regrets " the absence of a single application subject to national standards to manage such processes, leaving a proliferation of diverse systems that do not always consider the consequences of their implementation".The White Paper stresses the importance of adapting ongoing training to the difficulties faced by professionals. It also points to the difficulty faced by facility managers "in identifying the capacity of software to meet needs (...) It would be useful to designate referents within facilities to facilitate the translation of digital tools into the reality of activity". From reporting to data-driven management"Social workers are finding that they are spending more and more time responding to numerical orders and filling in indicators. These activities are seen as time-consuming and meaningless. However, it is imperative that public policy management be based on robust data that can be rapidly mobilized.The White Paper recognizes the importance of data sharing (reinforcing the "tell us once" principle ), with the aim of achieving interoperability between systems enabling unique identification and sharing of personal data in compliance with the RGPD, developing the ability of organizations to directly query these aggregated databases, and extending the automated allocation of certain rights to beneficiaries (see the Labo Administration proactive dossier: what are the issues, risks and prospects?)."However," adds the White Paper, " it remains necessary to remain cautious in the face of the risk of overestimating the capabilities of digital tools for business management. This tends to overemphasize numerical analyses and ignore contextual approaches". Preventing upheavals linked to the development of Artificial IntelligenceRapid developments in artificial intelligence are raising questions about the evolution of professional practices. While it can help social services to identify potential beneficiaries or make decisions to reach out to them, based on the collection of relevant case management data, "there is a lack of reliable data to provide a legal and ethical framework for the use of artificial intelligence in decision-making with and for vulnerable groups"."Datamining and deep learning (the massive, automated use of data to extract information about behavior) are allies in the provision of services and the fight against non-use, provided they are integrated into a strict legislative framework and the ethical and deontological foundations supported by professionals".The White Paper recommends a study anticipating the use of artificial intelligence in this sector. The aim is to adopt "a proactive attitude on this subject, in order to avoid the negative impacts of digital development in social work practices and for the people supported". Recommendations of the Haut Conseil du Travail SocialEnhancing salariesInitiate dialogue on the subject of management ratiosRe-examining funding methods for social and medico-social structuresAffirming the fundamentals of social work adapted to today's challengesDeveloping the governance of skills and professionsLong-term recruitmentChanging work organizations through different types of managementSupporting career pathsConsolidating the career paths of students and traineesDistinguishing between access to the law and social supportImplement a global communications strategy for business linesHarnessing the full potential of the digital transitionInvesting in the ecological transitionStrengthening the place of social work in public debate

ForewordThe deployment of digital technology in the education system is subject to both expectations and "contradictory injunctions ". At a time when generative intelligences are finding their way into educational practices, alerts and warnings are multiplying, calling for a "reasoned use " of screens and technologies in schools.In July 2023, in a report entitled "Technologies in education: who's in charge? ", UNESCO called for "the judicious use of technologies in education (...). We must teach children to live both with and without technology; to pick what they need from the mass of information available, but leave aside what is not necessary; to allow technology to provide support, without ever supplanting human interaction in teaching and learning".Based on data from the latest PISA survey, the OECD in 2024 called for a " fight against distraction" caused by exposure to screens at school. Excessive use of digital devices for leisure purposes in the classroom can have a negative impact on students' academic performance".In April 2024, the commission of experts commissioned by the President of the Republic to assess the issues attached to children's exposure to screens, recommended, among other things, strengthening the application of the ban on phones in middle school and systematizing smartphone-free spaces in high school.The Ministry of Education's September 2024 back-to-school circular bears witness to these debates and warnings, with the experimentation of a "digital break" in middle schools, " so that the ban on cell phone use provided for by law is effective and total over the entire school day".While it emphasizes "the reasoned use of screens and the appropriation of a responsible digital culture", this circular also lays the foundations of a doctrine for "the reasoned use of the possibilities offered by tools using artificial intelligence".In 2023, a study by the Direction de l'Evaluation, de la Prospective et de la Performance (DEPP) reopens the debate on the link between digital technology and educational inequality. For the first time, the DEPP is measuring students' mastery of digital skills at the end of secondary school. Nearly two out of three pupils (63.5%) have a satisfactory command of digital skills, but this assessment highlights significant differences according to social profile. Students from the least-favored middle schools score lower than those from the most-favored middle schools. In an article entitled " Être élève, être enseignant à l'ère numérique : entre avancées égalitaires et inégalités nouvelles" (Being a student, being a teacher in the digital age: between egalitarian advances and new inequalities), three researchers question, after many others, the role of digital technology in "creating inequalities in success and differences in career paths ". " Reasoned use of screens" and " digital break" at secondary schoolThe notion of thereasoned use of screens and technologies in schools has gradually become an integral part of the Ministry of Education's policy documents.In its Avis sur la contribution du numérique à la transmission des savoirs et à l'amélioration des pratiques pédagogiques (Opinion on the contribution of digital technology to the transmission of knowledge and the improvement of teaching practices), the Conseil supérieur des programmes (High Council for Programs), in 2022, called for "a critical and reasoned use of these means of access to information and communication (...) The aim is to inculcate the principles of a reasoned practice of information and communication tools".In January 2023, the Digital Strategy for Education 2023-2027 characterized the digital offering