2. 2
Table of contents
EXECUTIVE SUMMARY ................................................................................................................................................ 4
I. THE CONTEXT......................................................................................................................................................... 6
1. EXISTING SOLUTIONS REVIEW...............................................................................................................................................6
a. The extracurricular ...............................................................................................................................................................6
b. School local support ..............................................................................................................................................................6
c. Educational support ..............................................................................................................................................................6
d. The Open School......................................................................................................................................................................7
e. Course at home.........................................................................................................................................................................7
f. Neighborhood associations.................................................................................................................................................7
g. The Kahn Academy.................................................................................................................................................................7
2. BCY PROJECT APPROACH.......................................................................................................................................................8
II. STAKEHOLDERS VALUES AND RISKS ANALYSIS........................................................................................ 9
III. STORYTELLING / THE SONG.........................................................................................................................10
1. SERVICE EXPERIENCE ..........................................................................................................................................................10
2. PERIPHERAL SERVICE (MUST HAVE)................................................................................................................................12
3. COMPLEMENTARY SERVICE (NICE TO HAVE)..................................................................................................................12
4. SOCIAL VALUE INNOVATORS...............................................................................................................................................13
IV. SERVICE DESIGN................................................................................................................................................13
1. RECRUITMENT......................................................................................................................................................................13
a. Phase 1: Tutors – High school student....................................................................................................................... 13
b. Phase 2: Junior recruitment............................................................................................................................................ 13
c. Phase 3: Sustainability of the service:......................................................................................................................... 14
2. STORYBOARD........................................................................................................................................................................14
3. IT SUPPORT...........................................................................................................................................................................16
a. Mails - becomeyourself_name@gmail.com.............................................................................................................. 16
b. Facebook / becomeyourself page................................................................................................................................. 16
c. Twitter: @becomeyourself............................................................................................................................................... 17
d. Video.......................................................................................................................................................................................... 17
e. Web site - www.becomeyourself.fr............................................................................................................................... 17
f. Cloud of words........................................................................................................................................................................ 18
g. IT Database description.................................................................................................................................................... 19
V. LANDSCAPE / ECOSYSTEM..............................................................................................................................19
1. WHERE? ................................................................................................................................................................................19
2. AMBIANCE AND SYSTEM DESIGN .......................................................................................................................................19
3. PERIPHERAL LANDSCAPE DESIGN: EXAMPLE WITH TOUCH POINT CARDS..................................................................20
a. Goals........................................................................................................................................................................................... 20
b. Principle................................................................................................................................................................................... 20
4. COMPLEMENTARY LANDSCAPE DESIGN............................................................................................................................21
VI. EVALUATE THE PERFORMANCE – UPGRADE EVERYONE!..................................................................22
1. EVALUATION TOOLS.............................................................................................................................................................22
a. Online survey and offline monitoring......................................................................................................................... 22
b. eWoM analyses:.................................................................................................................................................................... 22
c. Dashboard ............................................................................................................................................................................... 22
2. FEEDBACK .............................................................................................................................................................................22
VII. COMMUNICATION STRATEGY.....................................................................................................................23
1. BEFORE :................................................................................................................................................................................23
a. Stands for events in chosen places to meet parents/children......................................................................... 23
b. meetings................................................................................................................................................................................... 23
3. 3
c. Marketing campaign.......................................................................................................................................................... 23
d. Advertising Materials......................................................................................................................................................... 23
2. DURING /AFTER...................................................................................................................................................................23
VIII. RECOMMANDATIONS ...................................................................................................................................24
1. COSTS - PILOT PHASE...........................................................................................................................................................24
2. MID-LONG TERM..................................................................................................................................................................24
APPENDIX.......................................................................................................................................................................26
1. DETAILS VALUE AND RISKS ANALYSIS...............................................................................................................................27
2. BLUEPRINT............................................................................................................................................................................30
3. MAPPING OF STAKEHOLDERS ............................................................................................................................................33
4. OTHERS TOUCH POINT CARDS............................................................................................................................................34
5. EXAMPLES OF ADVERTISING MATERIALS .........................................................................................................................35
6. “ENTRAIDOTHÈQUE”...........................................................................................................................................................37
7. BENCHMARK .........................................................................................................................................................................38
8. PRESS RELEASES...................................................................................................................................................................41
4. 4
EXECUTIVE SUMMARY
Why: School failure can lead to marginalization and societal issues because of social
misfitness. Failure often occurs when children have no quiet place at home to do homework,
parents unable to meet questions, problems with regular teaching methods. This can lead them
to a deadlock.
Some solutions (institutional through extracurricular, peripheral organizations as paying
course at home, Khan Academy, etc.) already exist. But the analysis of value and risks for each
stakeholder calls for a need of a socially innovating service offering. It would take all
advantages of some strong proved points of existing solutions but at a cost effectiveness for
everybody, empowering of all actors involved, creating link within the neighborhood and
between generations.
What: the project is based on a win-win relationship between local senior high school
students (the tutors) and junior high school students (the pupils) to meet mutual success.
Juniors will be helped by tutors on their homework so they can meet more easily academic
success. The tutors will enhance their records through what could be seen as an internship.
How: In a smooth and friendly, listening and observing common sensitive customization based
on individual and group needs in a co-creation and evolutive mindset. Tutors and juniors with
some BCY Staff monitoring, will define all behavioral and learning rules together. No
duplication of teacher/student scheme. This co-creation will definitively serve the dialog and
start linking anyone to everyone.
Where: In high school because of the special notoriety, attraction it has on juniors. It is the
place where the elder and the goal are. On Wednesday, all resources (human and facilities) are
available but not fully used. No additional investment required.
First verse of the Song: “The BCY project is a journey. BCY staff will organize the
recruitment session of the tutors and the tutors, once trained, will recruit within schools and
their neighborhood, the junior students. Train the trainer sessions will be organized upstream.
During all the project roll-out, tutors and juniors will be accompanied on the journey by the
BCY staff and academic players and a full range of tools (facebook, entraidotheque, twitter, BCY
website with e-learning, play-cards etc.) to exchange and be updated on best practices.”
Social value innovators: The idea of this project is to allow a problematic urban ecosystem to
dig and find into its own resources, solutions to recreate the social and familial link. This link is
key for success. This project aims to highlight the role that can be played by each member of
the community in and for the group.
5. 5
Evaluate the performance – Upgrade everyone! In order to improve better, to adjust
the walk, to propose an augmented service offering, BCY staff will design and fine-tune with all
stakeholder an evaluation system (Online survey and offline monitoring, eWoM analyses,
Dashboard, Feedback, etc.)
