“It takes experience to get a good job, it is what companies are looking for. Recruiters analyze CVs, looking for keywords. They are looking for the university where the degrees were obtained. The number of years of experience.” That’s still what many people believe today. This research system corresponds to the old industrial revolution, with mass production of Taylorist and Fordist enterprises.

Although these practices didn’t disappear totally, the dynamics that have changed today began with the liberalization of goods, finance and recently knowledge. Many people do not know what businesses are really looking for today. Recruiters thanks to the rise of new communication technologies, the data and the knowledge made available, are now looking for skills and knowledge.. The new recruitment softwares make it possible to identify the predisposition of the candidates to develop certain skills and companies are looking for this today too.

It is interesting to take a closer look at the evolution of a person recruited at the bottom of the ladder that climbs that ladder to become a department manager, this is a common case in companies. How does this thing work? Well, the employee in question does not have long gap years out of the enterprise to train, no, he acquires within the enterprise a certain expertise that develops over time by devoting each day on the same thematic. As he progresses, he will be sent in training that usually lasts two months or three weeks and even sometimes we talk in terms of days. These training are focused on a theme that provides the knowledge needed to meet the performance needs of the company. He returns from his training with additional skill and evolves gradually.

This is the first thing that concerns me in the current education system. Students will spend very little time on many different topics. Each day at university, students will be confronted with several different courses, and they will be asked to master all these subjects even if they will not be useful in the future. Yet companies do not educate their employees like that. The school system does not evolve with the problems of the society. There is no adaptation to the territory context. Education tends to be standardized and to respond only to the needs of large industries. The consequence of this alignment is that academic education is moving away from its main purpose, that of educating men.

Universities are part of the market logic that Sandels explained to us in his intervention in “the moral limits of the markets”. If students are pursuing good grades and diplomas, universities on their side are running after global rankings, lobbying and networks. The goal is to produce as many academic articles as possible, to do the most research. These are the criteria that go into the performance judgment of an educational system on the market. The globalization of the economy is hugely affecting social dynamics. The law of supply and demand and the presumed neutrality of the economy legitimize persistence in archaic modes of education.

“To succeed in society, you have to have diplomas”

“To succeed in society, you have to have diplomas in big schools”

“To succeed you have to have a network and experience”

“If you do not go to school and you do not have a diploma, you’re going to fail your professional life”

These are the common denominators of a society driven to irrational consumption. The children are educated with this philosophy and their life revolves around this information. Their goals are therefore to succeed in school in order to be accepted in the society.  Access to all its privileges (diplomas, schools, networks and experiences) is not free. To have Access to these good universities, which offer a professional network at the end of the course the fees are very high. Most of the time these fees are not within the reach of everyone. There is therefore an exclusion criterion that eliminates straightaway a category of people bellow a certain level of income.

In his article “still separate, still unequal”, Jonathan Kazol highlights the instrumentality of the educational system to restrain the opportunities of minorities. This is also another consequence of the alignment of the educational systems on economics. In the article, we understand that the teachings of schools and universities are adapted according to the origins of children, and what is expected of them. It is therefore a question to predispose children to certain jobs. They are not administered knowledge but skills, which do not allow their intellectual development but rather their adequacy to certain jobs. The way school’s programs are conceived in the US in certain suburbs increase the school drop-out rate and academics failure. This reflects well the fact that the school is the reflection of the politics, or an instrument serving the market society.

Going further in my understanding of the signification of the title of this article, I believe it can be read as: “don’t let the culture of schooling interfere with your education”. The culture of schooling is to put it simply  how the school has infiltrated everyday lives.

Carol Black writes that the schooling culture is based on separation. The children are separated from the world around them, their family and home community, yet they need this environment to learn successfully. The children need to learn in mixed age groups where they can look to the older children for guidance and role modeling. This enables them to be ready to do so for younger children when it is their turn. But schooling don’t allow this learning to occur because of segregation by age, as classrooms are usually constituted with childrens of the same age. School also helps to privilege some few elite languages over all other forms of human expression and creation. This discrimination plays a particularly important role in acculturation. People tends to distrust their local languages, and then lose their originality and culture.

The overdue control in schools doesn’t teach knowledge to children but obedience. The competition and ranking system encourages individualism within classrooms when children naturally learn through collaboration.

The standardization in schools implies to learn through explicit evaluation and impose uniformity. This tends to convey that diversity is a problem, which must be removed if society is to progress. It also reduces the spaces and opportunities for “valid” human learning by demanding that they all be funneled through a centrally controlled institution. This situation creates artificial divisions between learning and home, work, play and spirituality. Another problem that comes from this is the discredit of other forms of learning and intelligence. The society tends to believe that the only valuable form of intelligence and knowledge comes from teaching in schools. This leads to labeling, ranking and sorting human beings. It finally creates a rigid social hierarchy consisting of a small elite class of highly “educated” and a large lower class of “failures” and “illiterates” based on level of school achievement.

The culture of schooling confines the motivation for learning to examinations, certificates and jobs. It suppresses all non-school motivations to learn and kills all desire to engage in critical self-evaluation. It centralizes control over the human learning process into the state-market nexus, taking power away from individuals and communities. The compartmentalization of knowledge, human’s beings and the natural world, unlinks knowledge from wisdom, practical experiences and specific context.

The notion of school culture is also well observed recently among the students. They tend to collect multiple diplomas in different fields of study. This reassures them that it will increase their chance to find a well-paid job in life. That will also allow them to be more eligible to mobility within the enterprise. As a matter of fact, I understand the methodology. The problem here lies in the fact that this type of schooling doesn’t help the recruiters. Multiple diplomas show that the student have an all rounded academic education, but it doesn’t show where their strengths are. One becomes educated not by the time he spends in schools, but by the time he spends on reading and writing within a field he appreciates and loves.

We can easily understand that spending long periods of time in schools for diplomas and degrees doesn’t mean that a person is educated.

If I was asked how I would like schooling to be, I will recommend that enterprise and organization hire people earlier. Why? Because the length of academic education consumes a lot of time in a person life. I tend to understand that organization no matter what degree you have, will reeducate you according to their objectives and goals. Schools also can’t give you experience.

I have an idea on the school routes which I keep maturing. It would be an educational unique block which would take place between the age of five years to twenty years. The major part of teachings to students for this period will concern the human sciences, the philosophy, the languages, the literature appropriate to every context. This first part will allow to forge the critical mind of the students.

The second part will consist in administering basic knowledges in exact sciences. The examinations would not exist, but the information on the students would allow to establish for each one their profile of learning. Thus, psychology tests will be set up not to manage the training of the students until they reach twenty years towards the subjects which interest them and in whom they progress well.

This would change totally the dynamics of schools. The children would grow up by supplying information to schools on their aspiration, which in turn would design custom-made programs insuring the children to grow properly, to study by developing talents which fits with their personality.

This teaching method underlies that the guides would possess skills to understand the different profiles and to adapt teachings, and the use of elaborate algorithm through data analyses softwares. The most important work would thus be to establish for every student a file which details their profiles, capacities and talents, what the student develops a predisposition for, and their psychological profile.

This is possible with the evolution of the NTIC, the algorithms and the Big Data. It is these documents that companies will consult and not diplomas. Companies afterward will be responsible for the specialization of the young people of their release of the school, because as we state it above, the training in a company is more dynamic and more effectively personalized. The recruitment would be made only by the adequacy between the profile of the young people obtained on the scorecard conceived by the guides and the profiles which companies look for.

If there is a match the company would propose a contract to the student who would correspond to him and would allow him to continue his education in the professional active world. The company would then have a student who joins it by conviction and adequacy. The program of the vocational trainings would be already established by the human resources managers.

It would solve many problems. Of course, my method deserves to be developed further because I do not dedicate it all of my time, I must finish t my master’s degree, look for internships to validate it and think of becoming profitable to start a family. I will certainly have time later for this.

All there is to understand here, is that there is a problem in the actual way of organizing school’s education. This organization is missing its real purpose, confusing people on which values they must look for. The institutionalization of schools and the instigation of market society in it is one of the reason of this confusion. Michael Sandels in “the moral limit of market” draws our attention on the evolution of the market economy today. If at the beginning the economy was used as a tool to organize the production of goods, today SANDELS makes us understand that we are moving from a market economy to a market society where the market way of thinking gradually reaches all scales of everyday life as education, personal relationship, health, civil duties. So much that it is now possible to put a price on almost everything and there lies all the evil. According to SANDELS the most thing that can be bought with money, the more painful it will be to be poor..

Imagine, if money defines as it does now, access to good quality health services or not, living in a peaceful neighborhood or a bad neighborhood, access to good or bad education, political choices, we can therefore understand the evil that stems from the fact that gradually everything starts to be labeled and to have a price. This evolution towards a market society makes the subject of inequality in society even more considerable. SANDELS makes a point by questioning the neutrality of the economy, the economist’s thinking that market exchange does not affect the nature of the goods exchanged. Because as he says; putting a price on goods poses the problem of corruption of the meaning of this good when the good imply moral values. Because money has the tendency to empty meaning of goods that do not have a market value by their nature and thereby trivialize them. And there is the bad in the market society we are moving towards.

If the market activity extends to goods that have moral values and questions such as determining which goods should be sold and which ones should not. What are the values ​​put into play by this or that good? Would allowing commercial activities on one or another good not render it meaningless raise to economist, the economy cannot be considered as a science of neutral choice that does not influence the nature of the goods traded. It should rather be seen as a reconnection with political and moral philosophies.

This position of neutral choice is all the attraction of the market. it gives this ability to avoid the debate about the character of the goods at stake, to avoid all the controversy and clash that can result of these debates, or avoid the problem of imposing values of some people to other people in a democratic country, by relying on this neutrality and let the economy decide it by itself, which leads to the emptiness felt in political speeches accentuating the frustration of the peoples living in these democratic countries.

Towards the end of his speech, the speaker dwelt on an economic thought which considers, altruism, love, sympathy as virtues whose intensity diminishes with the use, and which wants that economists economize them. Which explains the fact that the economy relies on selfishness and explains somehow this stance of neutrality of economy who tends to preserve the scarcity of these virtues by reducing in the society their use.

SANDELS want us to understand that virtues are not like commodities or goods whose utility diminishes with the use but must be considered as muscles which develop with exercises, and the evolution towards a market society instead of preserving these virtues like believe the economists, give less and less opportunities to practice the development of these virtues.