for the educational community as needing to be " reasoned, sustainable and inclusive".In December 2023, the Choc des savoirs presentation file reminded us that " digital technologies should be used in a reasoned way, with appropriate support".The Circulaire de rentrée 2024, for its part, stresses that " Schools must play a decisive role in the reasoned use of screens and the appropriation of a responsible digital culture. (...) This reliance on digital technology must be correlated with sensible use of screens".This recurring notion ofrational use refers to two issues, two "public problems", which are distinct but often intertwined in public debate:The long-standing issue of overexposure of children and young people to screens;The disruptive effects of telephones at school.In October 2023, the "education and digital" information mission led by the French National Assembly's Delegation for Children's Rights drew a harsh conclusion: "Digital education has not produced the expected results, and awareness of the risks to children in the digital space has made it clear that we need to educate children in digital terms before educating them with digital tools. The beginnings of digital education have thus seen the light of day, but it remains insufficient and needs to be translated into specific, systematic teaching of digital issues in the best interests of the child".Commission of experts on "children and screens" calls for " a coherent, controlled and evaluated strategy on the place of digital technology in schools".In its conclusions submitted on April 30, 2024, the commission commissioned by the President of the Republic to assess the impact of young people's exposure to screens deplores the fact that digital resources in schools "are still too frequently deployed without any structured dialogue with the educational world, without systematic training for teachers and parents, and without any exchange with pupils' parents".While "health and environmental issues plead in favor of limiting the use of screens (particularly individual screens) in schools, as well as limiting the use of screens in the home... The Commission did not reach a general consensus on the ideal level of mobilization of digital tools in terms of equipment and pedagogical uses".However, the ten members of the commission were able to agree on the need for greater consistency in digital matters: progressive exposure to screens for children and teenagers, "no screens in nursery school", "no individual equipment entrusted to children in elementary school", "no digital workspaces for pupils in elementary school".They also advocate the labeling of digital tools whose positive impact has been scientifically validated. " No large-scale deployment should take place without a systematic evaluation or impact study", and call for stricter supervision of the use of digital workspaces and the school life software Pronote, in the interests of protecting teenagers. Updates and notifications for students could be cut off between 7 p.m. and 7.30 a.m., for example.OECD: " The use of digital devices in the classroom has become a double-edged sword ".In 2024, the OECD published a report that examines the links between screens, academic performance and student well-being. It is based on data from the 2022 edition of PISA, the Programme for International Student Assessment, and on questionnaires sent to 15-year-olds who have taken these tests.The survey revealed that 65% of OECD students reported being distracted by the use of digital devices during at least some mathematics lessons (59% in France). 59% of OECD students said they had been distracted by other students using phones, tablets or laptops during at least some math lessons."The use of digital devices in the classroom has become a double-edged sword. While these devices can broaden access to learning resources , "the temptation to wander off, to focus attention on non-academic activities or to explore the wealth of information their devices make available, can impact student concentration and achievement".The survey also raises questions about students' well-being. In France, for example, 43% of students say they feel nervous or anxious if they don't have their phone near them: a proportion comparable to the OECD average.The OECD concludes by questioning the effectiveness of provisions aimed at regulating the use of digital devices in educational establishments. "This kind of decision can be effective, although this depends to a large extent on how rigorously the ban is enforced. Even in schools where phones have been banned, 29% of students in OECD countries report using one several times a day on average, and 21% every day or almost every day.Back to school in 2024: experimenting with the digital break in secondary schoolsThe back-to-school circular for 2024 announces that a "digital break" will be tried out in volunteer middle schools in each département, so that the ban on cell phone use provided for by law is effective and total over the entire school day, including interstitial high-risk areas such as class changes, recess and the lunch break.This experiment has two objectives:improving the school climate, which can be adversely affected by the use of cell phones, making it possible for violence to develop (online harassment, dissemination of violent images);improved student performance, with phone use having a decisive effect on concentration in class and knowledge acquisition.At the start of the 2024 school year, 199 middle schools have volunteered to implement the system this school year, involving over 50,000 students. Full implementation is scheduled for January 1, 2025."Students don't spend eight hours a day in front of a computer or tablet in class...""The idea that schools are overrun with screens is false. Pupils don't spend eight hours a day in front of a computer or tablet in class", argues Audran Le Baron, Director of Digital Education at the French Ministry of Education, in Le Monde ." France is not Sweden", he assures us, referring to the policy of this Scandinavian country which, after having massively equipped its pupils with tablets, is now going backwards, judging screens to be responsible for the drop in academic standards. "The most common everyday reality is an interactive digital board on which educational resources are projected. By no means all pupils in France have an individual screen in the classroom".According to the Ministry of Education's statistics department, public elementary school will have four fixed computers for every 100 pupils, and nine mobile terminals by 2022; in public middle schools and high schools, these figures will reach an average of 33 fixed terminals for every 100 pupils, and 20 mobile terminals. As this equipment is the responsibility of local authorities, there are major disparities between regions: one elementary school may have difficulty in having a computer room worthy of the name, while in other communes, all pupils are equipped with a tablet that they can take home. National education and artificial intelligenceThe irruption of Gpt3 chat at the end of 2022 has sparked numerous initiatives in the world of education. Reservations