Cost: 1896
€
for the year 1. The cost of the pilot project is very low regarding the benefit for
children and it is freely accessible to anyone.
How much is the cost of a child’s failure for your school, town and society?
The project’s worth the try!
6. 6
I. The context
From primary school, heterogeneity among students is significant. At equal age, gap in
maturity goes from 1 to 6 years: one child may show 3 years ahead in terms of maturity when
another one would get 3 years delay. Thus, this gap leads already to differences and
adjustments on children homework’s organization and management.
The gap can be further increased if the environment do not promote children's learning.
1. Existing solutions review
Without regular and effective support, student can quickly be overwhelmed and lost.
Some solutions have been implemented by different actors of Education to deal with
this problem. Here is a detailed list with the pros and cons comments.
a. The extracurricular
In primary school, some parents leave (by necessity or desire) their (s) child
(ren) in extracurricular. They can do their homework with the help of a teacher.
They can as well enroll in a sportive or cultural activity. This support is no longer
available in junior high-school and many students who had a more or less regular
accompaniment before, find themselves alone. Writing assignments are normally
prohibited in primary school; only learning and reviewing lessons are allowed.
The additional written work at this age can be a real problem for students
already fragile in writing skills.
b. School local support
In primary school, National Education offers hours of tutoring support for
students at the end of the day before, during, after classes or breaks. This is a
good initiative but still has some drawbacks. It lengthens the working day of the
child and remains in a teacher-student scheme. This scheme duplication remains
one of the biggest weaknesses of this device together with the heaviness of
upgrading trainings held during school holidays. For some years now, Junior high
school organizes mandatory methodology courses but it concerns only the
French and mathematic lessons.
c. Educational support
In junior high-school, multitude of schedules make it difficult to hold a classic
extracurricular. Educational support is a device available in High Priority High
school for 33% of students. This device is bound by a contract signed between
families and the school. The voluntary commitment is follow the modules offered
by the institution, (62.7% of training hours) or funnier workshops. Since 2008
this support is also found in primary schools.
7. 7
d. The Open School
In 2012, 706 schools in France, had planned to participate at the Open School
event. It can accommodate young people on Wednesdays, Saturdays and during
school holidays.
The Open School is addressed primarily to young people, from elementary
school, living in socially deprived areas or in a difficult cultural and economic
contexts. In 2011, 92% of schools participating in the operation were Junior high
schools versus 8% of senior high schools. The interest is less pedagogical than
social and integration rationales.
e. Course at home
Some parents who see their child in stress have recourse to private lessons. This
can be done either through professional teacher or student looking for pocket
money. The benefit is that a motivated student who is a bit disorganized, can
quickly regain confidence with the attention it is given to him. Nevertheless, this
requires significant financial resources. In socially disadvantaged areas, few
parents can afford to pay extra classes to their children.
These same advantages and disadvantages can be found for tutoring companies
like Acadomia, Domicours, Completeness, Cours Legendre. It is a very lucrative
market of 2 billion euros. All these support services represent a heavy financial
investment for families even if half is paid by tax deduction. Depending on the
area, cost range varies from
€
26
to
€
43
per
hour
for
a
primary
school
student,
28
€
to
€
47.50
for
a
junior high school one and €
33
to
€
51.50
for
high
school
candidate plus the registration fees (Le Parisien, November 4, 2008)
f. Neighborhood associations
Some municipalities facing social and economic problems, have implemented
and encouraged the development of neighborhood associations. Those can also
deliver courses at home. Let’s
take the example of "Parcours" in Clichy-sous-Bois
(93), an association that wishes to be recognized as a third party by students and
families. They provide educational support through individual and collective
homework sessions within schools. AFEV, another association, stands as one of
the largest education association present in difficult neighborhoods where it
plays a very strong social role.
g. The Kahn Academy
Just fashion or an educational revolution? Would the Kahn Academy be the
future educational model? The Kahn Academy created by Salman Khan is like a
menu proposed to whom wants education. Its free videos on Youtube (over
3000) include both courses and online exercises for youth. Benefiting from
significant financial support (including Bill Gates), the new Master of Education
wishes to rethink it and
brings
tools
but
only…
tools
without interaction.
8. 8
Summary table of school available actions
Device Advantages Disavantages
Extracurricular
High quality level of tutoring
by certified teachers
Available resources
Duplication of the scheme
student /teacher
School local support
High quality level of tutoring
by certified teachers
Duplication of the scheme
student /teacher
Available in junior high school
for Math and French classes
only.
Open school
Large variety of actions
proposed by the school
More social and cultural
orientated rather than
pedagogical
Depending on each school
orientation
Course at home
Course at home
Tutor and tutoring flexibility
Cost constraint
Quality of the tutoring to be
demonstrated
No community relationship in
that context (one to one basis)
Neighborhood
associations
Course at home
Cost effective
Family implication
Lack of pedagogy, training or
knowledge of some
stakeholders
Kahn Academy Free
Quality and attractive
educational content
Lack or no human interaction
and exchange
2. BCY project approach
Be-Come Yourself (BCY) is not reinventing the wheel. The service offering is to take
advantage of some strong proved points already proposed by existing devices
(institutional, peripheral organizations, etc.).
The noticeable strength of the BCY project is to rely on the "Open School" to have the
facilities and resources of High Schools on Wednesday afternoon. Students well know
that place and can better welcome and integrate the juniors coming for a framework
and/or pedagogical and methodological advices. The tutors will also be supported by
the staff of BCY, the supervisors of the school and teachers that could indirectly be
involved in the project by providing teaching advices or training. The whole point of our
service is based on a win-win relationship senior high school/juniors high school
students themselves in a co-creative system of defining behavioral and learning rules.
As an example, they might decide to use the Kahn academy tools.
How did we end up with such a project?
9. 9
II. Stakeholders values and risks analysis
To propose a win-win approach where each stakeholder finds his place and his interest, we
recovered the essential values of all actors of our ecosystem and analyzed them.
It is essential to integrate them into our approach given that the objective is to value and to
motivate everyone.
We also analyzed the risks which can constitute a brake in the success of this new concept to
anticipate them and reduce their probability of occurrence.