By Kevin Kowu, 2017-2018 year group of M2 IESCI at the University of Angers

Sources:

http://www.shikshantar.org/articles/culture-schooling

http://www.shaunrosenberg.com/dont-let-school-interfere-with-your-education

https://www.setquotes.com/dont-let-schooling-interfere-with-your-education/

http://www.thinkworldclass.com/dont-let-schooling-interfere-with-your-education-mark-twain-2/

http://sundial.csun.edu/2010/12/%E2%80%98never-let-school-interfere-with-your-education%E2%80%99/

http://techrav.blogspot.fr/2014/07/never-let-schooling-interfere-with-your.html

https://thoughtcatalog.com/lance-pauker/2013/09/4-ways-were-letting-school-get-in-the-way-of-our-education/

http://www.sageparenting.com/culture-of-schooling/

https://medium.com/the-mission/what-einstein-twain-forty-eight-others-said-about-school-f3cadec1b27b

http://gayleturner.net/kozol.html still separates, still unequal

Videos:

https://www.youtube.com/watch?v=5AqW4ox1ijE

https://www.youtube.com/watch?v=UbBv2ZGC2VI&t=1313s

L’article “Don’t let your schooling interfere with your education’’ est apparu en premier sur Master Intelligence Economique et Stratégies Compétitives.

The concept of “Emotional Intelligence” may seem surprising because it mixes two concepts that are usually used to be opposed. On one side there is the word “intelligence” which designates the capacity of reasoning and analyzing and, on the other side, the word “emotion” which refers to the primary reactions that are difficult to control in certain situations.

Often the reasoning ability is reduced during emotional situations.

So how can the notion of “emotional intelligence” combine two terms that at first sight seem antithetical? What is such a notion?

According to Salovey and Mayer, emotional intelligence is a form of intelligence that involves the ability to control one’s feelings and emotions and those of others, to distinguish between them and to use that information to guide one’s thoughts and actions.

Emotional intelligence is our ability to learn various practical skills that are based on five components: self-awareness, self-motivation, self-control of emotions, empathy and harmonization mastery of human relationships.

Self-awareness

Self-awareness is essential to intuition; it’s a faculty that psychotherapy seeks to strengthen. In its most perfect way, the self-observation would be the observation by a second “me” neutral and attentive, which would have a slight distancing from experience. According to John Mayer, one of the fathers of the theory of Emotional Intelligence: Self Awareness Can Take the form of Attention “Objective” to his inner states “. Self-awareness exerts an effect on hostile feelings; understanding what one feels (when perceived by the cortex) expands the possible reactions, we can decide whether or not to give free rein or to free ourselves from it. It is therefore the foundation of the second form of emotional intelligence: the ability to get rid quickly from ones negative feelings.

According to Mayer, individuals fall into three categories:

To conclude, Self-awareness is the ability to recognize and understand personal moods, emotions and inner drives, and their effect on others. Self-awareness indicators include self-assurance, realistic self-assessment, and a self-derailing sense of humor. Self-awareness depends on the ability to monitor one’s own emotional state and to correctly identify and name one’s emotions.

Self-motivation

Motivation is what pushes us to achieve our goals, to feel more fulfilled and to improve our overall quality of life. The Self-motivation is an internal engine that goes beyond money and status, both of which are external rewards: a vision of what is important in life, the pleasure of accomplishing a task, the curiosity to learn, a “flow “that comes from immersion in an activity. A tendency to pursue goals with energy and persistence. Indicators include a strong desire for accomplishment, optimism with failures and organizational commitment.

C.R Synder, psychologist did a study about the power of positive thinking with students of equivalent intellectual abilities. Confident students set themselves higher goals and know how to work hard to achieve them. Their confidence in the future makes possible to distinguish them. They have common personality traits: they know to self-motivate, they are confident that they can achieve their goals and if necessary, they are flexible to discover other ways to achieve or change; they know how to divide tasks in others easily attainable. They are therefore less anxious and less subject to daily disturbances.

Negative mindset hinders thinking; mental resources monopolized are no longer available for processing other information. In contrast, positive mindset and laughter increase the ability to think flexibly, facilitates the solutionof problems, whether theoretical or interpersonal, and entrepreneurship. Optimism has a great power of motivation: Optimism, provided it remains realistic is paying off as confidence in the future. It allows to consider that a failure is always due to something editable to enable success later. Pessimism attributes it to an irremediable personal disability. These two points of view have repercussions on the behavior. These two attitudes are underpinned by another term: self-efficacy, the belief that one can master the course of one’s life and that one is able to raise the challenges. It is the combination of reasonable talent and tenacity that is the key to success.

Fundamental to self-motivation is understanding what motivates you to do things.

Daniel Goleman, the author of several seminal books on Emotional Intelligence, identified four elements that makes up motivation:

• Personal drive to achieve, the desire to improve or to meet certain standards;
• Commitment to personal or organizational goals;
• Initiative, which he defined as ‘readiness to act on opportunities’; and
• Optimism, the ability to keep going and pursue goals in the face of setbacks.

There are many advantages to self-motivation. People who are self-motivated, for example, tend to be more organized, have good time management skills and more self-esteem and confidence.

Understanding and developing self-motivation can help to take control of many other aspects of your life.

Self-control of emotions

The self-control of emotions is the ability to control or redirect disruptive impulses and moods, and the tendency to suspend judgment and thinking before acting. Indicators include reliability and integrity, as well as acceptance of ambiguity and openness to change.

Feelings play an incessant role in our decisions, the violence of feelings as their misunderstanding can damage the decisive choices of our lives. Formal logic alone can not base decisions; there are areas where the reason is blind and where we must “feel things”.
When emotions like anger, melancholy and anxiety are uncontrolled and persistent they become pathological: depression, anguish, fury, agitation, maniac… in these cases, medication and psychotherapy are needed. If they are weakened, they create boredom, distance and demotivation.

If suffering can have a constructive contribution to the spiritual life, it is the relationship between positive and negative emotions that determines well-being. As there is a constant murmur of thoughts in the mind, there is a constant buzz emotions that, if they persist, reflect the general feeling of “well-being” or “malaise”. The management of emotions is an ongoing task.

Emotions block or intensify our abilities to learn, think, plan, solve problems.

The ability to resist impulses is a fundamental psychological attitude, demonstrated by a study by psychologist Walter Mischel.  Altruism and empathy is to be found in the ability to control oneself.

Empathy

Empathy is the ability to understand the emotional structure of others. Ability to treat people based on their emotional responses the indicators include expertise in building and maintaining talent, cross-cultural sensitivity and customer service. Empathy concerns the interest and involvement in the emotions of others, the ability to feel what they feel.

It is based on self-awareness: the more we are sensitive to our emotions, the more we can decipher those of others. Living without empathy, the inability to feel the pain of others, leads to immoral acts. . Impulses are feelings translated into actions, anyone who does not know how to control his emotions suffers from a moral deficiency.

In human relations, benevolence and affection are rooted in harmony with others and the ability to empathize. Robert Rosenthal, a Harvard psychologist, imagined the PONS (Profile of Nonverbal Sensitivy), a test to assess empathy. The ability to decipher feelings from non-verbal cues helps to better adapt emotions to the lived situation, to be better loved by others, to be more open and sensitive. Empathy is an asset in life.

Since words are the expression of rational thought, nonverbal signals are those of emotions. In fact, 90 percent of emotional messages are nonverbal.

Harmonization mastery of human relationships

The ability to manage relationships and build networks, as well as an ability to find common ground and build relationships. Social skills indicators include effectiveness in driving change, persuasiveness, creation of expertise, and team leadership.

The degree of emotional coordination between two people escapes consciousness and is reflected in gestures and expressions. Synchrony seems to facilitate the communication of mood. During an interaction, the mood transfer goes from the most expressive individual to the most liability. Mood communication is the essence of a relationship. The effectiveness of reports is partly due to the address with which this emotional synchrony is established. The difficulty in capturing or transmitting emotions frequently creates emotional problems.

Emotional Intelligence and its potential of use for management

Emotional intelligence helps organizations in identifying transformational leaders, creating more effective work teams, improving organizational culture and enhancing employee acceptance changes.

Howard Gardner and Thomas Hatch decline four essentials skills which are the components of the emotional intelligence that every leader must have:

• The ability to organize groups: To Know how to coordinate the efforts of a network of individuals;
• The ability to negotiate solutions: Ability to mediate, know how to prevent or resolve conflicts;
• The ability to establish personal relationships: the ability to empathize and communicate appropriately;
• The capacity of social analysis: to know how to perceive the feelings, motivations and concerns of others.

The profitability of emotional intelligence is a relatively new idea in the business world. The lack of this form of intelligence in the company can end up by compromising its existence.

The destructive effects of bad morale, intimidation of employees, arrogance of their leaders or any other combination of negative emotional factors may go unnoticed but it is possible to measure them by concrete signs: decreased of productivity, growing difficulties to achieve goals, repetition of mistakes, bad atmosphere of work, a lack of memory and attention, difficulties in learning or decision-making…

The skills to the emotional intelligence of employees and managers to know:

Emotional intelligence is measured by the emotional quotient (EQ) and can be defined by:

• Understanding one’s emotions
• Control of one’s emotions and impulses
• Understanding others’ emotions and how to react to them
• Inspiration and influence on others
• The development of emotions and the management of conflicts.

Can we increase it?

Emotional intelligence can be developed and trained. It can be developed over time and can be improved through training or therapy.

Emotional skills are not innate talents, but rather learned abilities that need to be developed and perfected to achieve exceptional performance.

The role of emotions is to point out changes – real or imagined – in the relationships between an individual and his / her environment in order to provide an effective response and allow for better adaptation.

As a conclusion, we all know what an IQ is, and that most of us fall within the average range, we use names like smart, intelligent, dumb, idiot and stupid when talking about a person’s level of intelligence. What most people don’t know is that we also possess an EQ or EI which is our level of emotional intelligence. Emotional intelligence is typical to measure in numbers because is that thing inside us that recognizes emotions in ourselves and others, then guides us to respond. Understanding emotions may seem unimportant or trivial but in fact it is the opposite. It’s widely believed by experts that a person’s level of emotional intelligence may be a better predictor of success and overall happiness than their IQ.

Having a high level of emotional intelligence means that you can accurately express your feelings and take responsibility for them. People often say things like “you hurt my feelings and you shouldn’t have” which puts blame on the other person for the way you feel. A person with high EI realizes belongs to him and responds with statements such as “I was hurt by that”. Being emotionally intelligent means that you can identify and manage not only your own emotions but the emotions of others too, it means you have awareness of your own feelings and are able to balance emotion and reason, you can recognize feelings and emotion in others and show empathy and compassion which is a crucial part of all relationships both personal and business. For example, a good leader has the ability to understand what motivates others and build on that motivation.