and concerns too: will AI further reinforce inequalities? Will it widen the gap between good and bad students? Change the way they work? Make homework pointless? What can replace the time saved by AI? What about assessment and curricula?In July 2023, a senator's written question led the French Ministry of Education to clarify its position on generative AI: pedagogical interest, use by students, teacher training.In April 2023, following on from the work of the OECD and Unesco, the Ministry's Digital Education Department published an overview of the contributions made by research into artificial intelligence (AI) and education: areas of application, avenues for training and teaching, and prospects with the current trend towards generative AI and large-scale language models.For its part, Canopé, the operator of in-service teacher training, offered its first training days in 2023 on the theme "AIs, what assistance for pedagogues and pedagogy?"AI and "Knowledge ClashThe digital component of "Clash of Knowledge announced by Gabriel Attal, then Minister of Education, in December 2023, expressed strong expectations and hopes for AI: "Today, artificial intelligence tools can maintain a dialogue with students and enable them to progress orally thanks to voice recognition, but also offer them grammar, syntax or translation exercises adapted to their level. These tools can also be used to individualize progress in French or mathematics, with a method based on the playful repetition of exercises to master the fundamentals of grammar, conjugation, writing, arithmetic, geometry or logic. Based on the teachings of cognitive science, they offer students a flexibility of use that makes them all the more attractive, and complementary to the teacher's teaching ".While reminding us that "these technologies must be used in a reasoned manner and with appropriate support", the Minister announced that "France will be the first country in the world to make the use of an artificial intelligence application ( MIA) available free of charge to all pupils in a given age group to support their academic progress. It will be used outside class hours, and in addition to in-class support, to go deeper into fundamental concepts, in line with the national 2nd grade assessments "." Develop students' critical thinking about how AIs work and how they are used".The September 2024 back-to-school circular expresses a more measured posture towards AI, formulated in terms of challenges:"Create the conditions for collective appropriation of AI and its challenges, so as to define together the conditions in which it can be integrated into everyday classroom life.Encourage the reasoned use of AI from 5th grade onwards, under teacher supervision and in line with the development of curricula.Enable schools to play their part in media education and understanding the advantages and disadvantages of technology".While " every teacher can explore the uses of AI", the circular reminds us that, "in the interests of vigilance and reflexivity, a form of regular, methodical and deliberative questioning should be organized to develop students' critical thinking about how AI works and how it is used".Creating an AI cultureIn this circular, Education Minister Nicole Belloubet announces the forthcoming development of a national education strategy on artificial intelligence. In March 2023, she had asked the Conseil Supérieur des Programmes to take into account the contribution of artificial intelligence: " The programs will contribute, for each discipline, to creating a AI cultureculture, in particular through the reasoned use of the possibilities offered by artificial intelligence tools. For each year, they will identify the use cases where the contribution of AI represents a real added value, and the concepts that need to be understood".Within the DNE (Direction du numérique pour l'éducation), a Communauté de Réflexion en Éducation sur l'Intelligence Artificielle (CREIA) " aims to put innovation and artificial intelligence (AI) at the heart of pedagogical practices and educational thinking".The General Inspectorate for Education, Sport and Research (IGESR) plans to submit a report in February 2025 on "the use of artificial intelligence in schools, from an administrative and pedagogical point of view".As two computer science professors, Jean Ponce and Isabelle Ryl, observe in Le Monde, the attention generated by AI " is reminiscent of the media hype that greeted the arrival of MOOCs (for Massive Open Online Course) in 2012. These online courses were supposed to revolutionize higher education by enabling anyone to follow courses taught by the best - often American - professors from a distance, sometimes free of charge. Despite an upturn during the Covid-19 pandemic, the impact of MOOCs has proved relatively modest, and they are now just another educational tool, for example in the training of professionals. Digital skills among secondary school students: significant differences according to social backgroundIn May 2022, the Direction de l'Evaluation, de la Prospective et de la Performance (DEPP) measured students' mastery of digital skills at the end of secondary school for the first time.The new assessment distinguishes between different levels of performance. It is based on the Digital Competency Reference Framework (DCRF), with five domains (information and data, communication and collaboration, content creation, protection and security, digital environment) and sixteen competencies. This is in line with the European DIGCOMP reference framework.Nearly two out of three students (63.5%) have a satisfactory command of digital skills, enabling them to use digital tools in a reasoned, secure and eco-responsible way. In particular, they demonstrate know-how in using the advanced functions of various communication, word processing, image processing and presentation software programs.Among them, 10% are particularly at ease: they know how to process data using a spreadsheet-graph, are familiar with best practices for solving digital-related problems, and have a global vision of the impact of digital technology on society and the adaptations needed to minimize it.In contrast, 15% of students have only a limited grasp of these skills. For example, when communicating by e-mail, these students know how to identify the sender and how to behave respectfully, but they haven't mastered the conventions of e-mail writing, and they don't know how to guard against fraudulent e-mails.Read more : Digital skills among secondary school pupils: significant differences according to social background Educational inequalities: what role does digital technology play in creating inequalities in success, and how can they be reduced?"Stories about the 'end of school' have been multiplying over the past decade or so, with the idea of a digital turnaround calling for a reinvention of education (...) At the heart of the work, educational inequalities can be defined here (...) as differences in access deemed by society to be unjustified, condemnable, to educational goods. The aim is to understand the role of digital technology in creating inequalities in success and differences in career paths.The