You will find below a synthetic illustration of what seemed to us important to take into
account. The detailed analysis appears in appendix 1
Value Risks
Child - Belong to society
- Exists and succeed
- Team spirit
- Happiness
- Do not have any results
- No interest to become a
membership of the project
- Do not his/her place in current
system
Tutoring
team
- Valuation
- Identity in a group
- Membership of a community
- Proud of the work done
- Is an actor of the change
- Feeling of fear in managing pupils
for the first time
- Fear of not being for the level
- Fear of not improving things
- Lack of gratitude at the end of the
experience
- No interest to become a
membership of the project
Institutionals - Good image of the municipality
- The project is a showcase
- Calm social climate
- Development of a citizenship
feeling
- Crime and break of social link
- Rejection of the educational system
and the institutional
- Bad image in case of flop
Society might lose referrals and get confusion within the various systems in place. BCY project
might be seen as another program within various extracurricular program in place.
So
let’s
walk
the
BCY
journey
together!
10. 10
III. Storytelling / the Song
1. Service experience
First days in junior high school are a major change for any student in terms of
autonomy, homework and planning management, discovering new disciplines.
Therefore, this brand new context can represent a big issue if the student is not
evolving in a favorable sphere at home to work properly. And this lack of
environment is the main cause of school failure. Indeed, a number of students can
lose up at college if they do not have the conditions supporting them in that change.
No quiet place at home to do homework, unavailability of parents (working hours
not aligned with school schedule),
parents unable to meet questions
because of language problem or level of
study, problems with regular teaching
methods are all elements that can explain
the failure.
And it is precisely school failure that can
quickly lead to delinquency and later on,
marginalization.
Looking at this analysis, it appears
mandatory that offering an optimal
context to do homework, is a solution to
the lack of fair ones.
As the other solutions cannot meet all requirements (cost effectiveness, community
response,
etc…)
here are the ingredients that we believe best represent the ideal
world to work "like at home":
Smooth and friendly
Listening and observing’s common sense
Customization
Co-creation
It is also important not doing mistakes on the implementation of such a model.
Indeed, the idea is not to duplicate school with the teacher / student scheme. This
could completely demotivate the student who would have the feeling to be in a
classroom again especially if he sees the classroom as a hostile environment. The
aim is to provide a different universe, a different way of learning that make the
student in needs will to work.
Thus, the idea of the "older brother" came up to our mind. We can notice that
despite difficult circumstances, quite a number of students with problematic
environment were able to successfully complete the challenge. They could integrate
11. 11
high school. They represent good examples to follow, to understand and possibly be
part of this project since the passage from junior to high school is not far behind.
It is frequent in families that the older brother is asked to have a role in the
education of the youngest. This is the reproduction of this scheme we thought was
best able to meet the goal of establishing a framework "like at home."
We can double the gain:
to allow the academic success of juniors with lack of support at home or lack of
understanding in class
to enhance the academic success of the high school student through what could
be seen as an internship
Another issue to consider is the location. It is important not to return to junior
school in their daily class room. Their success would be the admission in high
school. So it seems very much interesting to offer the service of tutoring by the
"older brothers" in high school.
First, for younger children, high school has kind of a special notoriety as it is the
place that the elder are.
Secondly, high school has more than one asset: all resources (human and facilities)
essential for the success of the project are present.
On Wednesdays afternoon, resources are available but not fully used. It could then
rely on the existing infrastructure without additional investment.
The service would therefore be set up on a weekly basis (Wednesday afternoon),
during which junior students would be welcomed by high school ones to mainly, be
helped in homeworking.
Then, depending on individual needs, small groups could be formed (by subject,
level ...) to better respond on the needs.
The tutor (high school student) could also have a role of supervisor for fairly
autonomous juniors whom would be looking for a peaceful framework only.
They could as well explain with their own words versus academic ones, some
concepts for weaker students.
The idea is to create a true social network in which today's students will become the
future tutors and will help in turn, other junior students.
The rewarding of this project is for everybody: success at school for juniors and
experiment for tutors. Indeed, thanks to this weekly activity, they will learn to take a
place in their neighborhood life. They will be valued as being seen as a good element
of the group. They will acquire valuable experience to research possibly summer
jobs.
In addition, those students have in their circle of friends or families, people that have
left the system. They will not be spectators, they will be actors. They will prevent
and play a role with younger.
12. 12
2. Peripheral Service (must have)
As tutors are just high school students and not teachers, it is important to provide
them strong supporting services to enable them to perform in the best conditions.
Peripheral Service will facilitate the structure of the project.
Train the trainer sessions will be organized upstream. During all the project roll-out,
the tutors will meet with the BCY team to exchange, update on best practices and
understand where we stand in terms of rules and roles.
It is very much important as well not to impose a strict and universal method in
tutoring. The main frame is rather to let all the students co-create the way they work
and to adapt themselves to individual needs all the way long.
Figure 1 : core, peripheral and complementary services
3. Complementary Service (nice to have)
As an example, in the idea of creating a context "like at home", friendly and quiet
atmosphere play a major role. Usually at home, the person who represents the most
reliable friendly person remains the "mother."
The idea is to say the mother wants to provide the perfect setting for her children to
succeed and that although some cultural, social and economic difficulties, she can
help, play a role, get involved.
We can imagine that Wednesday will be punctuated by a pause: snacks fully
managed
by
moms.
A
planning
would
be
then
organized
to
balance
everybody’s
inputs.
Further information and additional proposals will follow.
13. 13
4. Social value innovators
The idea of this project is to allow a problematic urban ecosystem to dig and find
into its own resources solutions to recreate the social and familial link. This link is
key for success.
Most projects that bring people from outside the area as helpers, have absolute risk
of major failure (ignorance of the issues and local tissue, risk of devaluation of the
inhabitants placed in a requesting position, hurt of dignity...). This project aims
instead to highlight the role that can be played by each member of the community in
and for the group.
IV. Service design
1. Recruitment
a. Phase 1: Tutors – High school student
The key actor of this whole organization is the high school student. The BCY
team would present across all classes, the project to convince them to bind
on it.
We expect to spend two weeks in September in the establishment around
the project. A booth will be set up at the main entrance of the school. The
questions that may arise after the presentation can be directly addressed to
us.
Flyers will be distributed indicating contact and the all appointments
details.
The first meeting aims to reinforce binding and to prepare students for the
recruitment of juniors. They are the best ambassadors for this new service.
As part of this recruitment, high school students will be prepared to
convince the junior and act as facilitator during the open school days.
As the entire organization is based on volunteering, we bet that a high
implication will be a rule even if the BCY team will keep an eye and manage
any issue.
b. Phase 2: Junior recruitment
Tutors “will be
given
the
key”
and
prepare their own flyers addressed
to juniors to convince them at turn, to join the organization.