There are a lot of signs that show that a person is emotionally intelligent:

• Better physical health.
• Positive outlook.
• Fulfilling relationships.
• Can read non-verbal communication: able to look at someone and know by the look on their face, the way they hold their arms, the posture… what their mood is.
• Interest on other people’s feelings and thoughts: want to know and understand others.
• Emotionally resilient: bad things happen in life but you know you are strong enough to preserve until better times come.
• Know the areas I your life where you need improvement: always learning and growing.
• Aware of your own feelings: know how you are feeling and why and also how to deal with it.
• Avoid negative self-talk.
• Pursue success: dreams and strategies to make them realities.

By Jihane Guedira, 2017-2018 year group of M2 IESCI at the University of Angers

Bibliography

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Daniel Goleman Introduces Emotional Intelligence. (s.d.). Consulté le 01 26, 2018, sur youtube: https://www.youtube.com/watch?v=Y7m9eNoB3NU

Emotional Intelligence. (s.d.). Consulté le 01 25, 2018, sur skillsyouneed: https://www.skillsyouneed.com/general/emotional-intelligence.html

Emotional Intelligence – Understanding EQ with Daniel Goleman – Animated Book Review. (s.d.). Consulté le 01 26, 2018, sur youtube: https://www.youtube.com/watch?v=26N1XjfFwrE&pbjreload=10

Emotional Intelligence – Why Your EQ Is More Important Than Your IQ. (s.d.). Consulté le 01 26, 2018, sur youtube: https://www.youtube.com/watch?v=MJJj0BBrWOE

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L’article Emotional Intelligence in management est apparu en premier sur Master Intelligence Economique et Stratégies Compétitives.

This progress has emerged in the form of a range of innovations. These scientific and technological evolutions may result in huge economic returns that cannot be hidden and have resulted in economic changes that have led to the emergence of various economic forces, all trying to move the economy towards its goals and interests, as well as the so-called phenomenon of globalization.

Knowledge is the engine of productivity and economic growth, it focuses on the role of information and technology, and it teaches how economic performance is. This increased speed in the creation and dissemination of knowledge has led to the rapid spread of modern technology and efficient production, as well as the increased probability of leaps that have led to increased competition at the global level.

The success of the transition to the knowledge economy usually involves elements such as long-term investment in education and knowledge, the development of innovation capacity, the modernization of IT infrastructure and the creation of an enabling economic environment for market transactions. The World Bank has designated these elements as the pillars of the knowledge economy formed within the framework of the knowledge economy.

Transition to a knowledge economy requires long-term strategies that include the understanding of strengths and weaknesses and the combined work of the different society actors to develop policies and investments that are appropriate to trends and objectives. What distinguishes the knowledge economy is the emergence of Knowledge Based Organizations (KBOs) that occupy knowledge makers.
The knowledge economy should be viewed from various aspects.  First by the speed of technological development, especially the development of technologies that generate the knowledge economy, such as information and communications technology. Secondly, from the economic side, where all agricultural, industrial and administrative areas have become knowledge-intensive; Access to knowledge is a necessity for all social groups and leads to the development of human capital through the provision of continuous education for all.

The knowledge economy requires greater efforts in the areas of education and training and requires a new kind of education and training. The number of information workers is steadily increasing, and this requires the formation of scientists and workers in this field and in the fields of information technology. Information technology illiteracy has become a hindrance to progress.

The development of rapid knowledge requires lifelong training, a higher level of scientific and technological employment than before, and the need to acquire a better education has become urgent for workers. Higher wages will be directed towards workers who are able to deal with encoded information and technological knowledge rather than manual labor or physical effort.

Concept and characteristics of the knowledge economy

The concept of knowledge economy or the new global economy is a nascent concept, but it has emerged and developed rapidly and it refers to the working environment where intangible assets exceed material assets in their value and importance. In this economy, knowledge is the focus of work, not just a tool. The product life cycle is short. Numerous labels have been used to denote the knowledge economy such as the information economy, the internet economy, the digital economy….

Several definitions of the knowledge economy have been presented. It is also known as an economy that is based on the production of knowledge and the use of its results and its fruits constitute an essential part of the wealth of the developed society and its social welfare. It is also considered as a branch of the basic sciences that aims to improve the well-being of individuals, organizations and society by studying production systems and designing knowledge and then carrying out the implementation of interventions necessary to develop these systems. As a modern economy, imposing a new spectrum of activities related to knowledge, technology, information, and the most important features of Internet transactions.

Hence, the knowledge economy can be considered as the economy that revolves around acquiring, participating in, using, employing and innovating knowledge in order to improve the quality of life in all its fields through the use of a rich information service and advanced technological applications.

Characteristics of the knowledge economy:

One of the most prominent characteristics of the knowledge economy:

• Knowledge is the main factor in production.
• Focusing on the intangible, such as ideas and trademarks, rather than machinery and financial assets.
• It is networked through the evolution of new communication methods.
• It is digital, and this has a huge impact on volume, storage and processing information.
• It is a virtual reality where virtualization became a reality with digitization and networks – the Internet.
• Diminishing time constraints and low cost with the development of new technology – the Internet.
• New electronic markets are characterized by rapid flow of information on products, especially prices.
• The free flow of information through the Internet may also create greater awareness of ethical issues among individuals and institutions.

Importance of the Knowledge Economy:

The knowledge economy is a new economy of a special nature that derives its uniqueness not only from the considerations of the present or the past, but also from the specificity of its role in the future and from the motivations for development and innovation. It is growing at a rapid rate and surpassing all other economies in an unprecedented manner both concrete and intangible.

The importance of the knowledge economy has grown and has been confirmed by the clear role of knowledge in determining the nature of the economy and its activities. By identifying the means, methods and techniques used in these activities, in their expansion, in their production, in the needs and services provided.  And thus in the extent of the benefits to individuals and society, and to achieve the economy development and growth, and increased the justification for the transition to the knowledge economy and increase the importance is the rapid growth of knowledge, the emergence of new branches of science, as well as the emergence of new technology and products.

Its main benefits can be presented as follows:

• The scientific knowledge contained in the knowledge economy is the basis for wealth generation and accumulation.
• To contribute to improving performance, raising productivity and reducing the cost of production, and improving its quality through the use of advanced technical means and methods, especially in the industrial fields, which highlight the industries of precision electronic devices and equipment and computers and software.
• Contribute to the generation of jobs in the areas that are using the advanced technologies included in the knowledge economy and generate employment opportunities that are constantly expanding for employees with specialized scientific skills and abilities.
• Contribution of the contents of the knowledge economy and its data and techniques in providing the necessary basis for stimulating the expansion of investment, especially investment in scientific and practical knowledge in order to create knowledge capital that contributes to the production of knowledge.
• The contribution of the knowledge economy to achieve clear and tangible structural changes in the economy. Such as the relative importance of knowledge, production and increased investment in knowledge to increase knowledge capital and to increase the relative importance of workers in the fields of knowledge associated with the use of advanced technologies and to increase the importance of exports of knowledge products.

Factors contributing to the emergence of the knowledge economy:

Many factors have contributed to the emergence and the development of the knowledge economy, among these factors:

• The development of the third sector, service and intangible activities and the increase of their contribution in the economic outputs.
• Technological development: especially information and communication technology (ICT), biotechnology, etc., which constitutes what is called the new economy.
• The evolution of the concept and applications of the economic intelligence, the clusters, as well as the relations of exchange and partnership among many economic agents.
• The phenomenon of globalization, which has reduced the physical labor wages in exchange of an increase in the level of intellectual work.

Measuring the knowledge economy:

Knowledge and other components of the knowledge economy have been difficult to measure. The World Bank has developed a knowledge economy methodology called the Knowledge Assessment Method (KAM) and the Knowledge Economy Index (KEI), known through a set of indicators. It consists of four pillars or key indicators (organizational performance, innovation, human resource management, information technology), each of which contains a set of sub-variables.

1.    Organizational performance

The concept of performance has always been a subject of studies and researches because of its importance, which imposed the need to focus on the introduction of alternative concepts to it and the attempt of researchers to accurately identify and study the factors affecting it. Most modern and old organizations focused on performance, the success of any organization is measured by its performance.

Organizational performance is the factor that evaluates and measure the ability to contribute to the achievement of the objectives of the company. It is referred to as the ability of the organization to achieve its objectives by using available resources in efficient and effective methods.

Organizational performance is defined by focusing on maximizing the profitability of the organization, which is the narrow concept of organizational performance. It is the main factor to determine and achieve the objectives of financial performance and is used to measure financial indicators such as return on investment.

Organizational performance is one of the methods by which an organization can identify and evaluate its various internal activities, identify its strengths and weaknesses, and evaluate its performances in comparison with the performance of other competing organizations that carry out similar or similar activities in the same industry. Market share, cost reduction, profitability, customer satisfaction are common metrics for measuring organizational performance.

2.    Innovation

It is a set of quantitative and behavioral variables such as hopes, aspirations, previous experience, need, self-capacity and other variables in organizations. It is also seen as a collective organizational process that aims to ensure new changes to the organization. These changes are new inputs to the organization (invention and ideas) and / or motivating workers to make proposals for change.

Innovation is a process that involves looking at things and problems with a new and unusual perspective.it is the use of unconventional thinking to present new and innovative ideas in which the individual interacts, investigates, and connects things, leading to the production of something new, original and valuable to society.

3.    Human Resource Management

The human element occupies the fundamental importance of any evolution in the world in all ages and times. Human development is the centerpiece of all developments that the human society has been able to achieve in various fields. The recent technological developments in the field of information and communications systems and technology and the requirements of globalization, free trade, total quality and sustainable development constitute stations of great importance in the context of the development of the present century. Without human development and human resources, these stations would not have achieved their development prospects and means of success, based on the importance of information and its distinctive role in our contemporary lives.

Human resources management is a management that has strategic and operational functions to fulfill economic, legal, social and ethical responsibilities represented by advisory and executive roles to achieve the use of human resources efficiently and effectively through a harmony and complementarity of the interests of individuals, organization and society together.

4.    Information Technology

Information technology, with its advanced tools, is of great importance in today’s world. This concept has flourished in all fields, professions and disciplines. Nothing has affected human life since the Industrial Revolution, as did information technology. It has become indispensable in the lives of peoples. Organizations invest their funds in information technology in order to provide information with high quality characteristics such as accuracy, speed, relevance, comprehensiveness and reliability that support the decision-making process management.