issue of educational digital inequalities is at the heart of the latest issue of Revue en Education (REE). The articles in this issue take complementary approaches, combining the experience of teachers with that of students and their parents. The authors draw in particular on the work of the e-FRAN IDÉE research program (Digital Interactions for Education and Teaching), which considers the transformation of educational digital uses, particularly in schools, from the perspective of reducing inequalities.Agnès Grimault-Leprince, Sophie Joffredo-Le Brun and Pascal Plantard, coordinators of this issue of REE, set out in their introduction to identify " areas for the development of digital pedagogical and training practices that can help reduce educational inequalities ". The dossier explores three notions that are " central to the understanding of socionumeric issues in education": technology appropriation, cooperation and empowerment.Read more : Educational inequalities: what role does digital technology play in creating inequalities in success and how can they be reduced? The "Numerics and Computer Science" specialization in the first and last years of secondary school suffers from a lack of appeal.In 2019, the reform of the baccalauréat has introduced a new specialization: "Numérique et Sciences Informatiques" (NSI), one of the 19 specializations offered in première and terminale.The NSI specialization (four hours per week in Première and six hours in Terminale) has succeeded the previous Computer Science and Digital Science specialization (two hours per week) introduced in 2012, which was only offered to Terminale S students. Today, this course is taught by teachers holding the CAPES NSI or the inter-university diploma "Enseigner l'informatique au lycée" ("Teaching computer science in high schools"), which will be introduced in 2019.At the start of the 2023 school year, 38,091 first-year students chose the "digital and computer sciences" course, representing 10.1% of all students (compared with 34,721 in 2020, representing 9%). NSI ranks 8th among the most popular courses chosen in Première. At the start of the 2023 school year, 17,612 students took the NSI specialization in their final year: 4.3% of all students (13,884 in 2020, 3.7%).Read more : The "Numerics and Computer Science" specialization in the first and last years of secondary school suffers from a lack of appeal A Forge for educational digital commonsThe Ministry's digital strategy for education devoted a chapter to "digital commons": " a set of digital resources produced and managed by a community. By their very nature, they are shared and collective ". In addition to a number of tools already available to teachers, such as the apps education.fr service platform (which provides collaboration and communication tools), the Éléa platform (which enables teachers to create and share open educational resources) and the "Magistère" platform (which provides teachers and all Ministry staff with an extensive catalog of resources for online training), the strategy announced the forthcoming availability of a "forge" that would enable teachers " to collaborate between peers and share computer code ".This forge, which is now operational, brings together both teacher-developers who upload their project code (such as PrimTux, MathALÉA, e-comBox or La Nuit du Code) and teachers who choose text or formatted text (Markdown, LaTeX, etc.) to edit and publish educational content".For this mathematics teacher of 36 years, "the in-depth work on educational digital commons " undertaken by the French Ministry of Education since 2020 is "one of the best ideas since computers first entered the school system. Communications from the administration on this subject do exist, but remain too confidential for my taste, or are disseminated in a very targeted way". After a brief description, he details a number of examples of use, most of them personal, which illustrate the (already current) contribution of existing educational digital commons to teaching, before proposing "historical and sociological landmarks to better understand the notion of digital commons". New research themes in digital educationThe French Ministry of Education's Digital Education Department has set up a research program to assess the impact of digital practices on teaching and learning, and to strengthen support for them. This program is organized around digital theme groups (GTNum), led by university laboratories or other public operators whose missions include research and/or scientific monitoring and mediation.The aim of these working groups (GTNum) is to produce knowledge and identify elements of strategic orientation and levers for action to support digital practices in the academy, and to propose forward-looking scenarios and concrete actions to support the digital transformation of education, based on research findings;For the period 2024-2027, the Digital Department plans to create new digital theme groups around the following topics:Critical thinking, IME and digital (contributions and risks associated with generative AI (text, photos, videos, voice,...), attention grabbing, literacy of data, algorithms and AI.Generative AI, pedagogical engineering and management: ethical and legal issues, evolution of technologies and practices, assistance for teachers, trainers and supervisory staff.Generative AI, creative activities and practices: ethical and legal issues, intellectual, cultural and artistic practices.Evaluating and supporting AI appropriation processes in a pedagogical system: sharing practices and training methods, scientific, pedagogical and didactic issues across disciplines.E-sport workshops in secondary schools.Digital technology and mathematics teaching and learning (core subjects in CP and CE1, fractions and decimal numbers in 6e-5e): didactic developments, production and sharing of resources, student assessment.Certification, micro-certification: international overview, school and university practices, prospects.Education and training for digital citizenship: issues, practices, digital transition and ecological transition.Cybersecurity and education: awareness and acculturation of staff and learners, governance, training methods, challenges and risk management.GTnum publications are available online in the Hypotheses "Education, digital and research" notebook.PISA 2025 to focus on learning in the digital worldThe PISA 2025 "Learning in the Digital World" assessment will focus on two essential skills for learning with technology:self-regulated learning, which refers to the monitoring and control of metacognitive, cognitive, behavioural, motivational and affective processes during learning;Computing and scientific research practices, which refer to the ability to use digital tools to explore systems, represent ideas and solve problems using computational logic.The results should be available in December 2027.