They will then split in small groups to distribute them anywhere they think
it useful. For example, end of days at school is a strategic timing as it allows
to reach at the same time college students and family members picking
their kids up.
The goal is to deliver an optimal message through flyer support, to
communicate around our active social media network. The objective is to
14. 14
collect maximum fan on our pages and give details on all our recruiting
events.
During the open school day event, students will animate the booth with the
powerpoint presentation and speeches they would have prepared
previously. The organization will still be there as back-up to answer any
questions and to reinsure students and families.
c. Phase 3: Sustainability of the service:
This BCY team must organize an annual recruitment event. Indeed, the
number of high school and junior students will be very unstable. It is
therefore necessary to secure the recruitment process.
Among the described recruitment process, we are thinking of doing a first
round up in classes every year during the month of May and the first weeks
of September. We could also have a stand at the open-school day and meet
with families. This must be fine-tuned.
2. Storyboard
To give a clear and synthetic view of the global experience, pupil and high school
tutors experience are described in 3 blueprint, with emphasis on:
Interaction with IT tools provided by the project.
description of before, during, after the core user experience
the time scale : day, week, year
Figure 2 : D-day class room experience: before, during, after the session (micro)
15. 15
Figure 3: Regular week experience: before, during, after the session (mezzo)
Figure 4 : Full year scale experience
16. 16
3. IT Support
Our service support is at the heart of the communication between students and
tutors. The Y generation demand to rely on all popular social networks. Thus, junior
students will be kept informed of additional or cancelled sessions and workshops,
etc.
IT Tools have been designed to be simple and free to use: they will be accessed with
a basic a web browser: no need to install extra software to communicate and share
information. Pupils will use email address and an internet access at home. Most of
them already have one.
Tools framework: the project team will provide the tools framework to interact and
exchange with project stakeholders: pupils, high school tutors, parents, authorities.
a. Mails - becomeyourself_name@gmail.com
Service branded email contact will be provided by the team.
This address will be given to any junior students that need to communicate with
tutors after each session.
becomeyourselfstaff@gmail.com: to be used when the staff will exchange with
parents, high school tutors or exceptionally pupils.
b. Facebook / becomeyourself page
Facebook, the leading social network in youth ecosystem, will also help on
recruiting volunteers and will provide feedback or ROE (return of experience) to
each stakeholder of the project. All actors can indeed share their feelings and
leave comments, remarks. All will serve the ASO: enhancement the concept and
of service, a tool for an augmented service offering. The staff of BCY will also be a
pure player, posting in a regular basis, tips, links, tools.
Facebook/becomeyourself : this site is created to have co-creation service design
with stakeholders.
Please meet with the Be-Come Yourself team :
https://www.facebook.com/pages/Become-Yourself/244969658984321?ref=hl
17. 17
c. Twitter: @becomeyourself
Feedback from parents, pupils and high school tutors will be used for
information and buzz
d. Video
The online development will also bring the Be-Come Yourself team to develop
the production of short videos to be posted on Youtube (second network among
teens) to promote our service.
e. Web site - www.becomeyourself.fr
Our website is a communication tool for each stakeholders. Complementary
services
will
be
available
as
the
“entraidothèque”, aiming to provide advice,
recommendations and updates.
.edu extension would be a
“nice
to
have” to get higher impact and legitimacy
The web site will be used during the “Before”
period, during and after phase of
the pilot phase.
18. 18
The following contents and information will be integrated on the site :
o Promotion et recruitment (with login/passwd) - Before
● a menu will be available to send a mail with information on request for
candidates
● short description of the project and operational information: time table of
sessions, high school location and access map
● link toward the pupil presentation
● online subscription with personal data gathering
● values promotion during the session: self-discipline, (after co-creation)
● « Entraidothèque » direct access
o Co-creation - selfcare - During
● online session attendance confirmation with confirmation if a tea time /
snack participation can be brought (beverages or cakes – homemade
recommanded)
● tea time management : for each session, who will be bringing some cakes
or beverages
● Web page managed by the high school student: pictures from last
sessions, contacts
● Web page managed by pupil: ex number of pupils , pictures, comments
● customer care = section to send requests to the staff
o Feed-back - After
● Network Promotion Score available
● Link up to facebook, twitter
● banner with pictures of the high school tutors
Nota : the operational management will be driven by the BCY staff: the published
content will be checked by the before displayed online.
Nota : Google search engine strategy
The site will be designed with keywords in the META frame of the html :
Education,
homework,
pupil,
high
school
tutors,
school,
becomeyourself
…
In the pilot first phase, no adwords campaign is planned, but it could be useful in
a roll-out phase with geolocation adwords.
f. Cloud of words
It will be designed with the following keywords and also META words in web site
: Proudness exist school marks evaluation highschool tutors pupils social
mathematics academics snacks cakes beverages success pleasure help sharing
co-creation together free service team voluntary give homework family mother
teacher valuation
19. 19
g. IT Database description
All information in a back office database (in excel files during the pilot phase)
will be recorded in order to simplify the management and to produce dashboard
and reports:
contacts of stakeholders,
on a session basis : session attendance information : who joined ? in which
session ?
recalls and reminders sent to make the child join the session (are they
enough involved and self-responsible ?)
Global anonymous NPS score for each monthly surveys
V. Landscape / Ecosystem
The environment will be a key component of the whole organization and success. This must be
carefully thought, prepared and followed. We intimately believe that a sensitive atmosphere
will play a main part on the adhesion, implication of each member and the design of the total
eco-system
1. Where?
A dedicated room next to the information and orientation office at the high-school
would provide a strategic positioning for the project. This would
ease any questioning, information requirement, library catch-up from tutor and
junior team
allow a BCY team member and/or a monitor to ensure a physical residence next to
the tutoring room
ease the organization peripheral activities as snacks, ambiance set-ups, etc.
The dedicated room is required in order to organize moving and incentive
environments at a point of the year. Any logistical issue as storage of any material, time
preparation of ambiance, localization and orientation matter for the tutoring team
would then be solved.
Also, as a group statement, a dedicated room would help to infuse a notion of
responsibility on keeping the room clean as well as to enhance the will of implication to
set-up living sessions with creative presentations.
A dedicated room will definitively facilitate customer accessibility to the services. But, if
a dedicated room is not negotiable, a clear calendar and signalization must be defined
and carefully followed to avoid any confusion in looking for the tutoring room.