Other Indicators of knowledge economy In order to understand the possibilities for countries joining this new economy, which is based largely on the knowledge revolution, some indicators must be addressed:

• R & D Indicator:

Research and development data form the core indicators of the knowledge economy. Two basic indicators are used: R & D expenditures and staff. This research has been used to collect data allowing a dynamic analysis and international comparisons.

• Education and Training Indicator:

Indicators based on education and training data allow the assessment of knowledge and skills (or human capital) gained through the formal process of education. These indicators also allow inventory valuation and investment in human capital. Education statistics are compiled on an international basis by the Organization for Economic Co-operation and Development (OECD), UNESCO and the European Community, and are usually available over the years. This indicator is highly important because it has a significant impact on the revolution of methodology and knowledge in terms of increasing the proportion of specialists in the different knowledge fields. Thus increasing the productivity. The education and training indicator also allows the supply of stock and investment in human capital.

• Change in the structure of exports:

The exports of the developed countries, the developing countries and the least developed countries are made up of material goods. Today, exports from developed countries depend on the production, distribution and use of knowledge. Developing countries – particularly the Arab countries – still have a non-significant share of exports, which depends on knowledge of all their exports, exposing them to significant economic challenges. All developing countries must adopt short- and medium-term plans to move to the knowledge-based economy, reform laws and regulations in line with the knowledge economy concept, and increase the volume of knowledge. Agreements and investments in telecommunications information technology, higher education, and vocational training in order to cope with rapid changes in all aspects of life in order to enter the world of the economy of knowledge and positive integration in a world whose knowledge and technology have become an identity.

Knowledge economy vs. knowledge based economy:

Some economists have crossed the knowledge economy in another sense: the knowledge-based economy. However, due to the acceleration of economic transformations and technological developments, some economic researchers have worked to re-examine and distinguish between these two different connotations of the term.

1. The knowledge economy is about the economics of knowledge processes themselves, i.e. production, knowledge making and R & D. Both in terms of costs of the knowledge process such as research and development costs or business management costs consulting or the preparation and training of experts. Moreover, between the return and revenue resulting from this process as a mere economic process such as the economics of tourism service or hotel or other hand to another.
2. The knowledge-based economy is an advanced stage of the knowledge economy, that is to say, it depends on the clues of the knowledge economy in various economic and social activities, such as association of information technology with multiple sectors such as communications that make the economy based on knowledge and science. The major industrial countries that have benefited from the achievements of the scientific and technological revolution, have new knowledge, discoveries and advanced technologies that reached the stage of the economy based on knowledge, or what we can call the post-knowledge economy. Countries that seek to produce knowledge from innovation and acquisition, use and storage of knowledge they are still in the process of knowledge economy.

Knowledge-based Economy is the economy in which the generalization and the use of knowledge contributes to an important rate of growth and wealth creation, and the proportion of traditional factors of production, such as physical labor, capital, raw materials … where knowledge is the main factor of competitiveness.

Human capital is the core of the knowledge economy, especially the ability to innovate, and to inspire new ideas, where ICT is the main tool. The human capital is the core of this economy, in particular through the innovation, creativity, generation and exploitation of new ideas.  As well as the application of technologies and the exercise of higher commitment capabilities, making current industries contain greater knowledge density.

As a result, the economy contains more knowledge-based activities, a higher technological industry, a higher employment rates, and a higher proportion of GDP and exports. Knowledge has already become tradable, as it has become a factor of production.

The term knowledge economy is a result of the awareness of the role of knowledge and technology in economic growth. Knowledge as a human capital and a technological content has long been at the heart of economic development.

However, the importance of the knowledge economy has only increased in recent years. This was reflected in the increase in the proportion of advanced industries (electronic media, electronic, space) in the Gross Domestic Product (GDP).. It is estimated that more than 50% of the Gross Domestic Product (GDP) of the major OECD countries depends on knowledge, by making investment oriented and high-tech services especially ICT.

The physical investment in computers and automated media is the fastest growing in this field, in addition to the huge non-material investments of R & D, labor formation, programs and specialized technical competencies. Research expenditures amounted to 3.2% of GDP in the OECD region.

This change has an impact on the labor market: the demand for qualified labor increases more than the unqualified labor, according to the level of education and training, which makes the applicants to new requirements to improve their level of scientific and rehabilitation, and puts countries and governments in front of the obligation to investment more in education and training.

Aspects of the transition towards a knowledge economy:

Technology has transformed advanced economies into knowledge-based economies, which are directly based on the production of knowledge and information distribution and use. Making technology an engine of economic growth more than ever before.

This transformation is about the change in production or the spread of knowledge (especially by ICT). Which changes the consumption plan more than production processes. Technological changes have created large and new possibilities for consumption through product innovation and production processes. Which did change the nature of work from the quantitative side (creation and abolition of jobs), to the qualitative (development of rehabilitation and employment).

This structural shift initially translates into a decrease or demarcation of sectors of activity and the emergence and the growth of other parallel sectors, which redistributes the job position. This is mainly reflected in the growing segment of the services sector, both in the economic sectors (about 2/3 of the production) or (50% of the labor force in view of the lower labor productivity in these sectors). The same development has occurred in the manufacturing industry: the increasing relative importance of the high technology industry (automotive, electronics, aerospace, and pharmaceutical industries).

Media and knowledge economy:

The knowledge economy is closely related to information technology. The knowledge economy would not have existed without the information and communications revolution, which in turn had revolutionized the media, which resulted in the emergence of so-called new media.
Trade was the first of the activities that benefited from the Internet services to enhance communications and exploit them in the conclusion of deals, advertising, promotion, marketing and access to information about competitors around the world.

The media industry in modern times is one of the most powerful industrial structures in the world. The source of its strength lies not only in the enormous funds it invests in, but also in the serious impact it has on individuals, groups, governments and organizations which increase its effectiveness and impact.

There is an economic aspect of the media known as “media economics” which is defined as “a study combining the science of economics and media studies in the sense that it applies the principles of economics to media institutions in society. It explains how economic conditions guide the work of media institutions in the way they produce media programs content and how to make decisions according to the economic opportunities and challenges they are directing.

The subject of media economics was not raised in the forms of the old media. Perhaps because the cost of media before the invention of printing and then the invention of radio and television was not something worthy of research. Therefore, the interest in the ideal form or the content of the message in the old media mostly over what else. Today, the interest in the material form and the cost of the media message stand in addition to the attention to its contents. It should be noted that the transformation of media attention between the past and the present was the result of several factors:

• Rapid growth of the media industry,
• Mass media investments,
• The emergence of multinational or intercontinental companies that have an effective impact on sustainability. Many media are reaching record levels of sophistication due to funding paid from these companies. Among these companies are major American media companies such as AOL – Time Warner – Viacom – Disney- News corporation …
• Governments’ involvement in this economic activity,
• The difficulty of production problems in the media.

Industries related to the knowledge economy in some countries:

1.    South Korea:

South Korea achieved excellent results especially in the eighties and nineties, making it one of the four Asian tigers and distinguished for the knowledge economy as follows:

• Semiconductor: South Korea ranked third worldwide in the production of semiconductor. It constitutes 10% of Korean exports.
• Telecommunications equipment industry: In the 1980s, investments in R & D contributed to the increase in Korean capabilities in the telecommunications equipment sector. The production ratio doubled from 1998 to 2000, which was exported by 42%. The domestic market for the sector was estimated at $ 6 billion, with imports estimated at $ 2.3 billion for the same period.
• Software industry: Korea occupies an important position in the software industry. The sector is characterized by an intermediate level of technology and progress, especially in the field of database management systems. Domestic production was estimated at $ 6 billion, and exports were only 2.6%. The delay in this area is due to many problems, including piracy. Korea ranked sixth in the world in many years starting in the year 1994.

2.    Singapore:

Singapore has managed to maintain first place in the Global Competitiveness Report for several consecutive years. Characterized by the following sectors:

• Electronics: Singapore aspires to progress in the global ranking in this sector by relying on the development and management of new products and applications, the entry of new markets. It aims to increase the sector’s output by 8% per year to reach $ 150 billion and to develop more than 50% of the skilled workforce in the sector by 2018.
• IT: includes: software, hardware and IT services. Sales to end users amounted to S $ 11.95 billion in 2006. The annual growth rate of this sector amounted to 23%. Exports amounted to $7billion, a growth rate of 37% compared to the previous year, representing 87% of these exports, compared to 6.3% for software and 4.7% for services.

3.    Malaysia:

Malaysia is one of the countries that bet on education and training as a means to achieve high growth rates, and the high proportion of university graduates and higher school graduates compared to its neighbors reflects this bet, especially so-called learning by doing. It has been in advanced positions from year to year in the recent period.

4.    India:

India is one of the countries that has become a model in the field of software not long ago, mainly due to its policies. One of the critical factors in Indian IT success is the development of advanced software solutions. There are many successful Indian experiences, which have undergone years of development. These include e-commerce solutions, database solutions of all kinds, accounting solutions and electronic publishing solutions, making it easier for foreign companies to rely fully on Indian companies to use such solutions. The software export sector is growing at a rate between 40% and 50% annually, making India the second largest export market in the world, with growing companies such as “Wipro” and “Infosys” giving a bright picture of the Indian experience. In establishing a leading competitive knowledge economy.

It is noted through all previous experiences that all these countries have made efforts in the following areas:

• Development of information infrastructure: including the physical part of computers, lines and communication networks (fiber optics)
• Investment in education: especially in the field of education, universities in South Korea and Malaysia
• Developing innovation
• Maximizing the gains from foreign investment
• Promoting export-oriented industries

Conclusion

Knowledge is the essential characteristic of human society, through which profound transformations have taken place in almost every aspect of life. Knowledge is undoubtedly one of the important achievements of both the economy and society. In this new emerging economy, it has become the main engine of economic competition. By increasing productivity and demand for new technologies and ideas. These products have effectively combined revolutionary changes in all markets and sectors.

The shift from a capital-based economy to a knowledge economy takes place through the interaction of three forces:

• Technological change, including information technology and resources, and biotechnology.
• Trade liberalization and internationalization of production systems
• Liberalization of capital movement in the global economic system, this requires the restructuring or restructuring of economy, production, energy, transportation and other activities to ensure continuity…

The impact of this transformation has become apparent at the level of states, corporations, individuals and communities. At the individual level, the nucleus of the societies that make up states, they must constantly improve their skills to keep up with the constant and rapid developments and transformations in their workplaces and in the society in which they live.