ForewordIn 2020, Pierre Mazet and François Sorin, following a survey of 200 professionals in the field of social work, pointed to the " disturbances imported into the professionalism of social workers by the demand for digital assistance (...) and by the obligation of connectivity imposed on public service users by dematerialization. (...) " They thus find themselves forced to take charge of a new dimension, one that is de facto unavoidable if they are to be able to carry out their missions of access and support towards rights, but one that has not, more often than not, been the subject of any clear definition on the part of their institution".The Livre Blanc du Travail Social (White Paper on Social Work ) describes an unprecedented crisis in social work, with serious recruitment difficulties, staff turnover and a lack of interest in training among the younger generation. Digital technology is no stranger to this loss of meaning and attractiveness, generating "sometimes uncontrolled processes, a source of additional workload".The relationships, articulations and complementarity between the professions of social mediation and those of digital mediation are at the heart of the reflections in a dossier in Sociographe magazine, as well as in the contributions of the members of a collective called Lost in mediation.The task of social work professionals, originally focused on problem-solving and decision-making involving precise professional knowledge, now involves providing a service largely centred on technical support.Steve Jacob and Seima Souissi conclude this dossier with a review of the international literature. The unprecedented crisis in social work: what role can digital technology play?The White Paper on Social Work (314 pages), submitted to the French government by the Haut Conseil du Travail Social (HCTS) on December 5, 2023, takes stock of an unprecedented crisis in social work: serious recruitment difficulties, staff turnover, disaffection with training among the younger generation. "This deterioration is a warning of the state of emergency affecting the sector. It is also leading to a decline in the quality of support and services provided to the public.While digital technology is "a working tool with many potentialities ", the dematerialization of administrative procedures contributes to this loss of meaning and attractiveness, by generating "sometimes uncontrolled processes, a source of additional workload".Following on from the HCTS's work on digital transformations in professional practices in the social professions (Why and how social workers are seizing digital tools in 2018), the White Paper looks at digital from three angles:The difficulties of supporting people in a context of dematerialization ;The growing importance of reporting activities for social workers;The foreseeable upheavals in the social professions linked to the development of Artificial Intelligence.Following in the footsteps of the Défenseur des droits, the HCTS advocates maintaining physical counters alongside digital services. "People experiencing difficulties with the dematerialization of administrative procedures need to be supported and accompanied. They need a relationship that is above all human, understanding and non-judgmental. Training courses for digital helpers, who are invited to work with social action professionals, also include the relational dimension of assistance and the assessment of requests".Read more: Unprecedented crisis in social work: what role can digital technology play? What digital technology is doing to the social support relationshipUnder the title " Numérique et travail social" (" Digital and social work"), the magazine Sociographe, which specializes in social work research, devotes a dossier to developments in the socio-educational support relationship, which is increasingly articulated "with the most common as well as the most sophisticated digital tools, with numerous innovations in the various fields of social work: dematerialized support platforms, digital safes, professional use of social networks, assistance robots..."."In his introduction, Alexis Mombelet, sociologist and trainer at the Institut Régional du Travail Social (IRTS), explains: "New ways of entering into relationships, new forms of social support and educational mediation that need to be understood and questioned.François Sorin, associate researcher at CREAD (Université Rennes 2), looks back at the definition of digital technology in its material dimension, but also as a culture that conjures up imaginations that intermingle and oppose the value of access ("digital technology would be the answer to all our problems") and deep concerns (" digital technology would invariably lead us to the dissolution of social interactions "). Support practices in, with and about the digital world cannot be reduced to the use of "the digital tool" without risking the invisibility of the logics and issues at stake.Based on a review of the literature, three Canadian authorss, Ariane Sisavath, a professional social worker in social pediatrics, and Josée and Mélanie Bourque, professors in the Department of Social Work at the Université de Québec, take stock of the use of NICTs in the health and social services system, and raise three issues for both clients and professionals: the digital divide, the confidentiality of information gathered, and " professional autonomy in the face of decision-support systems that are gradually taking over social action".Vincent Meyer, professor of information and communication sciences at the Université Côte d'Azur, takes a close look at the new logics of care that are taking shape, to the point of asking "whether algorithms are going to replace social workers". Having "lifted the veil " on the " digital accommodations" that professionals and users are making on a daily basis, connected willy-nilly, the author sets out a series of milestones to guide professionals "to engage in a controversy on digital inclusion versus the social acceptability of technologies for their audiences and in their practices".In his contribution, Didier Dubasque, former president of the Association nationale des assistants de service social (ANAS), returns to the question of access to rights "which now involves the use of digital platforms, synonymous with empowerment for some, but also with loss of autonomy for a significant proportion of the French population, who are far from the appropriate tools and knowledge". While this new form of exclusion is leading government departments to try and find solutions, such as the France Service centers, "these cannot meet all the demands. The new professions created by these structures in no way detract from the need for social workers to adapt to these tools, while continuing to give meaning to their actions"."Social support, historically a face-to-face relationship, is tending to develop into a remote practice. What role does digital technology play in this phenomenon: cause, means or hindrance? Vanessa Andriet, a social service assistant, talks about her remote support practice in the healthcare field. In the absence of face-to-face contact, she points out "what makes it possible to establish a relationship with the other person by telephone and videoconference, so that remote social support is meaningful for everyone".Specialized educator Nicolas Plantegenet and François Melou, PhD in psychology, examine the growing role of digital technology