2. Ambiance and system design
Smooth and friendly in a creative and evolutive decor and mindset.
At the very first session, tutors and juniors will be welcome in a smooth yellow lighted
ambiance with some soft, neutral music and sounds in order to put in place a quiet and
20. 20
friendly ambiance. The tables will be set-up as a cabaret. They can also be moved
around. Even if we are at school, this must not feel like a regular classroom. The class
could be customized and would transform the traditional layout of class room to get the
most convenient place to work in.
The aim is to start building right at the beginning a welcoming, confident and co-
creative space.
The materials for advertising campaign (banners, flags, etc.) will be reused in the class
room, with the following layout.
Figure 5: example of a tutoring room organization
Ambiance will definitively serve the dialog and start linking anyone to everyone.
Most of the participants will possibly/eventually act on the evolution of the atmosphere.
For that purpose, we designed some peripheral tools.
3. Peripheral landscape design: example with touch point cards
a. Goals
This complementary service is designed to present the project differently in a fun
way and embodied it.
To better implicate stakeholders, by helping them to figure out the critical
moments- called interaction- and important issues of the service such as
pedagogy ,
Tool for co-creation and evolution with school children and high school
students
b. Principle
It is like play cards made with cardboard divided in 3 categories
Interaction: when the stakeholders are in interaction and provide/use the
service
Important issues: that correspond to some qualities (eg: pedagogy), kind of
people (eg.: dunce) that will be needed or met during the service
Complementary services
21. 21
Samples: (others cards are described in annex parts)
4. Complementary landscape design
This dialog, games, tools will develop a trustful ambiance and ease
the implementation of an enhance system design.
At some points, indeed, during and after the journey, the service
would get beyond the tutoring work and would be part of a global
eco-system where many stakeholders would be involved to:
organize snacks prepared by families
Present craftsmanship work made by juniors or by tutors themselves as their
passions,
hobbies…
present any local professional and his area of work in order to make juniors and
tutors discover professions that they would not think about
present any kind of art with local artists
provide stakeholders knowledge and start building a strong social network
provide a BCY project t-shirt
walk the race handing over to another tutors and students in need
As described, the eco-system will be designed by each stakeholder of the organization,
enhanced by everyone, will attract naturally by ricochet, by word of mouth return other
people and will feed other activities.
But this entire eco-system will be a success only if there is a co-production behavior and
mindset between juniors, tutors together with the logistical help of the BCY team and
binding of the institutional.
Among the sensitive comprehension, how do we understand where we stand to
optimize behaviors and mindsets?
22. 22
VI. Evaluate the performance – Upgrade everyone!
The BCY project is a journey. The BCY and the tutoring team will have to walk in each member
shoes to understand the needs during the road, to drive the project with respect of anyone, to
keep everybody emulated all the way and end the trip with success and the feeling that each
member was key.
So in order to improve better the organization and to take action, it is mandatory to evaluate
the performance. For that purpose, we will design and fine-tune together with your needs and
tutor and junior needs an evaluation system.
1. Evaluation tools
a. Online survey and offline monitoring
are recommended to get reflect of the technical and relational quality of the
service.
b. eWoM analyses:
looking through key words on the web, we might be able to find out and analyze
the fame of the project
c. Dashboard
will be designed to steer the project with the following KPI:
Number of children per session
NPS scores on each monthly surveys
Average marks evolution obtained by pupil at school (to check the actual
benefit for them)
Percentage of presence per pupil (to get turn over data)
Percentage of presence per high school tutors (to get turn over data)
2. Feedback
We will as well request contribution from all actors to feedback on any available
support (online, offline, self-basis, etc.). The BCY team will be in charge of collecting
and analyzing answers and feedback. Those analysis will be the support to design an
action plan. Its implementation will be coordinate together with Tutors.
A clear communication of results will be addressed to you in order for you to follow
the process, understand the outcomes of the tutoring sessions, plan for actions for
next steps.
23. 23
VII. Communication strategy
The communication strategy for the pilot phase will be designed according to
the before, during and after first sessions of homework. Items of the
communication are designed by all stakeholders (students, tutors, BCY staff,
institutional) to enhance WoM and notoriety
1. Before :
a. Stands for events in chosen places to meet
parents/children
annual association forum (usually held in
September)
neighborhood associations
stadium and sport competitions
school’s entrance
b. meetings
presentations at schools (pupils and tutors)
c. Marketing campaign
mails to parents (given by school authorities)
viral recruitment: tweets
d. Advertising Materials
Stand: Beach flag and banner
web site live demo
leaflet
2. During /After
Interview with journalist for publication in local press
Press releases
24. 24
VIII. Recommandations
1. Costs - pilot phase
In the first phase of the project the children will be involved in the project.
At this stage, the costs have been established as follow:
Service Costs
Facilities: high school class room
(including cleaning)
Free
Access to Documentation center Free (school staff already there)
IT tools (mail, web site) Free (Google inside) and internal team dvt
for web site
Customer support Free (Staff 1st year)
Beach flag 106
€
HT
Banners Free
Tablets 300 x 5 (1 class room)
Leaflet 40
€
HT
les
500
TShirt (lend during session) 250
€
HT
pour
27
ex
Access to Kahn academy Free (High school access and become
yourself account)
TOTAL (before roll out) 1896
€
The cost of the pilot project is very low regarding the benefit
for children and it is freely accessible to anyone !
Ask yourself how
much
is
the
cost
of
a
child’s
failure
for your school, town and society ?
2. Mid-Long term
It seems essential to us to capitalize on and to spread the experience.
Before extension and above all feedback, deep dives, surveys done all year long, an end-
of-the-year assessment covering all levels of the project will be addressed to high school
and junior students, parents and institutional. Each stakeholder will be able to express
themselves and share with us (BCY team) their thought, hurdles they faced or benefits
they got on the entire service experience. It will explain if the overall objectives were
met, keys of success and will give tracks for further improvements.
Nevertheless, we already have a mid-long term overview for an augmented service
offering that could be planned upon results:
25. 25
Geographical Extension in cities nearby the pilot phase location but as well as in other
big cities of France. The launch would be supported by testimonies of high school and
juniors students.
This mid-term (3 to 4 years) plan is addressed to urban places only. Such launches are
requesting additional processes and time to recruit a new BCY staff locally
implemented, to cast and train them properly. Remote conditions without any face to
face interactions between BCY team and tutors would be a major hurdle for the
sustainability of the project.