Access to a knowledge economy requires states to eliminate all unnecessary restrictions, traditional laws, customs, traditions and cultures that restrict development. States and societies with high levels of culture and flexible laws are most able to influence and influence the knowledge economy, so that countries can shift from an economy based on capital and labor to the knowledge economy, this requires them to give the education system adequate attention as follow:

• The educational system must be flexible so that the state can implement the strategy of transition to a knowledge economy.
• To develop education policies to ensure that all students have the ability to deal with knowledge and communication technology, and that young people, and that information, knowledge and computer skills are part of the state’s interest.
• Teachers must be qualified without exception on computer skills and provide them with all necessary equipment to develop their skills and skills in the field of knowledge and communication technology.
• Provide investment opportunities in training in the field of knowledge and communication technology, to increase the number of employees who are able to participate in knowledge-based industries.
• Provide training opportunities for old employees in all public and private sectors on computer and Internet skills, so that they will be able to deal with the knowledge economy.

The knowledge economy is intended to use technological techniques in addition to the process of employing them in order to reach a sophisticated life in all fields and activities using technology services and types of Internet and information technology applications. The reason for the growth of the economy in the world and production is knowledge, The reason for this is either to take out and prepare goods and services using information or through the use of technology in old goods and services, i.e. development. There are also several factors necessary for the success of the knowledge economy, namely education, R & D and innovation, in addition to changing the structure of exports.

By Nada and Nadia Berchane, 2017-2018 year group of M2 IESCI at the University of Angers

Bibliography

[1]          Smith, K. (2010), What is the ‘knowledge economy’? Knowledge intensive industries and     distributed knowledge bases.

[2]          Walter, W., Snellman, K., THE KNOWLEDGE ECONOMY. Annual Reviews. Annu. Rev. Sociol. 2004.30:199-220. Downloaded from arjournals.annualreviews.org by Stanford Univ. Robert Crown law Lib. on 06/01/06.

[3]          Michael A. Peters, Education in the Knowledge Economy, Policy Future in Education, SAGE Journals, March 1, 2003

[4]          Boettke, P, Information and Knowledge: Austrian economics in search of its uniqueness, Society for the Development of Austrian Economics Presidential address.

[5]          Peters, M.A. National Education Policy Constructions of the ‘Knowledge Economy’: Towards a critique, Journal of Educational Enquiry, 2.

[6]          Stiglitz, J. Public Policy for a Knowledge Economy. Remarks at the Department for Trade and Industry and Center for Economic Policy Research, London, 27 January.

[7]          Elias G. Carayannis, Journal of the Knowledge Economy, ISSN: 1868-7873, Springer

[8]          Francisco Javier Carillo, Knowledge-based development as a new economic culture, Jornal of Open Innovation: Technology, Market, and Complexity, October 15, 2015

[9]          The Knowledge-Based Economy, OECD, Paris, 1996

L’article Towards a knowledge economy est apparu en premier sur Master Intelligence Economique et Stratégies Compétitives.

With its tremendous growth in the last few years, Social media’s use rate is unexpectedly very high, specially Facebook and Twitter that have grown much faster and captured millions of users in just a few years. The way technology is growing, it is obvious that more and more people are going to profit from its benefits. It has brought many advantages for the society. From progressed nations to under-developed countries, every nation is utilizing the magical power of social media to live life fully and use it for the sake of the people.

   The emergence of social media has affected our daily lives in a way we could have never imagined, people continue to spend more time on social networks than any category of sites by exchanging more and more information and discussing issues related to the economic, social, and political circumstances of each country. As an example, social media was, during the “Arab Spring” in 2011, the main instigator of the uprisings, a mean to organize protests and spread awareness. It has also allowed the world to stay tuned with the social changing, and showed the immense power to support a collective action, such as fomenting a political change.

In addition, social media has demonstrated that individuals, all around the world, became more and more involved in civic participation, from individual volunteerism, to organizational involvement or electoral participation. It has also changed the sense of personal responsibility that individuals should feel, to uphold their obligations, as part of any community.

Nevertheless, on the other hand it has also affected the society negatively. Social media has also fueled negative and positive attitudes for the people. It is all about the usage and getting things done positively by using its power. It is up to its users to use its advantages. However, willingly or unwillingly it can still have negative impacts on them. In this essay, I am going to discuss how the disadvantages of social media made the society dumber and put it on in the  path of dehumanization.

If we had to list the bad side effects of social media, we must keep in mind that each one of them depends on how social media users relate to them … But the biggest problem is that these same people don’t really focus on that and prefer to keep using it as if it was the only solution to keep them mindful and alive. The main negative effects are as follow:

Social media creates addiction

You have probably had lunch with a friend having his eyes on his smartphone during the meal, looking for the latest “like” and comments on the photo of the dish he just posted … and it is maybe even your own daily life. In the same way, if you feel a lack, when your internet connection is missing, it shows simply that you are addicted, like many users. It is scientifically proved! Studies even compare the effects of certain social networks to those of drugs such as cocaine and they even try to connect it to the addiction to sex to which it would be much superior. Many people seem to be aware of this, but not everyone, especially millennials and this seems even more worrying. They always tend to forget that their parents lived their youth fully without social networks and without a smartphone!

They tend to send us a bad image of ourselves

Focused on sharing pictures, Instagram, and Snapchat (to a lesser extent) are the social networks most likely to make us doubt our image. Before, we could feel lonely by seeing a gang of young people on the street, but now on Facebook, seeing pictures of your friends showing the ideal images of themselves makes you feel the loneliest person on earth and makes you think that you are not doing well or that you are not beautiful.

This is mainly because social media return an often-embellished overview of the daily life.

The latest dream vacation of these people, the photoshopped photographs of a well-known social influencer or his parties in the latest trendy places… all these are reasons that push every social media user to ask questions about his appearance and more generally his own life.

They can lead to depression

The UK organization RSPH that is specialized in mental health, also reveals that anxiety and depression rates have increased by 70% over the last 25 years and that social networks are directly linked to this growth. A study done in Canada, as well, by the City of Ottawa Health Agency points to excessive use of social networks, saying that : “teens who are on social networks for two hours or more a day are significantly more likely to have a fragile mental health, to be in psychological distress and to have suicidal thoughts. “

A negative feeling amplified by the fact that social networks generally include people of the same age, outside the family circle and therefore whose opinion is more impacting. “What can get depressing is to receive no return to a publication …» Michael Stora recalls.

They aggravate the feeling of isolation and loneliness

Here again, it is about whether we are abusing of it or not… American researchers from the Pittsburgh School of Medicine in Pennsylvania have shown that spending more than 2 hours a day on social media promotes significantly the feeling of isolation of children and young adults.

A well-known professor of pediatrics named by Elizabeth Miller says that it is possible that young people who were already lonely have turned to social media, or else it is the repeated use of these virtual platforms that may resulted by a break with the real world. Contributing to it can also be combination of both.

Many users will prefer, for instance, to communicate hours online than to make an appointment, thus making their human relationships virtual. It is as if we are social beings who are compartmentalized by modern life instead of bringing us together.

They can disturb our sleep

While school fatigue may have many origins, many scholars such as Katherine W. Keyes, author of a study on the evolution of sleep duration among adolescents, tend to think that the use of social networks constitutes today the main cause of the growing lack of sleep among young people. Compulsive connections involving interface does not derogate from the observation, it would even act in a very negative way on the sleep of Internet users.

A British study published in the Journal of Youth Studies, based on 900 adolescents in school, aged 12-15, reveals that 1 in 5 students constantly wakes up at night to connect to social networks. Students who wake up at night or at a different time each morning would also be significantly more likely to be constantly tired at school than others would.

Social media and messaging apps are not going away. We need to understand that social media is a tool that can either enhance our lives or undermine our lives, depending on how we choose to use it.

Authenticity and genuineness are becoming more of what everyone is seeking through social media. Although it’s easy to hide behind a screen, and appear to be someone you’re not, current technologies are now being used to see the real you in real time. Transparency is the new driving force behind online connections so that trust is built to form deeper and meaningful relationships.

“There’s no longer any distinction in most people’s minds between who they are, how they interact, and their cell phones.” – Dr. Laurie Nadel

By Jihad Benkaddour, 2017-2018 year group of M2 IESCI at the University of Angers

References

https://www.nytimes.com/2018/01/11/opinion/social-media-dumber-steven-pinker.html

https://www.nytimes.com/2018/01/17/well/family/is-your-child-a-phone-addict.html
https://www.elitedaily.com/life/why-social-networking-makes-us-less-social

https://www.techmaish.com/advantages-and-disadvantages-of-social-media-for-society/

https://www.huffingtonpost.com/sramana-mitra/is-technology-dehumanizin_b_7720926.html

https://www.youtube.com/watch?v=d5GecYjy9-Q

https://www.youtube.com/watch?v=Czg_9C7gw0o

L’article Social Media : a tool of dehumanization est apparu en premier sur Master Intelligence Economique et Stratégies Compétitives.

 On voit dès lors, quand on aborde notre sujet sous cet aspect, que les enjeux sont à la fois philosophiques, politiques, mais aussi économiques et sociaux.

A partir de là il est nécessaire de définir ce qu’on entend par système éducatif. Un système éducatif peut s’entendre par l’ensemble de toutes les composantes et acteurs interagissant dans l’enseignement et la formation. Dès lors il devient évident qu’étudier un système éducatif permet de comprendre non seulement le fonctionnement mais aussi les effets en identifiant les points forts et les points faibles du ou des systèmes étudiés.

Dans le cadre de ce travail, bien que le système éducatif français que nous connaissons mieux, par ailleurs, soit mis en avant, l’étude ne se limitera pas à ce seul système. On étudiera en effet plusieurs systèmes, autant les systèmes qui sont considérés comme étant les plus performants (Nord-Américains, Asiatiques, Scandinaves etc..) que ceux qui le sont moins. Mais aussi et surtout une lumière sera faite sur les systèmes éducatifs alternatifs qui émergent plus ou moins selon les pays.

Aux vues des enjeux qui sont liés à l’éducation, la structuration d’un système relève d’une question éminemment sensible et dont seuls les gouvernants, peuvent mettre en place.  Il s’agit d’une question de politique publique des Etats.  Ce qui fait qu’aujourd’hui si on se rend compte de ce qui se passe dans nos sociétés, l’on pourrait se demander à juste titre : l’acquisition de la connaissance constitue-t-elle en effet une menace ou une opportunité pour un développement équitable de nos sociétés ?