in the support provided to educators working in children's social care homes (MECS): the use of social networks, the blurring of the boundary between private and professional life. The risk of " endless connection " and the hybridization of their practices require professionals to reflect on "extending the domain of their ethic of responsibility"."From a social work perspective, the practices of Google, Apple, Facebook, Amazon and Microsoft (GAFAM) appear irreconcilable with the ethical practice of our sector. The GAFAMs, often described as the world's most influential brands, have shaped our times by inventing products and lifestyles. Their business model is based on the exploitation of personal data, analyzing all our online activities to predict and influence our behavior". Morgane Quilliou-Rioual, independent trainer on digital practices in social work and specialized educator, draws on this dual experience to question respect for the "digital security" of the people she accompanies, particularly in relation to GAFAM."We hear every day about cyberattacks, the attention economy and GAFAM. Isn't it time for our sectors to take a closer look at these issues? Digital technology and its tools are part of our working environment. We use them without questioning their uses and the consequences for the people we support. Morgane Quilliou-Rioual, an independent trainer on digital practices in social work and a specialized educator, draws on this dual experience to question respect for the "digital security" of supported people in connection with the General Data Protection Regulation (RGPD) and GAFAM in particular."It's not a question of giving in to technocratic injunctions and digital sirens, of disrupting to prove our professionalism, our technicality, our modernity. Nor is it a question of responding to a public desire to put ourselves at the service of the digitization of the world, to alleviate illiteracy, to train people in digital tools, to educate them in their proper use. Digital tools are welcome, but they are only tools that we need to adapt to our needs. Today, it seems that the opposite is true. We have to constantly update ourselves, just like our computer systems. It's a never-ending race. Gauthier Steyer, a specialized educator at the Aide Sociale à l'Enfance in La Réunion, talks about his day-to-day work, and the many situations in which the use of digital tools gets in the way of a helping relationship. " We could start by setting an example, by giving up our screens, our apps and our software, and focusing all our attention on our fellow human beings.A day center is a place where homeless people can find themselves on the front line of the digital inequalities from which the vast majority of those they serve suffer. In a study focusing on the homeless, François Melou, PhD in psychology, Camille Pinsault, a student at ITS, and Frederic Gontrand, director of a day center, draw up an unvarnished assessment of digital technology as an "aggravating factor of exclusion". "The most vulnerable are once again the biggest losers as we enter the digital age, with e-excluded people seeing social inequalities widen"."The social work ecosystem is being industrialized ", says Jonathan Louli, social worker, sociologist, anthropologist and social work trainer. In his contribution, he examines how digital uses contribute to this industrialization: instrumentalization of sectors, formatting of practices, proletarianization of workers.Léo Lebrun, trainer at IRTS PACA, concludes this dossier by pointing out the "Kafkaesque malaise induced by a world without contact and the coldness of computer procedures". "We may be overlooking how the digitization of society makes the world unbearable from the point of view of subjectivity". "Lost in mediation ": Is digital mediation soluble in social mediation?This was the question posed by Yann Vandeputte, a field player for a dozen years in the voluntary sector, then as a training engineer, to players in the fields of digital mediation, social mediation, social work and sociology. The challenge was "to question digital mediation in relation to other fields, other players who surround it, cross paths with it, spur it on or simply ignore it, out of sheer ignorance or kind condescension". Around this question and the answers proposed by professionals or former practitioners from the associative and institutional world, the Lost in Mediation collective took shape, made up of professionals or former practitioners from the associative and institutional world.In "Allons-nous vers un unique métier de la médiation numérique et sociale? ", Didier Dubasque, who has been involved in social work for over thirty years, observes a form of convergence between these two professions: " Social mediators and, more broadly, social workers are de facto led to devote a considerable amount of time to becoming digital helpers on this or that aspect of a situation with regard to the digital practices of their interlocutors. For example, it's easier for a social worker to explain to a user how to connect to the CAF website and master its intricacies than it is to direct them to a digital mediator, so that they can come back to them to deal with the administrative problem. Redirecting would be nonsense ". However, the two professions are different. "Their missions and points of entry in their relations with users are different and sufficiently specific despite the tasks they have in common (...). The multiplicity of subjects addressed by the use of digital tools justifies this difference between the two professions. Each has its own specificities. But the more recent a profession is, the more it has to prove its efficiency and legitimacy". This is the challenge facing the digital mediator. "It is through the contribution of their skills, and their ability to work in collaboration with other technical and social professions, that they will gain recognition and take their rightful place in view of their usefulness, which no longer needs to be demonstrated.In " Où est donc passée la culture numérique?" (Where has digital culture gone?), Vincent Bernard, coordinator of Bornybuzz numérique, reminds us that digital mediation tends, in principle, towards two objectives: mastery and understanding. "It's a question of both technical and cultural appropriation. This plural approach is also reflected in the notion of digital literacy: "more than just technological know-how, it includes a wide variety of ethical, social and reflective practices that are integrated into work, learning, leisure and daily life ". According to Vincent Bernard, the notion of digital inclusion leads to "a restriction of digital mediation, since it is no longer a question of understanding but only of skills (...): in the end, it's only a question of knowing how to use tools. Digital technology is reduced to its interface dimension, where the user is seen as an operator who must know how to make a request, fill in a field and validate a form". Culture and literacy disappear " in favor of an exclusively operative and technical dimension". " Yet digital technology must not be seen as a black box, and the Internet user/citizen