Countryside school launching must be carefully thought because of the distance
between junior high schools and high schools and available means of transportation. It
will then be a long-term (4 to 6 years) decision because of the timing needed to run a
feasibility market study in each area with all its regional specificity.
Mid and long-term plans have obviously a higher cost and resources constraints than
pilot and its nearby towns' implementation.
The extension to remote cities will need a recruitment of new staff with proper casting
and training, to respectively check membership and capitalize on best practices
Enhancement of the service by sharing around hobbies, cultural and artistic activities
or possible carriers. It will have for objective to highlight the children on professions or
activities they poorly know about.
In specific dedicated sessions, students or parents themselves could proactively or upon
our kind demand, intervene to give advice, simply share their experience and open
some minds. Professionals will be asked to give interactive conferences as well.
Embellishment of space by requesting local artists or professionals to organize
temporary exhibitions. The tutoring room would turn to be a more welcoming and a
more pleasant place to work in.
This could as well promote the personal work of students involved in the project.
27. 27
1. Details value and risks analysis
CHILDREN VALUE AND RISK
Dimension Value/Risk Before Project During Project After Project
Social
Value Belong to the society (I) Meeting older people and may be friends (T)
Founded place in society (I)
Hance grades (T)
Risk
Failure at school (T)
No involvement in the project (I)
Absenteeism (T)
No interest for the project (I)
Didn't have any results (T)
Economic
Value Lack of vision (T) Value Creation (T)
Risk Bad grades (T) No interest for the project (I) Didn't have any results (T)
Hedonistic
Value Need to exist (I)
Personal enrichment (T)
Feel helped (I)
Risk
Stigmatization (I)
Demotivation (I)
Stigmatization (I)
Get Bored (T)
Failed again (T)
Emotional
Value Need for an hand
Happiness (I)
Personal improvement feeling (I)
Not stay alone (T)
Self-esteem (T)
Proudness (T)
Risk
Loose confidence (I)
Feel sick comfortable in current system (no taken
into account by his/her specifities), (I)
No interest for the project (I)
Bad relationship with volunteers (T)
Conditionnal
Value
Need family support(T)
Expensive alternative (T)
Expensive alternative (T) Expensive alternative (T)
Risk
Child don't heard about project (I)
Lack of family support (T)
Child don't heard about project (I) Child don't heard about project (I)
Altruism Value
Have « place » in society (I)
Believe of help (I)
Team Spirit (I)
Sharing Learn (T)
Risk
Loss Value (I)
Lack of position in community (T)
Punishement (I)
Not successful sharing (T)
Be in gap (T)
T : Tangible I : Intangible
28. 28
VOLUNTEERS VALUE AND RISK
Dimension Value/Risk Before Project During Project After Project
Social
Value
Need for gratitude (I)
Notice failure and desire to participate in the
change (I)
In search group identity and membership (I)
Enhance district (T)
Create new links (T)
Society gratitude (I)
Membership has a group (T)
Acquisition of experience (T)
Be occupied (T)
Links create (T)
Acquisition value (I)
Feedback (T)
Improvement district (T)
Risk Don’t
make
success
for
child
recruitment (T) No improvement (T)
Economic
Value Youth’s
future (T) Value creation (T)
Risk Didn't give any results (T)
Hedonistic
Value Will to change the world (I)
Feeling to participate in the change : co-creation and
sharing (I)
Pleasure to improve
Risk Lack of gratitude at the end of the experience
Emotional
Value Proud of his/her success (I)
Proud to transmit and to contribute to the success (I)
Creation of emotional link (I)
Feel useful and valued (I)
Satisfaction (I)
Maturity (I)
Enrichment/Personal fulfillment (I)
Risk Dread the supervision of the schoolchildren (I) Fear at each beginning of the year(I)
Feel alone and little useful once the ended experience
(I)
Fear the failure (I)
Conditionnal
Value Propose solutions to their close relations (T)
Risk Failure of certain close people (T)
Altruism Value Philanthropy (I)
Actor of the change (T)
Restore some equality and justice (I)
Desire to promote (I)
Desire to continue (I)
Risk Apprehension of the conditions and the tools (I)
Didn’t
have
appropriate
tools
(T)
Feeling lack of pedagogy (T)
Feeling lack of skills (T)
Problème de discipline avec les enfants
T : Tangible I : Intangible
29. 29
INSTITUTIONALS VALUE AND RISK
Dimension Value/Risk Before Project During Project After Project
Social
Value Recreate of the social link (I)
Social Reinssurance (I)
Improve the image of the district (I)
Risk
Introduction of an other service in crowded domain
(T)
Crimes (T)
Teachers will be unmotivated (T)
Break of the social link (I)
Economic
Value Operation has lower cost (T) Low cost maintenance (T)?
