L´Internet éducatif

Trouver le juste équilibre entre la présence des entreprises (et donc des marques) dans le monde scolaire et le respect des valeurs éducatives. Voilà la délicate quête de tout ceux qui comme nous cherche à créer des passerelles entre deux mondes qui parfois préfèrent s’ignorer. On me parlait récemment d’ Edcoms, une société britanique spécialisée dans ces interfaces Entreprises / Education. J’y ai trouvé une formulation de leur principes d’action qui semble intéressante et que je soumets à votre réflexion :

Educational Value and Content
1. Activities should be relevant and add educational value to teaching and learning.
2. Materials should not encourage unhealthy, unsafe or unlawful activities. (Visit www.ohn.gov.uk for further guidance)
3. The company should give a broad statement covering its purpose in providing the resource/activity.
4. The company should ensure that all information supplied is accurate and current; materials should be dated, especially where the information or resource is time-sensitive.
5. Expressions of opinion should be distinguished from statements of fact.
6. Explicit sales messages should be avoided where possible, but may be unavoidable in the context of collector schemes.
7. Any specialist resources required by schools to utilise or demonstrate the activity must be highlighted from the outset.
8. Materials should respect diversity of gender, race, disability and cultural issues and reflect contemporary UK society.
Branding
9. The level of branding should be appropriate to the activity.
Consultation and Testing
10. Activities should be developed in partnership with teachers, pupils, parents and educationalists and piloted where possible.
11. Research and testing should reflect variations in the education system in all parts of the UK.
Distribution of Material
12. Where possible, the company should seek permission before forwarding materials to the school.
13. The resource should be carefully labelled and should specify both source and target audience.
14. The company should not impose any restrictions on the school in return for the distribution of the materials/provision of resources e.g. data collection of pupils; restricted use of suppliers.