cannot simply be seen as a button-presser. "An in-depth digital culture, acquired through education and experience, supported by a deep reflection on our objectives as individuals and as a society, will not happen ", concludes the author, "without digital mediation professionals trained in this issue".In " Médiation sociale et médiation numérique: solubilité ou symbiose? ", Garlann Nizon, project manager, trainer and consultant in digital inclusion, and Stéphane Gardé, consultant-trainer at La Coop Num, highlight the common ground between these two professions: access to rights. However, they point to the "risk of reducing and limiting digital mediation to access to rights, to the problem of dematerialization or digitization of user relations by public service operators, and the resulting exclusions". And yet, they add, " people are not reduced to their 'rights' and 'duties': they are also built around the 'possible'. So they put forward the prospect of a symbiosis between these two professions: "reciprocally profitable (...) with the idea of reciprocity, the possibilities of collaborations, co-constructions, cooperations (...) Working on complementarities, the common space, requires recognizing the initial specificities and reinforcing them". " Be that as it may," concludes the author, " we will always need mediators, whose roles will of course vary greatly depending on the audience, the services and the territory. These functions cover and will continue to cover a wide range, from simple explanation to training, from adaptation to repair, from assistance to conflict management, from help to service quality".In " La translittératie numérique, objet de la médiation numérique", Corine Escobar, teacher-researcher, Nadia Oulahbib, researcher and clinical analyst of mental health work, and Amélie Turet, researcher associated with the UNESCO "Savoir Devenir" Chair, draw lessons from an experiment in school remobilization: "the merging of different types of mediation (legal, cultural, etc.) can lead to a profound alteration of one mediation in relation to the other. The experiment shows, for example, that a single mediator carrying out several mediations loses himself in his different roles and logics of action, which can degrade an effective and relevant synergy". Social workers and digital transformation: between potential and threatened professional valuesAs in many other professions, the use of digital technologies is increasing in social work practice. From the use of instant messaging systems to the creation of databases. Even automated decision-making tools. These technologies are helping to transform the profession of social worker.Based on a review of international literature, Steve Jacob and Seima Souissi analyze the recent transformations characterizing social work in the digital age.The authors begin by taking stock of the potential offered by digital tools for social workers. This is followed by a discussion of the transformation of tasks and the technical and communicational skills required to adapt to the new work context. Finally, this state of the art looks at a series of challenges from the point of view of users, but also linked to the acceptance and appropriation of these tools by social workers.Read more : Social workers and digital transformation: between potential and threatened professional values

In December 2023, the General Secretariat for Ecological Planning (SGPE) published a proposed roadmap entitled "Digital and data for ecological planning".Drawn up with the help of more than 300 national and local public-sector employees, this roadmap suggests ways, sector by sector, to make better use of available data and ensure that it is shared for the purposes of steering and analyzing public policies.This dense document (259 pages) identifies and details a total of 147 actions. " Digital technology must help change the current system, not optimize it even further".In an introduction in the form of a manifesto, the authors of the roadmap address, at length, the raison d'être (the "why?") of this roadmap: " Faced with the major, systemic challenge represented by the ecological transition, and given the urgency with which we must act, digital technology is an indispensable tool for targeting the most effective actions, managing complexity, reducing delays, modeling, anticipating crises, networking and mobilizing (...) Digital technology must help change the current system, not optimize it even further".They go on to explain the method (the "how") of implementing the roadmap: "For a digital project to be a success, it is often necessary for a large number of players to do their part in a coordinated fashion (developing the necessary standards, making the data available, creating the interface, deploying the tool, training users...) ".As part of the "public platform" approach that underpins the roadmap, " the public authorities lay down the basic rules governing the ethics, security and interoperability of digital tools. It also builds the basic infrastructures. These are identity or business databases, which are distributed in open data or shared with a given circle of players via ad hoc infrastructures. These foundations must be robust and pragmatic. Without them, everything else is built on sand".This public platform approach "allows roles to be shared between the public and private sectors. (...) This collaboration takes the form of shared digital bricks, monopolized by the public sector in the relevant geographical area, to which digital services are connected, often in the private, competitive sector". Eight themes mappedThe work was structured around the eight themes of France Nation Verte's ecological planning. These are: "better mobility", "better housing", "better resource conservation", "better biodiversity conservation", "better production", "better nutrition", "better consumption" and "transversal".To visually represent the roadmap's objectives and projects, the authors used the metaphors of buildings and "bricks" to map each of the eight themes. Each theme (building) is thus associated with several types of "digital bricks": foundations (rules and infrastructure), "walls" (digital services), roof (observatories). "Each brick rests on those below. Dysfunctions observed on the tip of the iceberg, such as the lack of interoperability of digital services (building walls) or the lack of consistency in observatory data (building roof), are very often due to dysfunctions or the absence of robust foundations". Each of the 147 areas identified as priorities is the subject of a numbered "action". Each action is documented: business challenges, current situation, sub-actions to be undertaken, initiators (central administrations, operators, territories), a main initiator and an indicative timetable. And use cases for each themeIn addition, each of the eight themes is associated with use cases that the roadmap is designed to address as a priority:Getting around: "Analyzing and planning mobilityBetter housing: "Energy consumption in housing", "Improving the citizen's approach to renovation".Better preserve resources: "Forecasting water resources and managing crises", "Managing coastline