Risk
Unemployment (T)
Degradation of infrastructures
Increasing costs if the project is not made (T)
Hidden costs (T)
Hedonistic
Value
Risk Loss of the pleasure to teach (I)
Emotional
Value Strong Community feeling (I) Offer the possibility to follow studying (T)
Pride to be a showcase (I)
Additional training value
Risk Rejection of institutions and educational system (T)
Bad image in case of flop
Conditionnal
Value
Risk
Problem of regulation : Too many or not enough
children (T)
Intrusion (I)
Bad recruitement of the volunteers (T)
Problem of educational follow-up (T)
Ensure sustainability : schoolchildren have to
become the volunteers (T)
Altruism Value Strong Community feeling and collective (I) Develop the citizens feeling (I)
Risk
Crimes (T)
Break of the social link (T)
Loss of mark (I)
T : Tangible I : Intangible
30. 30
2. Blueprint
BEFORE : KICK-OFF
Kick-off for Institutional endorsement Kick-off for Tutors recruitment and binding Training sessions Juniors recruitment
T1 : B2B DIAD T2 : B2C TRIAD T3 : B2C DIAD T4 : B2C DIAD
Services
standard and
script
Script to support homework tutoring
organization by senior high school to
junior students with co-creation as a
rule on a peaceful and friendly
environment. The project is called : Be-
Come Yourself (BCY)
Script to organize the recruitment of
volunteers (tutors) and pupils (juniors)
Script to organize a "train the trainers"
sessions
Script to help tutors on the
recruitment process
To prepare carefully the project
presentation with all components :
services and interactions, hurdles and
deliverables
Once endorsed by authorities, to
organize and secure volunteers
recruitment of tutors among high
schools, associations, neighborhood
collectivities
Tutors must be trained to
- recruit themselves the juniors in needs
- to get key learnings and help on co-
creation of rules and teaching processes
As a back-up, the Be-Come Yourself
team will ensure support to the tutors
on the recruitment process and the
interaction with institutional
Contact
Principals, Head of academy,
education deputy mayor
Family, sport and youth associations,
collectivity, school organization
members, neighborhood
Tutors BCY Team and tutors
To get institutional audience to present
the project : Academy, schools and
towns councils
To present the project
Train the trainer sessions in group and
individual if requested or needed
To distribute a presentation or flyers to
support the recruitment of juniors
To get their endorsement and
cooperation (sponsoring, facilities,
subsidies and grants)
To get applications or names of
possible interested people
Adjustment of the sessions as per
interactivity analysis (might be with the
help of a teacher)
Support
Process and
backstage
Among meetings, to create mail
address list, a website, facebook and
twitter accounts and a blog to interact
and store information
available website and a blog to interact
and store information
Backstage, an interaction with families
will be organized to get endorsement
both sides and start to tease on their
possible venue during the sessions
available website and a blog to interact
and store information
e-learning platform
Email in place for feedback and
requests
IT
interactions
Building: Web site, mail, facebook,
twitter, data base contacts
Web site, mail, facebook, twitter,
database contacts
Web site, mail, facebook, twitter,
database contacts
Web site, mail, facebook, twitter,
database contacts
31. 31
DURING : THE STORY OF THE JOURNEY
Kick-off for Institutionnal
endorsement
Kick-off for Tutors recruitment and binding Training sessions Juniors recruitment
T1 : B2C DIAD T2 : B2B2C TRIAD T3 : B2B2C TRIAD T4 : B2B2C TRIAD
Services
standard and
script
Script of the first day -
Wednesday - of tutoring
Script of the observation period and
design of surveys (3 months period)
Script of the actions to be taken to
finetune the sessions
Script to forecast the needs in other
schools and recruitment plan for next
year
Welcome everybody - juniors
and tutors - on the classrooms.
Start and follow on the process
of co-creation of the
atmosphere and the rules of the
sessions
Need to monitor, observe and evaluate
courses and behaviors
Upon reports, feedback analysis and
survey results, define actions to be rolled
out
Activities around the session: snacks,
gathering
To evaluate the needs to develop
tutoring sessions in other schools
Contact
persons
Tutors and Juniors
BCY team
BYC Team and institutionals
Tutors and Juniors
BYC Team and institutionals
Tutors
BYC Team and institutionals
with Tutors and Juniors insights
BCY Team to organize and
moderate the co-creation rules
Either BYC or school monitors will report
on their observations during sessions
Tutors and juniors can report on a self-
decision basis
Brainstorming sessions and action
meetings to be organized with tutors and
BCY team
Based on surveys and feedbacks, work
together with institutionals and
students to kick-off the recruitment
plan of next year
Tutors and juniors students will
co-create rules
To improve any process, tutoring ; to
understand any action needed in order to
enhance the interactions
To implement recommendations
The Juniors can become Tutors if
moving up a year with success
Support
Processes
and
backstage
Face to face basis : an office will
be available for a member of the
BCY leader team or an
institutional like a teacher or a
monitor
Feedback on a face-to-face basis
Report directly on the blog or web-
platform
All supports and in class All supports
IT
interactions
Web site, mail, facebook,
twitter, database contacts
Web site, mail, facebook, twitter,
database contacts
Web site, mail, facebook, twitter,
database contacts
Web site, mail, facebook, twitter,
database contacts
32. 32
AFTER : MID AND LONG TERM
Other Activities
T1 : B2B2C TRIAD
Services standard
and script
Script to introduce other activities during the sessions
BCY Team to organize possible
Specifics (photo, painting, etc.),
Professionnal : crafts, carriers experience
Contact persons
BYC Team and institutionnals
Tutors and Juniors
Families
External speakers
Brainstorming with students, families and institutionnals on some useful
and interesting, convivial activities around the session
BCY Team to look for and formalize stakeholders venue and presentation
Support Processes
and backstage
Mailing and web plateforme
IT interactions Web site, mail, facebook, twitter, database contacts
33. 33
3. Mapping of Stakeholders
B2B
Diad
Customer
support
Project
Manager
Students
Benevols
Family
C2C
Triad
B2C DIAD
Academy
Highschool
Local
Authority
B2B
Triad
B2B DIAD
C2B DIAD
35. 35
5. Examples of advertising materials
Banners: suited for stands and class room atmosphere
Beach flag: suited for all events
This material has been chosen because it reminds sport events, and it should hence set
up a mindset of fun and young for the project among the children. Average costs has
been evaluated on internet on online printing site.
T-shirts:
It is planned to suit the stakeholders with a Tshirt during all sessions to enhance the
integration in the class room.
It should give the Children (pupils, high school tutors) that they belongs to one team,
and that they are all involved in a project that cares of them.
Logo of BCY will be printed on the T-Shirts with the followings costs. T-Shirt will be
cleaned by the staff. Various size will be available with more small size.
Print screen of the web site for one line purchase of T-shirt
Leaflet:
36. 36
Leaflet will be distributed during events organized to recruit pupils and high
school tutors in order to:
inform about the project
give an image of reliability because professional communication approach is
undermined with that format.
design will be internally made
37. 37
6. “Entraidothèque”
As high school student, you already passed by the middle school and you
managed to cross this test successfully. Today, you want to help the others.
They will be every various and especially different from you.
What the entraidothèque? It is before any a base of educational advice ( white
points), methodological (blackheads) and psychological (points orange). You
will have only to click these points to have access has index cards-
advice(forms-advice,index cards-councils).
These index cards are not congealed and your returns will be important for us
and for the other members of the team. Your failures of today could be the
successes of an other one tomorrow and your success will become certainly
the future examples.
Become Yourself team thanks you for your implication : we stay has your
sides to help you
39. 39
Khan academy:
Khan Academy : l'école en vidéo sur YouTube
Publié le 15-09-2013 à 17h15 - Mis à jour le 16-09-2013 à 10h28Par Philippe Boulet-
Gercourt
Correspondant à New York
Le rêve de Salman Khan : "éduquer tout le monde partout". Ses vidéos gratuites de cours et d'exercices en
ligne sont vues par 6 millions de personnes par mois. Reportage.