En effet la question reste tout à fait légitime, et a tout son sens car l’acquisition de la connaissance a toujours été un enjeu crucial. Condorcet nous disait déjà dès 1791 « plus un peuple est éclairé, plus ses suffrages sont difficiles à surprendre (…) même sous la constitution la plus libre, un peuple ignorant est esclave ».   En effet plus un peuple est instruit plus il est difficile à manipuler. Aujourd’hui d’aucuns voient dans les systèmes éducatifs, un système guidé par la logique capitaliste, et ainsi le système n’est là que pour assurer une reproduction d’une catégorie sociale bien déterminée.

C’est ainsi à travers toutes ces questions qui se cachent derrière l’enjeu de l’acquisition de la connaissance que nous avons jugé nécessaire d’étudier le sujet en deux points. D’abord il s’agira de faire un état des lieux de ce que nous avons déjà à savoir des systèmes éducatifs qui peinent à répondre aux besoins actuels, et de mettre en exergue la difficulté qu’ont les systèmes alternatifs à bien s’implanter. Ensuite dans le second point il s’agira de mettre en évidence au regard de ce qui précède la nécessité de restructurer les systèmes conventionnels que nous avons actuellement.

I. Etat des lieux des systèmes éducatifs

Les systèmes éducatifs sont nombreux et variés avec un objectif unique de promouvoir l’éducation de la jeunesse. En effet chaque nation organisait son système éducatif en tenant compte de certains facteurs économiques, géographiques, philosophiques, culturels, politiques ou même religieux. Mais l’évolution de ces facteurs a changé les comportements des personnes d’où la nécessité de nouvelles réformes pour satisfaire leurs besoins. Ainsi, quelques actions ont été menées pour réformer le système actuel à savoir le système alternatif mais ont du mal à émerger. D’où l’importance de montrer l’impossibilité des systèmes éducatifs conventionnels à répondre aux besoins actuels et la difficulté d’émergence des systèmes alternatifs.

A. L’impossibilité des systèmes éducatifs conventionnels à répondre aux besoins actuels

Depuis plusieurs années, on évolue dans des systèmes éducatifs qui ont été créés afin de satisfaire les besoins de l’économie industrielle des siècles passés. Maintenant que nous vivons dans un monde où les besoins sont de plus en plus nombreux et variés, les systèmes mis en place au moment où les hommes vivaient en communauté ne peuvent plus faire face aux exigences humaines.

Aujourd’hui, au terme du processus d’individuation, la société des individus est une société très différenciée où les statuts, les rôles, les compétences des uns et des autres sont très variées, où chacun a besoin des différences de l’autre, où la solidarité est devenue « organique ». L’époque moderne, c’est donc bien l’époque de la construction de l’individu, où ce qui fonde la représentation de la société, c’est bien le « je », certes en lien avec les autres, mais où les autres sont dans une extériorité par rapport à soi. Les systèmes se retrouvent tous indexés parce que non performants, pour répondre aux exigences de compétitivité de la mondialisation. Cette situation nouvelle, parce qu’elle se présente comme radicale, interpelle avec plus d’acuité qu’ailleurs ces systèmes éducatifs. Les entreprises sont de plus en plus emportées par la compétitivité qui exige des personnes plus qualifiées avec des années d’expériences et des compétences qui ne sont jamais acquises à l’école.

On peut relever plusieurs facteurs qui font que les systèmes éducatifs ont du mal à satisfaire les besoins. D’abord commençons par le besoin en insertion professionnelle des étudiants qui sollicite l’attention de tout le monde. En effet, la plupart des modules dispensés dans les écoles et universités sont en parfait décalage avec les réalités de l’entreprise. La plupart des thèmes abordés sont obsolètes de même que certaines théories que les professeurs mettent en avant. Ces dernières étaient cohérentes il y a plusieurs siècles mais ne sont plus d’actualités et sont non applicables dans les entreprises. Dans presque tous les systèmes les étudiants sont appelés à suivre tous les cours de mathématiques, physiques, sciences, chimie, langues… pour tout mémoriser alors que le monde évolue, les nouveaux outils émergent et les besoins de l’entreprise sont spécifiques.

Certaines formations ne sont pas professionnalisées alors que les recruteurs exigent des années d’expériences pour les jeunes diplômés. On entend sur cette théorie que l’étudiant doit faire un stage à chaque niveau de son cursus pour être opérationnel à l’issu de sa formation. C’est un système où toutes les bonnes formations sont privatisées et ne sont accessibles que pour une minorité de la population c’est-à-dire un système qui privilégie la classe aisée.

Un autre point important à analyser c’est la méthode d’évaluation des élèves et étudiants. Depuis le primaire, on nous oblige à faire une compétition dans les classes pour avoir une bonne note. Dans ce processus, le pilotage par les résultats prend le pas sur le pilotage par la règle. L’évaluation a une dimension performative qui entraîne des arbitrages en faveur des disciplines évaluées au détriment des principes éducatifs qui valorisaient l’épanouissement scolaire des élèves. Les évaluations font que les étudiants apprennent par cœur pour avoir de bonnes notes et oublier toutes ces théories dans les semaines qui suivent. Le meilleur exemple à l’école correspond aux examens où l’étudiant doit parfaitement entrer dans une case qui spécifie laquelle de ses interprétations est exacte, et laquelle ne l’est pas. Toute autre idée ou réponse pleine de créativité fait, de facto, l’objet de critique par des professeurs qui se trouvent figés depuis de nombreuses années dans ces schémas stricts et rigides.

Les étudiants sont obligés de donner uniquement les réponses “valables et correctes” – on les force à avoir cet état d’esprit prédéterminé par des cases. Les enfants avec une personnalité différente, qui brisent ce strict schéma, deviennent de mauvais individus et sont traités avec mépris. Cette approche handicape la créativité et la recherche des solutions originales. Elle tue ainsi l’innovation et la capacité à résoudre des problèmes quotidiens. La plupart des professeurs ne maitrisent pas les nouvelles technologies de l’information et de la communication (NTIC) dans un monde où l’emprise de ces dernières constitue la clé de réussite des élèves/étudiants. Donc les connaissances acquises par ces derniers à travers ces outils sont plus actuelles que les théories avancées par les professeurs.

De plus on peut aborder la question d’obéissance des élèves et étudiants. On est confronté à un problème d’autonomie dans nos cursus. On est aussi dans un système où les erreurs sont intolérables et non pardonnées alors que les élèves d’aujourd’hui ont besoin de plus en plus de liberté d’expression mais sont amenés à se taire pour ne pas faire des erreurs. Dès le début de notre parcours, on  exige l’obéissance et la subordination. L’instituteur ou le professeur a toujours raison devant ses élèves ou étudiants alors que ces derniers ont besoin de croiser les idées pour avoir une solution optimale.

Il y a aussi la question du redoublement qui est remis en cause. Aujourd’hui en France, le programme scolaire est très long, et les élèves qui ont des cerveaux qui n’assimilent pas facilement les cours vont le plus échouer aux examens. En effet on vit dans un système bourré de modules inutiles et qui incite à travailler uniquement pendant les examens et l’oublier les semaines qui suivent. On doit mettre en place des stratégies pour lutter contre l’échec scolaire. Soutien personnalisé, aide aux devoirs, allocation des meilleurs enseignants dans les écoles difficiles, voilà des mesures qui fonctionnent bien pour que tout le monde puisse avoir sa place dans les programmes mise en place par nos autorités pour le système éducatif.

Il y a un autre problème dans certains systèmes éducatifs, c’est l’incapacité à détecter les élèves en difficulté scolaire dès l’enseignement primaire, et de mettre en place des moyens pour qu’ils rattrapent leur retard. On nous fait subir tout le même programme sans chercher les capacités d’accumulation de tout un chacun. Tous les élèves n’ont pas le même type de cerveau et le système actuel ne fait pas cette distinction et puni certains élèves qui finalement préfèrent quitter l’école que d’être humiliés. Seuls les élèves brillants sont soutenus et félicités.

Il y a aussi le besoin d’adaptation du système à toute la classe sociale. Les personnes souffrant d’handicapmentaux, connaissant des difficultés d’apprentissage et possédant une faible maitrise de l’écrit et du calcul mathématique, risquent d’être exclues de la société. Elles sont souvent en rupture avec les systèmes d’éducation conventionnels et éloignées de la formation ou de l’emploi. Ils ont besoin de programme les intégrants et pas de formations qui n’incitent pas à la confiance en soi.

Mais beaucoup d’enseignants considèrent qu’ils n’ont pas à se préoccuper du soutien de ces élèves, d’autant plus que ni la formation initiale, ni la formation continue ne les préparent à cette pratique. Enfin, on peut signaler aussi le problème d’orientation des élèves qui est le plus souvent confiée à des psychologues qui ne connaissent pas le monde de l’emploi et du travail, et orientent principalement sur des critères scolaires. Il y a aussi le besoin d’adaptation des élèves en première année universitaire. En effet à l’école primaire, un seul professeur est chargé de l’enseignement de la classe, et dans l’enseignement secondaire, les cours sont dispensés par divers spécialistes des matières inscrites au programme selon des emplois du temps fixes.

Hormis ces défaillances, les systèmes éducatifs font beaucoup d’efforts pour relever le niveau mais certaines réformes ont du mal à émerger comme les systèmes alternatifs.

B. La difficulté d’une émergence des systèmes alternatifs

Plusieurs systèmes d’éducation alternative se développent à partir des années 1900. Parmi ces systèmes, on distingue 5 grandes pédagogies :

• La pédagogie Montessori, dont la philosophie est d’apprendre aux élèves les notions à leur rythme pour mieux les assimiler. Dans cette pédagogie, l’enfant apprend de façon autonome avec du matériel mis à sa disposition. L’enseignant n’est là qu’en cas de besoin de complément d’informations ou d’aide et laisse l’enfant se débrouiller pour trouver la solution aux exercices. Tout est fait pour que l’enfant se sente en confiance dans ses capacités
• La pédagogie Freinet qui prône des techniques basées sur le travail de groupe et le bien-être des enfants (végétarisme, douche froide, bain de soleil, médecines alternatives…). Cette pédagogie privilégie également la solidarité entre élèves grâce à des fichiers scolaires coopératifs remplaçant les manuels scolaires.
• La pédagogie Steiner qui prône de nouveaux enseignements tels que les sciences occultes (mythologies) ou l’anthropologie par exemple.
• La pédagogie Decroly qui consiste en une démarche proactive des enfants en leur proposant souvent des excursions et/ou des voyages dans le but de développer une démarche inductive allant du concret vers l’abstrait grâce à des observations sur le terrain pour acquérir des connaissances et des compétences. L’enseignant est le garant de la cohérence des démarches des jeunes dans l’acquisition des savoirs
• L’apprentissage par l’expérience qui consiste à transformer une expérience en un concept abstrait servant par la suite au développement de compétences.

