After various exchanges to present the Qatar Email List of the discussion, Nathalie Sonnac presented the main lines of the report on issues and recommendations on the use of educational tools and the processing of educational data after the pandemic. This report originates from the acceleration of the use of digital technology within educational communities, during the pandemic, in order to guarantee the continuity of students’ studies. The report defines 3 major issues around the massification of digital tools and resources as well as assesses their risks and presents recommendations for each. Students, faculty and families generate a significant amount of data necessary for the school.

However, they are of a personal nature which are not always well protected: postal address, e-mail address, data relating to health, social security number, etc. This first issue thus presents the importance of designating educational data as sensitive data, like health data. The interest of this is to protect them within the framework of the GDPR since this data makes it possible to directly or indirectly identify the students (or any member of the educational community). The recovery of this sensitive data by actors in France or abroad resulting in a loss of confidentiality If the state does not have a cybersecurity system, the data held can be hacked

Protection of personal educational data

Interference in the classroom becomes a possibility when the room is virtual or even hybrid To have legal protection that is either too simple (to facilitate understanding) or too detailed and demanding (making it difficult to implement for lack of understanding. A division between educational life and private life concerning data not defined. Among the main recommendations presented by Nathalie Sonnac and the Committee’s report are: Initiate a reflection on the advisability of introducing education data as data sensitive to the GDPR because minors like health data Define a more protective legal status at the French level (code of conduct for use)

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Increase the awareness of school ches and make the entire educational community aware of the principles of the GDPR Propose certification for EdTechs that respect the privacy of educational users as a form of guaranteeing respect for educational data for schools wishing to adopt them Offer security guarantees for government tools offered to institutions During the first lockdown, demand for digital tools suddenly exploded. As the State does not have the capacity to meet this need for educational establishments, the private local and foreign EdTech offer has seen its use grow significantly. However, it is proving difficult to verify compliance with the GDPR or the processing of data by these private actors.

Guarantee digital sovereignty

Create a national strategy supported by Europe resulting in the development of free tools respecting the GDPR and the values ​​of the EU Train members of the educational community in digital sovereignty issues and how this affects education Identify the offers whose operation may pose ethical problems and data leakage abroad Monitor the main communication, sharing and collaboration tools offered to education stakeholders According to INSEE, today it is no longer enough to have tools such as equipment and an Internet connection to guarantee access to digital resources. Indeed, digital technology has become very rich and complex, which deserves training for citizens to derive maximum benefits and use them in a responsible manner.

The data exchanged via the various private tools and platforms constitute a national wealth for research and innovation as well as for the evaluation of the level of education of the country. This data, when collected by third parties, in particular from other countries, can be the source of potential vulnerability for the country. This is why the committee proposes to: In France, the committee’s report indicates a strong inequality in access to digital resources (distribution, access, use): The generalization of fiber has not yet been achieved, despite the commitment of local authorities Not all homes have equipment for every member of the family, making it very difficult to telecommute and participate in distance classes at the same time

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