recession".Better preservation of biodiversity: "Taking biodiversity into account in urban planning decisions".Better production: "Efficient deployment of renewable energies".Better nutrition: "Enhancing soil qualityBetter consumption: "Making environmental cost measurement more reliable and harmonized".Cross-functional use cases: "Tooling citizens", "Tooling territories".Each use case explains the business challenges and the current state of digital tools and associated data, as well as the impact indicators."This work on use cases makes it possible to define the priority actions for the theme. Conversely, cartographic work enables us to know everything that exists (...) and to think about the urbanization of bricks in a systemic way: who relies on what? who needs to be interoperable with what?". Identify missing bricks or bricks to be consolidatedThe main contribution of this roadmap is that it reveals "these underground bricks to initiate, unblock, secure or accelerate their development and integration into all the higher bricks". In this way, it tackles "several sea snakes whose smooth operation is essential if we are to professionalize, industrialize and rapidly scale up to meet the ecological emergency".Key identifiers (such as premises and building identifiers, or agricultural parcel identifiers), business databases (such as real-time public transport information, soil quality, environmental impacts of real food products, or data on the reparability, durability and environmental impact of real products) are among the bricks that are missing or need to be reinforced. "Move the governance of the digital commons towards more public models, or create them where they don't exist"."All the themes highlighted the need to share data between a restricted circle of private and public players in order to implement their ecological planning policies. The roadmap highlights the importance of data dissemination infrastructures, which enable open data to be distributed securely and within a legal framework, and to be shared or made accessible to a restricted circle of players, when they are not intended to be open."Historically, to meet this need, it has often been external private or associative players who have built the necessary sharing infrastructures. However, the associated governance poses problems of continuity, sovereignty and neutrality. To enable the deployment of these infrastructures and the industrialization of the associated public policies, it is therefore essential to move their governance towards more public models, or to set them up where they do not exist. Private digital players can contribute to building these infrastructures, but as service providers, not on their behalf, without which the criteria (continuity, sovereignty) cannot be guaranteed. Rationalizing observatories to monitor and steer ecological planning"The proliferation of public and private observatories makes it difficult to monitor and assess the impact of actions taken". This proliferation of observatories corresponds to the proliferation of objectives and national plans contributing to the ecological transition (transversal or sectoral strategies, roadmaps, multi-year programs, etc.).While the roadmap announces the creation of new observatories (such as the hedge observatory, the industry decarbonization observatory, and the freight transport and logistics observatory), it also provides for the rationalization of existing observatories and their alignment with the ecological planning dashboard, which accompanies the Green Nation Plan. Anticipating data for adaptation and crisis managementThe roadmap is also an opportunity to reinforce a systemic approach to the use of data to anticipate and manage environmental crises. An interministerial working group has identified around ten major types of crisis linked to climate change and the collapse of biodiversity: floods, landslides, underground cavities and coastline erosion, atmospheric meteorological events, forest fires, drought, heatwaves, deterioration in air quality, health risks, epizootics and vector-borne epidemics, "prospective" crises, and so on.In some cases, data is not available for the entire territory (e.g., all the areas likely to be impacted by the detachment of a glacier), or is not updated as frequently as required. In the case of monitoring the appearance of new invasive exotic species or pests, for example, "current systems require highly advanced qualification of data, which is certainly necessary for their scientific reuse, but often leads to long exposure times, incompatible with close monitoring of the subject"."Generally speaking, sources of information are widely dispersed and rarely fluidly accessible. This leads to the construction of sometimes complex feedback channels, conceived on a case-by-case basis rather than in a systemic logic ", add the authors of the Roadmap. "It is therefore necessary to identify all data sources and to exploit them satisfactorily (...). It is also essential to set up a feedback system that takes into account the cross-referencing between crises, in order to deal with these particularly complex cases".The creation of new systems during a crisis is always a delicate matter: the Centre national de commandement stratégique is therefore working on the design of a national data-based crisis management tool, sized and adapted to all types of crisis. A "Digital Data Strategy Committee" and thematic committeesTo meet the need for decompartmentalization and political support, a France Nation Verte "Digital and Data Strategic Committee" will be set up. Co-chaired by the SGPE and DINUM, it will regularly bring together the stakeholders in the scheme to allocate funds, coordinate and secure the program as a whole.The structuring of the new financial resources allocated to the site will be consistent with this governance. These resources will not be allocated player by player, but action by action, in order to decompartmentalize projects and therefore data. As with the global financing of ecological planning, these resources will be allocated on a multi-year basis. 120 posts (FTE) will be allocated to the central administrations involved.Because of the scope and scale of the roadmap, structured thematic committees will be set up around the Green France Nation themes. Towards a territorialization of the "digital and data" roadmapFrance Nation Verte's "digital and data" project involved government departments and representatives of local authorities in the early stages of developing a common roadmap. "Nevertheless, the maps produced are limited to a generic description of regional bricks. They do not take into account the specific characteristics of each region, in order to maintain a certain degree of legibility". Given the complexity of the subject and the number of players involved, a working method was tested with the Breton region in May and June 2023.IGN, Cerema, ADEME, OFB, ANCT and CDC will be making digital and data engineering services available to local authorities. Next steps This frieze shows the main actions of the 147 actions in the roadmap.The timetable is indicative: it may change as work progresses in-house.