Transform and learn to adapt like a balancing act

The message from the Director of Education of the OECD seems to me to be most relevant. However, digital is everywhere around us. Our young people and all of us forming the educational community now need to understand the science that develops it and supports it in its progress as well as in its challenges.

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*** Reaction to the article The education director of the OECD says it is a waste of time to teach children to code. Because tomorrow it will be an obsolete skill.

The message from the Director of Education of the Organization for Economic Co-operation and Development (OECD), Andreas Schleicher, strikes me as most relevant. However, digital is everywhere around us. Our young people and all of us forming the educational community now need to understand the science that develops it and supports it in its progress as well as in its challenges.

By Rino Levesque, Entrepreneurial Education Idea

Moreover, rethinking an education model better suited to our time should no longer be postponed until Greek calendars. Education systems, including ours, need to learn to adapt to the new societal conditions and the challenges of our century. The expression "to be of his time" thereby takes on its full meaning. The School is at an advantage by making use of various pedagogies in the perspective of reaching a point of equilibrium. Working to serve the primary interests of young people [succeeding in school, in life and in their lives], the School is called to exercise a partly renewed mission linked "to the changing reality" of our living environments. Conversely, resigning ourselves to keeping the learning environment unchanging is to condemn it to its obsolescence in the long term by imposing on today's students its yesterday's mission.

The Eschools, but also school boards, have the opportunity to be daring by forging new paths, be they pedagogical, educational or organizational (= “bottom-up” model). Nowadays, they can allow themselves to innovate, to act off-piste. Venturing like a balancing act is conceivable [and even desirable in certain situations], without forgetting that the spirit of any change requires finding the right balance… without waiting too long. In education, doing things by taking the lead requires skill and flexibility. Many managers know it, some have learned it the hard way. The same goes for all innovative teachers, many of whom are driven by a deep commitment. Choosing to leave the beaten track from time to time is based on educational convictions often associated with surpassing oneself and the idea of "doing better and more". For example, acting differently by means of avant-garde pedagogy allows people to learn more [or other things considered essential].

If several experiences show that any journey involves its share of risks, we still gain in many circumstances to achieve them without trying to run. Indeed, "time does not respect what is done without it" [1]. Thus, learning to "move forward skillfully and with good steps" has repeatedly proved essential to the success of a transformation leading to an advantageous [and profitable] progression for young people, educators and the School. The way of "going to school" at the present time requires that both learning be encouraged. school and more global (eg: in-depth learning, global skills [2]). There is, it seems to me, an evolutionary learning dynamic since it is more in line with the needs of young people and the communities that welcome them. Our time is no longer that of yesterday. Indeed, the world we have lived together for a little over 70 years is unsustainable. Thus, the School has the duty to be "without delay" one of the important engines for an economic model oriented towards a new balance taking into account the availability of resources and the idea of a more equitable sharing. for everyone. The development of a conscious entrepreneurial culture contributing, in particular, to the emergence of a circular economy [3] and to the humanization of our societies can begin at an early age in primary school.

New learning

Teaching to teach young people of all ages to “get by”, “to undertake” and “to innovate” CONSCIOUSLY, as much for their benefit as for that of their community, seems more fundamental than ever. These elements of learning about the exit profile of young people in conscious, responsible and community entrepreneurial education, an educational model in development for more than 27 years [4], perfectly match the reflection of Michael Fullan mentioned above (ref. 2). Learning the code, sufficient digital literacy, as well as the basic elements in literacy (French language), numeracy (mathematics), science, history and in several other areas corresponding to the school curricula in place, must not no case being excluded from study programs. On the contrary, it remains absolutely a priority to learn to read, write, calculate as well as acquire knowledge which forges a good general culture. And it is possible to do so from integrative or more masterful approaches that make use of digital technology. However, as Andreas Schleicher mentions, one of the challenges of our education systems is less that of knowing how to add new learning than our difficulty in resolving to withdraw what no longer has [the same] usefulness of. [that] long ago.

Learning to code is one example among others that is currently a new field of learning. The most important thing is not simply to "know the technical principles of the code", nor to be satisfied either to "know how to code", but rather "To learn to imagine what I can do with what I know about the code". This is the central idea behind an entrepreneurial digital culture supported, and this is fundamental, of an education in ethics and conscience for all. The importance of being capable of a critical judgment allowing us to go beyond a glance which would be only superficial, must no longer be of a second order. Digital technology carries germs that can considerably improve our quality of life, while conversely, its transformative power could unfortunately lead us in a totally opposite direction.

Aim for balance by alternating educational approaches

Isn't the real challenge to achieve a better balance with regard to such learning? While the scope of the task of finding a mutual agreement may seem enormous, “ignoring” the urgency is no longer an acceptable solution. To refuse to see that our societies are characterized by phenomena of perpetual movements (changing dimension) and constant mutations (transforming dimension) would amount to deliberately underestimate a reality which, however, imperatively requires new learning. Periodically, any system imagined by humans needs an update. Education, despite a school form showing an appearance of rigidity for more than 160 years, can no longer escape it. And this requires, many of us are convinced, a more regular use of integrated pedagogical approaches (… but not only these).

It is necessary to restore the pedagogical balance, or if not to maintain it where it is reached, with a view to a better alternation of approaches allowing school learning and other broader ones. Approaches pointing to or, better yet, showing promising conclusions should be prioritized. The School of today wins by taking educational paths which will have, among several advantages, that of providing more "HAPPINESS" to come and learn at school. A psychological state that motivates, hangs up and commits young people to their learning as much as educators to educational methods that continuously regenerate “enthusiasm” and “wonder” in their students [5]. Also, there is the idea of a vision carried by a learning model, one of the results of which is to lead to a civic culture which “participates and knows how to act” to bring about truly viable human environments. We are at the heart of upheavals that require “new know-how”.


Consenting to a pedagogical balance makes it possible to transform while avoiding possibly falling from too high. In other words, we must accept to move forward, taking care to do it with agility, because waiting sooner or later puts us in front of the concept of “reality”. This tends to always catch up with us, therefore making it practically inevitable a fall that can turn out to be brutal because it is clearly unfavorable for young people and their community. Many educational situations force you to adapt like a balancing act; the School is perfectly capable of this. Several schools have already been able to demonstrate this [6]. These approaches promoting a better balance are essential to succeed in teaching people to learn more in depth, more globally and more in line with the needs and realities of a “announced tomorrow” which, in fact, seems to be “a today”. »Already on our doorstep.


[1] Quote from Paul Morand (1888-1976)

[2] Fullan, M. (September 2018). Deep learning. Presses de l'Université du Québec (PUQ), in the “Leadership administration en education” collection. 240 p.

[3] Grandmont, C. (March 6, 2019). The right way to go around in circles, The review L'actualité.

[4] The Conscious Entrepreneurial Community School (ECEC) which works to develop this output profile is presented in several memoirs, book chapters and various articles at the following web page. ECEC is developing on three continents in six countries in more than 152 primary and secondary schools including vocational training centers, adult education and special education schools and two universities.

[5] Lévesque, R. (2016). Section 5. Happiness at school and the E factor3, p. 58-59, in A culture of conscious entrepreneurship for all? Organizations & Territories Review25(2), 5-62.

[6] Examples for the Quebec school: case study of innovative schools in Quebec, Canada and around the world (September 2017). Institut du Québec, 38 p. See as well the Millennium School in Saguenay, and the Haut-Madawaska Learning Center in the village of Clair in New Brunswick and its annual conference linking entrepreneurship, digital technology and community participation.

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