Salman Khan, le fondateur de l'Academy, rêve de briser le moule éducatif. (Gilles Mingasson)
Un bâtiment beigeasse d'une tristesse à faire ricaner les voisins de Google. On grimpe au premier étage, on
frappe. Pas de réponse. On pousse la porte... la Cène ! Autour d'une table, une quarantaine de personnes
déjeunent dans un murmure bien élevé. En toile de fond, une armée de Mac, alignés sur des bureaux haut
perchés, attend sagement la fin du repas.
Il y a quelque chose de messianique dans la Khan Academy, une passion hors du commun chez son
fondateur, ce grand type mince qu'on a repéré en bout de table. Salman Khan pense que "l'école peut être
repensée de fond en comble". Au moment de diffuser sa première vidéo sur YouTube, il y a sept ans, il a
fait un rêve : "Et si nous étions capables, dans cinquante ans, d'atteindre un milliard de personnes et
d'éduquer tout le monde partout ?"
Le "professeur préféré" de Bill Gates
Aujourd'hui le rêve ne paraît pas si fou : les 4.375 vidéos et les milliers d'exercices en ligne de la Khan
Academy, qui permettent d'apprendre les maths ou l'histoire de l'art, attirent 6 millions d'utilisateurs par
mois. Les vidéos ont été vues 280 millions de fois. Plus de 30.000 classes d'école ont recours à la Khan
Academy, dont les cours sont traduits dans une trentaine de langues. Cerise sur le gâteau : Bill Gates, qui
utilise la Khan Academy pour les maths de ses enfants, ne jure que par Sal Khan, son "professeur
préféré"...
Etonnant personnage. Né d'un père bangladais et d'une mère originaire de Calcutta, il a grandi dans la
banlieue de La Nouvelle- Orléans. Ses parents divorcent quand il a 3 ans, son père meurt dix ans plus tard.
C'est le petit salaire de sa mère qui fait vivre la famille.
Poussé par une grande soeur douée et une mère à poigne, le gamin aux difficultés de langage devient un
40. 40
brillant étudiant. Quand il convole, en 2004, Sal Khan mène une vie confortable : diplômé du
Massachusetts Institute of Technology (MIT) et de Harvard, il a été embauché comme analyste dans un
hedge fund de Boston. Parmi les invités de son mariage se trouve Nadia, une cousine de Louisiane. Mi-
déprimée mi- résignée, elle vient de rater un test de maths en fin de 6e. Nadia a un esprit logique, il s'agit
sûrement d'un accident ? Le cousin décide de l'aider : Nadia repassera le test... et le réussira !
C'est ainsi que commencent les leçons à distance, au téléphone et avec l'aide de Yahoo Doodle, un
programme faisant office de tableau noir électronique. Deux ans plus tard, quand il aide les petits frères
de Nadia, les rendez-vous téléphoniques deviennent plus compliqués. Un ami lui souffle : "Tu devrais
mettre tes leçons sur YouTube." Ce site de vidéos stupides ? Il se lance, sceptique.
Contenus gratuits
Miracle ! L'un des "100 hommes les plus influents" au monde, selon "Time", a bâti son empire avec trois
bouts de ficelle : un PC, un logiciel de capture d'écran, un tableau électronique, une chambre d'amis, puis
un placard pour réaliser les vidéos, un serveur en location... et YouTube. C'est aujourd'hui un
entrepreneur comblé, à la tête de 43 salariés et d'un budget annuel de 7 millions de dollars.
Ou plutôt un dirigeant associatif heureux, car lorsqu'il a quitté son boulot d'analyste pour se consacrer à
sa passion, Sal Khan a décidé que le contenu de la Khan Academy serait gratuit. "Les bouquins scolaires à
100 dollars me donnent la nausée", explique-t-il, Et puis, comment toucher tous les pays et tous les
milieux, en étant payant ? Le moteur de Sal Khan n'est pas l'argent. "Je vis dans une maison de cinq pièces
très sympa, j'ai une bicyclette de luxe, je ne roule plus dans une Honda pourrie... Une parfaite vie de cadre
sup !"
Sa vraie passion reste l'éducation. Il suffit de jeter un coup d'oeil à l'immense tableau noir criblé
d'équations qui couvre un mur entier de son bureau. Ou, mieux, d'aller sur le site de la Khan Academy et
de regarder l'une des 3.000 leçons que ce stakhanoviste a personnellement enregistrées. Les explications
sont claires, efficaces, les leçons ne durent jamais plus de dix minutes.
Aucun visage sur ces vidéos, seulement un tableau noir électronique (ou quelques cartes et illustrations)
afin d'éviter toute distraction visuelle. Mais derrière se cache une logistique impressionnante : grâce aux
dons de Google, de la fondation Gates et de bienfaiteurs de la Silicon Valley, la Khan Academy s'est
transformée en un laboratoire sophistiqué de l'éducation de demain. Au siège de Mountain View, on croise
des profs (dont un "mathémusicien" qui mélange maths, art et musique dans ses leçons), des
informaticiens, des anciens de McKinsey ou de Pixar...
Libérer l'éducation de son carcan
La philosophie demeure : casser le moule rigide de l'éducation, hérité d'un "modèle prussien", dans lequel
le prof prend un sujet, le traite comme s'il existait en dehors de toute autre réalité. Khan prône la "classe
inversée", où la leçon n'est qu'un "aromate", le plat de résistance étant "constitué par les exercices
auxquels les élèves participent, avec leur enseignant". "L'idée est de démarrer le cours non pas sur un
pensum du prof mais à partir d'une discussion dans laquelle le prof intervient", explique l'historien
Patrick Weil, président de Bibliothèques sans Frontières.
L'idée générale est de libérer l'éducation de son carcan, de construire un système où deux élèves peuvent
apprendre à des vitesses différentes, où les profs peuvent mesurer précisément et accompagner les
progrès de chacun, où la connaissance n'est pas une succession de concepts séparés mais un savoir
continu.
Planqué derrière son enthousiasme et son bon sens, Sal hait les voies de garage, l'échec scolaire des pays
pauvres, les cours magistraux barbants des facs, les devoirs à la maison abusifs, les concepts compris à
seulement 60, 70 ou même 85%... Il aime aussi prendre ses détracteurs à contre-pied : à condition de les
enseigner correctement, dit-il, "les maths et sciences sont plus faciles que la lecture". Ou encore : la
technologie n'est qu'un outil, pas une solution magique. Khan est un homme de conviction, pas de
certitude. Il provoque, questionne, veut lancer un grand débat sur l'avenir de l'éducation. A nous de le
prendre au mot.