La plupart des formes d’éducation alternative se caractérisent par les intentions ou les critères communs suivants :

• Mettre l’enfant au centre de l’éducation, au lieu des contenus
• Rendre l’élève actif et participatif dans le choix à de ses apprentissage (méthode Freinet)
• Apprendre l’autonomie. Maria Montessori définit cette pratique par la formule : « aide-moi à faire seul » ;
• Libérer la créativité et l’esprit artistique ;
• Aider l’enfant à avoir confiance en lui et développer son esprit d’initiative
• Bannir la compétition, les notes et les classements
• S’accommoder aux d’intelligences multiples, particulières et aux rythmes de chaque élèves (pédagogie différenciée)

Toutes ces pédagogies sont essentiellement enseignées dans les écoles privées. Chacune de ces pédagogies présente des points forts et des points négatifs vis-à-vis de l’enseignement traditionnel. Comme l’enseignement public et privé sous contrat suivent le programme élaboré par le ministère de l’éducation, l’enseignement alternatif doit s’harmoniser avec l’enseignement national. Cela n’est pas facile à mettre en place car les pédagogies alternatives dépendent des choix des enfants dans les connaissances qu’ils souhaitent acquérir. Le programme d’éducation peut partiellement voire totalement être différent du système traditionnel. Dans le système scolaire traditionnel, certains élèves n’arrivent pas à suivre le rythme et se retrouvent en situation d’échec ce qui entraine un décrochage et tant que le système ne permet pas une pédagogie individualisée et ne tient pas compte de l’intelligence multiple des élèves, on aura de plus en plus d’élèves en difficulté. L’instauration du collège unique et l’objectif d’un minimum de 80 % de bacheliers d’une classe d’âge a amené un flux important dans l’enseignement général et technologique au détriment de l’enseignement professionnel et ce sans réforme pédagogique réelle différenciée. Cette conception de l’éducation ne permet pas l’égalité des chances de réussite de l’élève et d’évoluer à son rythme. Les résultats montrent une grande  différence avec les résultats d’autres pays.

 La France possède la palme de la ségrégation sociale. Les bons élèves d’un milieu aisé restent les meilleurs et ceux issus d’un milieu défavorisé  sont en échec scolaire et avec l’arrivée de chaque gouvernement, la polémique rebondit sur les méthodes pédagogiques et l’école reste figée sans aucun changement

L’arrivée des systèmes alternatifs dans l’école publique est confrontée à des difficultés et des contraintes économiques ne permettant pas leur mise en place pour améliorer l’éducation de nos enfants. En effet, les 5 pédagogies innovantes testées dans certaines écoles permettent l’adaptation de l’éducation à la psychologie de l’enfant et à son rythme d’apprentissage ainsi que l’incitation à un apprentissage des notions de façon proactive. On peut observer une non-linéarité des connaissances et des compétences acquises ce qui constitue un frein à leur mise en œuvre et qui rend leur entrée difficile dans les mœurs sociales.

Ces pédagogies nécessitent de travailler en petits groupes, donc avec des classes à petits effectifs ce qui est économiquement impossible dans l’enseignement actuel. La pédagogie Freinet a fait son entrée dans l’école publique. Prenons l’exemple CM2 dans le 13e arrondissement de Paris, d’après une institutrice qui travaille avec la méthode :

 La difficulté consiste dans le fait d’instaurer des règles fixes et un rituel pour que la liberté de chacun puisse s’exprimer et aussi que les enfants doivent d’abord apprendre l’autonomie pour pouvoir mettre toute la méthode en place.

La difficulté est aussi dans la formation des professeurs désirant utiliser la méthode qui sont obligés de se former sur leur temps personnel et à la charge de l’association ICEM. A cause de ces freins posé par l’état, ICEM compte 3000 adhérents sur toute l’académie, donc difficile de développer un enseignement cohérent.

La méthode est aussi très difficile à poursuivre au second degré. Le fait que ça nécessite l’intervention de plusieurs professeurs, il faut donc une bonne coopération entre les enseignants et ça reste une utopie.

En plus les subventions et le crédit de l’enseignement alternatif et innovant ont été écornés ces dernières années et ils sont noyés au milieu de toute l’étendue des associations agréées par le ministère, et même si certaines sont reconnues par l’éducation nationale, ils n’apparaissent pas dans les textes ministériels, ni dans les programmes de formation des futurs professeurs des écoles.

La pédagogie Montessori est difficilement applicable car elle nécessite du matériel en quantité suffisante pour que les enfants puissent les utiliser ce qui demande un grand investissement. En plus les écoles Montessori sont toutes des écoles hors contrat et qui sont  régulièrement contrôlées par l’Éducation Nationale. Pour obtenir le statut sous contrat, il faut que leurs enseignants soient formés par l’éducation nationale, et ce n’est pas compatible avec les principes de l’éducation Montessori. Par exemple dans l’éducation Montessori, la lecture s’apprend par méthode syllabique ce qui est différent de l’enseignement public.

L’école Montessori reste chère vu de la non subvention de l’état donc pas à la portée de toutes les bourses, c’est une association dont 95% des recettes proviennent des parents et 5% des manifestations organisées comme loteries, marché de noël et kermesse

L’école doit donc payer :

    * les locaux et les charges afférentes (EDF, gaz, eau, ordures, assurances, entretien…)

    * les salaires et charges sociales,

    * Le matériel nécessaire à la pédagogie alternative,

    * les fournitures scolaires,

    * Les stages de formations des enseignants,

    * les ingrédients pour élaborer des plats bio

On observe un budget serré dans ces écoles et un salaire du personnel plus faible que dans l’enseignement classique. Le coût annuel moyen de la scolarité à l’école est de 3000 €.

En comparaison avec l’éducation nationale la dépense moyenne par élève en 2004 s’élève à 6 810 € avec une croissance moyenne de 2,4% par an. Le coût d’un lycéen en école publique a été chiffré aux environs de 7720 €, celui d’un étudiant en fac est de 6800 €. L’impact financier et psychologique est important pour les parents vu que l’école publique reste gratuite et même si globalement l’école Montessori reste moins chère qu’une école classique, elle ne trouve sa place que chez une population aisée.

 La pédagogie Steiner pose un problème dans le sens où les enseignements sont perçus comme étant proche d’une secte par la société, avec des approches de sciences occultes et de l’anthropologie. C’est une méthode utilisée en partie à la maison et dans un réseau d’écoles. Cette méthode n’a pas et n’aura pas de succès en France vu qu’on est dans un pays laïc.

 La pédagogie Decroly est difficilement applicable car elle nécessite des dépenses conséquentes pour organiser les déplacements des élèves. Quant à l’apprentissage par l’expérience, il est relativement possible, mais il faut investir dans des laboratoires. Cependant compte tenu des dépenses publiques, ces investissements sont impossibles à réaliser.

II. Une nécessité évidente à restructurer les systèmes éducatifs

Dans cette partie, nous nous attellerons dans un premier temps à exposer les finalités des systèmes éducatifs et à exposer les différents enjeux auxquels sont confrontés les systèmes éducatifs dans le monde globalisé. Nous expliciterons pourquoi les systèmes éducatifs sont appelés à évoluer et dans une deuxième partie nous présenterons les mesures et travaux en cours dans l’optique d’une restructuration de ces systèmes.

A. Les enjeux des systèmes éducatifs contemporains et les finalités de l’éducation aujourd’hui

La mondialisation produit des déséquilibres entre les pays et au sein des pays. Elle entraîne un processus de destruction créatrice à l’échelle planétaire. Aucune nation ne peut imaginer pouvoir créer de la croissance, en s’excluant du processus de mondialisation. La mondialisation peut se comprendre comme l’uniformisation des pratiques sociales et économiques à travers le monde. Il s’agit aussi d’une mutation sociale qui ne peut pas ne pas impacter l’école et les systèmes éducatifs. La mondialisation couplée avec l’émergence des nouvelles technologies de la communication a amorcé une transition des paradigmes économiques.

La production de savoir devient un fondamental de la croissance économique. Le phénomène de coopétition apparaît et se transpose très vite sur les systèmes éducationnels, qui sont eux-mêmes très affectés par les choix de leur pays respectifs, basés sur les avantages comparatifs. L’activité du marché entraîne l’élévation de niveau dans les domaines éducationnel et de formation. Beaucoup de facteurs sont pris en considération par les pays ; parmi ces facteurs, entrent en jeu le niveau de formation et la force de travail, essentiels pour assurer l’attractivité et la conservation des capitaux. Les pays sont donc, par le biais de la mondialisation, en compétition sur leur production de savoir.

Plus loin que la sphère économique et les secteurs du travail et de la formation, la mondialisation a aussi un impact culturel. Par l’utilisation des nouvelles technologies de l’information, la mondialisation minimise l’imperméabilité des frontières et, créé une culture universelle introduisant le concept de « citoyen du monde » dont doivent tenir compte les systèmes éducatifs. Le positionnement des pays par rapport à la mondialisation pose le cadre dans lequel se définissent leurs politiques éducatives.

Olivier Reboul définit l’épanouissement de l’enfant comme la première finalité de l’éducation, afin de permettre son adaptation et son intégration dans la société. Jacques Maritain pense cependant que le rôle assigné à l’éducation est de permettre à la société de se restaurer. Le reproche fait aux systèmes éducatifs est de s’éloigner de leurs finalités et de se concentrer uniquement sur les moyens. Ils devraient se pencher sur la construction spirituelle et personnelle de l’individu et permettre un passage serein de l’étape d’enfant à celui d’homme. La finalité de l’éducation n’est pas uniquement de permettre à un enfant de s’intégrer et de s’adapter à un environnement. La création d’un lien avec la communauté est inhérente à l’éducation. Les systèmes éducatifs doivent donc former des citoyens qui ont conscience qu’ils doivent participer à la progression de leur société.

Il reste cependant que, dans l’état actuel des choses, la finalité des systèmes éducatifs ne se perçoit pas comme tel. Les finalités énumérées plus haut sont idéalement celles qui devraient correspondre aux systèmes éducatifs. Le problème actuel est que les systèmes éducatifs tels qu’ils sont maintenant conçus font partie d’un système. Ils résultent tous d’alignement économique d’entités étatiques. Ils doivent donc répondre au but poursuivi par les Etats, ou du moins permettre que ces Etats atteignent leurs objectifs de développement. La finalité des systèmes éducatifs est donc biaisée de ce fait.

L’Union Européenne détermine deux finalités pour les systèmes éducatifs :

• Les finalités stratégiques : qui sont comprises comme le développement individuel harmonieux et équilibré pour tous ; l’acquisition de compétences pour préparer tous à une intégration efficace dans la vie sociale et économique ; apprendre à apprendre tout au long de la vie.
• Les finalités opérationnelles : quelles sont les compétences clés ; la communication dans la langue maternelle ; la communication en langues étrangères ; la compétence mathématique et les compétences de bases en sciences et technologies ; la compétence numérique ; apprendre à apprendre ; les compétences sociales et civiques ; l’esprit d’initiative et d’entreprise ; la sensibilité et l’expression culturelles.

Le premier enjeu auquel doit répondre un système éducatif est celui de réduire les inégalités. Toutefois, résultant des courants politiques en place, les systèmes éducatifs ne sont que le reflet des idéologies que ces premiers véhiculent. Leurs buts et objectifs sont définis par les politiques, qui définissent le budget qui permet aux systèmes éducatifs d’atteindre ces objectifs.

Nous remarquons souvent que les systèmes éducatifs ont des objectifs différents selon la classe de la population à laquelle ils s’adressent. L’exemple le plus illustratif que nous pouvons présenter est celui des Etats Unis d’Amérique, où les programmes scolaires diffèrent selon le taux de présence de minorités dans une ville. Dans ces zones, la qualité des enseignements et des infrastructures mises à disposition sont de moins bonne qualité ; et les taux de déscolarisation sont plus élevés. La raison du taux élevé de déscolarisation est expliquée par la perception d’inégalités profondes par les élèves et étudiants. Le sentiment qui ressort est que les politiques éducatives sont conçues de manières à empêcher l’accès à certaines formations aux minorités.

Ainsi, il est difficile – et nous pouvons le voir à travers l’exemple cité plus haut – pour les systèmes éducatifs de réaliser leurs finalités telles que définies par Olivier Reboul et Jacques Maritain ; du moment où ces systèmes s’intègrent dans une logique systémique d’Etat, de politiques gouvernementales dont ils ne sont pas vraiment indépendants. En faisant partie du système économique, avec un rôle dans la compétitivité des pays et sujet au caractère avilissant de la monnaie, le système éducatif perd sa valeur morale. La production de connaissance devient donc un objectif mercantile et déteint sur les systèmes éducatifs.

Un système éducatif doit être transparent et disposer d’une bonne gouvernance, en plus d’être autonome pour pouvoir activer les leviers qui lui permettent de réaliser sa finalité.

Le deuxième enjeu qui se présente aux systèmes actuels survient avec l’émergence des nouvelles technologies de la communication. En effet, leur émergence a accéléré la vitesse de communication et augmenté significativement la vitesse à laquelle se produit la connaissance. Aujourd’hui les réformes dans le domaine de l’éducation sont plus lentes que la vitesse à laquelle la connaissance se produit. De cette lenteur des réformes dans le système éducatif résulte un écart très important entre les besoins de la société et la manière dont les systèmes éducatifs y répondent. Cet état des choses remet sévèrement en cause la légitimité des systèmes éducatifs tels qu’ils sont conçus maintenant.

Un autre aspect de l’enjeu que ressortent les nouvelles technologies est l’impact social. Les nouvelles technologies ont changé le comportement de la nouvelle génération. La globalisation, en complexifiant les mécanismes d’offre et de la demande, a rendu le client empereur. Les pratiques du marché s’immisçant dans toutes les strates de la société ont affecté les comportements sociaux. La nouvelle génération est maintenant habituée à la personnalisation de l’offre à la demande ; elle change et s’irrite lorsque l’offre n’est pas conforme à sa demande ou si elle n’est pas personnalisable.

Ce nouveau comportement social dans le cas de l’école pose le problème de confiance. Beaucoup de jeunes aujourd’hui pensent que l’école ne sert pas leurs intérêts et ne répond pas à leurs préoccupations, car l’école fait partie de l’institution politique (qui, elle-même, n’a pas la toute confiance du peuple). La proximité entre l’école et la politique fait que la méfiance envers cette dernière rejaillit dans une moindre mesure sur la première. De plus, les nouvelles technologies offrent d’autres moyens d’apprentissage qui viennent concurrencer les systèmes éducatifs en présence.

Un dernier enjeu, lié au deuxième, concerne la recherche et le développement de l’intelligence artificielle. L’intelligence artificielle progresse énormément grâce au machine learning et à d’autres procédés qui lui sont propres. Aujourd’hui beaucoup d’activités qui autrefois étaient la chasse gardée de l’homme, sont maintenant réalisables par des robots. Sur le plan social, nous assistons à la suppression de plusieurs corps de métiers qui sont remplacés par des machines. L’enjeu est donc de redéfinir les compétences qui sont acquises à travers les systèmes éducatifs.

Les systèmes éducatifs devraient s’intéresser à identifier les compétences qui ne peuvent pas être développées par des machines, et réviser le contenu des programmes selon le besoin des apprenants. Si s’affranchir de leur dépendance aux systèmes politiques n’est pas chose évidente, penser à une certaine autonomie serait à prendre en compte dans les efforts de restructuration des systèmes éducatifs.

Des efforts de restructurations sont en projet dans les institutions internationales. Des cadres sont définis et continuent de faire l’objet d’études. Nous allons essayer de présenter dans la suite de notre analyse les mesures prises et l’état des politiques de restructuration des systèmes éducatifs.

B. La restructuration des systèmes actuels

Afin de bien restructurer les systèmes éducatifs actuels, il faut non seulement avoir une stratégie de long terme, mais aussi mettre en avant les éléments qui définissent cette stratégie, afin d’avoir des élèves productifs, d’une société libre et démocratique, qui restent en même temps attaché à leur pays. Par ailleurs, des élèves qui ont la volonté d’édifier une société évoluée et cohérente, où les citoyens sont unis dans un climat de liberté, de fraternité et d’égalité:

• La formation de la personnalité individuelle: La formation de l’individu doit être conçue de telle sorte qu’il puisse se réaliser lui-même, assumer ses responsabilités, adopter un comportement moral, traiter avec autrui dans un esprit de citoyenneté responsable et de fraternité humaine dans les domaines suivants:
  • Intellectuel et cognitif : savoir et compétences
  • Affectif et moral : prises de position, valeurs
  • Dynamique : comportement
• Formation du citoyen : à partir de laquelle on pourrait édifier une société unie, homogène, capable d’assumer le rôle dans la civilisation mondiale, à travers la formation de citoyen qui est
  • Fier de son appartenance et son identité
  • Œuvrer pour l’intérêt public et soumis aux lois de son pays
  • Imprégné de l’histoire de son pays et aspirant à une société ouverte à toute l’humanité
  • S’efforce d’instaurer un esprit de paix dans ses relations individuelles ainsi que dans les relations sociales.
  • Soucieux de développer sa culture et ses connaissances, sa sensibilité artistique, d’exercer sa créativité et d’affiner son goût esthétique
  • Capable, à travers tout son itinéraire scolaire et avec l’orientation pédagogique adéquate, de choisir en toute liberté une carrière et de poursuivre, de manière autonome, son ascension sur la voie de la connaissance et du développement professionnel
  • Conscient de l’importance de la technologie, capable de s’en servir, de la développer et de réagir avec elle à bon escient et en toute maîtrise

Pour se conformer à cette restructuration, l’éducation ou les systèmes éducatifs doivent se réformer en profondeur.

Le développement de quatre domaines dans l’éducation : à savoir :

• Le contenu des programmes
• La méthodologie de l’enseignement
• La formation et le recyclage continu du cycle éducatif
• L’évaluation et le control continu de toutes les parties prenantes du système éducatif.

Par ailleurs ce développement, se fait sentir par différentes réformes :

• La mise en place d’une gestion plus souple des rythmes d’apprentissage : à travers des cycles pédagogiques permettant notamment de mieux articuler l’enseignement préélémentaire et élémentaire au sein de l’enseignement primaire, encore appelé « enseignement de premier degré »
• La réponse aux besoins spécifiques de certains élèves : En droit, il y a l’obligation d’instruction et non de scolarisation. D’où de très rares cas d’instruction à la maison, notamment pour des familles de haut niveau culturel qui, par exemple, se déplacent beaucoup pour des raisons professionnelles. D’autres cas concernent les gens du voyage (notamment la communauté Tsigane) ou des familles pauvres, souvent récemment immigrées, vivant en marge de la société.
• La gestion des transitions entre niveaux d’études: Un type d’action visant à réduire l’échec scolaire concerne l’amélioration de la gestion des transitions entre cycles d’enseignement qui constituent des moments critiques du cursus scolaire : passage de l’enseignement élémentaire au collège et passage du collège au lycée.

  CONCLUSION

 A travers cette étude, ce qui ressort  est cette sorte de paradoxe qu’il y a entre la  non adéquation des systèmes que nous connaissons actuellement, avec les besoins des sociétés malgré les efforts qui sont en train d’être fait de part et d’autre.  Ce qui fait qu’on se retrouve dans une situation où les systèmes bien se voulant inclusifs, ne répondent pas toujours aux besoins de nos sociétés, d’un Coté. De l’autre côté c’est le délaissement total des systèmes alternatifs par les gouvernants de certains pays, bien que ces systèmes pourraient bien jouer un rôle de complément aux systèmes conventionnels.

Ce paradoxe pourrait s’expliquer en effet,  par les enjeux qui structurent même un système éducatif.

Mais aujourd’hui de plus en plus certains pays, ayant pris conscience de cette difficulté essaient de favoriser des systèmes alternatifs, en mettant en avant la possibilité d’avoir un enseignement personnalisé. Ce qui pourrait correspondre à tout un chacun et aussi diminuer le sentiment de reproduction sociale que certains fustigent avec véhémence.  Dans cette même optique des instances internationales telles que l’Unesco, sont en train d’élaborer des programmes qui pourraient à long terme rejoindre les systèmes alternatifs ou du moins rendre les systèmes éducatifs plus égalitaires et plus inclusifs que ce qu’ils ne sont aujourd’hui.

Ainsi, avec ces différents programmes, l’on pourrait effectivement s’attendre à un changement radical  des méthodes de transmissions de la connaissance notamment avec tous les outils que nous possédons actuellement. Mais sur une projection de 10, le délai nous semble trop court au vue des enjeux de l’éducation, pour que les systèmes changent d’une manière radicale.

Par Alpha Diallo et Kevin Kowu, promotion 2017-2018 du M2 IESCI

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