New knowledge and new skills of young people: what construction in and out of school?

1. Analytical summary

1.1. Context, issues and target audiences

The report is based on the 8th consensus conference of Cnesco (November 2024) dedicated to "new knowledge and new skills for young people", with three focal points: digital, sustainable development, and psychosocial skills. It shows that in France, the school system remains highly disciplinary, not very open to youth practices and to "educations for", which weakens the consideration of major contemporary issues and the recognition of young people's informal knowledge. Data from Icils, Pisa, Talis, and ICCS document a paradox: students are generally close to the international average in digital skills, transversal abilities, and environmental awareness, but they learn little about evaluating information, understanding the stakes of AI, or developing critical thinking and emotional management. The report highlights a structural deficit in educational continuity between school time, extracurricular activities, and out-of-school time, leaving families responsible for linking learning, which reinforces social and cultural inequalities. It compares this situation with more integrated curricular models in Scotland, Norway, Finland, or Italy, which explicitly articulate content, transversal skills, attitudes, and recognition of extracurricular achievements.

1.2. Operational contributions for field actors

The document provides a structured summary of 5 axes of recommendations developed by a jury of 20 stakeholders (teachers, headteachers, parents, educational psychologists, students), focused on the circulation of knowledge between school and the environment. It proposes concrete actions: interdisciplinary scenarios on energy or algorithms, digital skills portfolios, weekly half-days dedicated to sports, cultural or civic activities, makerspaces, citizen hackathons, and participatory platforms. The training pathways emphasise the co-construction between teachers and researchers, action research, practice observatories, and a responsive and supported increase in digital skills in person. The text also clarifies areas of ambiguity (definitions of transversal skills, articulation with the common core and CPS Public Health France) and provides examples of foreign curricula that can be used as references to structure territorial projects. Finally, it documents several innovative projects (EDD, circular economy, project-based pedagogy) showing how to link disciplinary learning, ecological engagement, and the development of transferable transversal skills.

2. Key points of the document 

1. Lack of educational continuity as a driver of inequalities

   The document shows that the juxtaposition of systems (pathways, 'educations to', PEdT, Wednesday plan, learning holidays) does not lead to genuine educational continuity: the links between school learning and extracurricular experiences are largely left to students and their families, which favours young people accustomed to 'schooling the world' (synthesis and translation) and deepens social inequalities. (p. 21, 29-32)

2. Historically closed school and resistance to the school form

   The historical analysis traces the establishment of a sanctuary school of scholarly knowledge, organised into disciplines, whose structure resists the introduction of competencies, pathways, and 'educations for', particularly because their contents are deemed uncertain, lacking legitimacy, difficult to implement and evaluate. (p. 23‑28)

3. International frameworks, transversal skills and CPS

   The file puts into perspective the frameworks of the EU, OECD and UNESCO, Luxembourg's work, the Onisep–Cnam–Mons reference framework and the 2024 CSP request, to show how the notion of '21st-century skills' translates into non-disciplinary 'transversal skills', close to the psychosocial skills defined by Santé publique France. (p. 22, 45; CPS links p. 22, web)

4. Results of surveys on digital, EDD, transversal skills

   The Icils 2023, Pisa 2022, Talis 2018, ICCS 2023 surveys and Depp 2023 evaluations reveal French students at or above the European average in digital literacy and computational thinking, sensitive to climate issues and close to the OECD average for transversal skills, but poorly trained in responsible digital use, information evaluation, emotional management, and cooperation. (p. 18‑20, 35‑45)

5. Five axes of recommendations for sharing knowledge

   The jury structures its recommendations into 5 areas: confronting school knowledge with the changes in the world; creating bridges with youth cultural practices; renewing territorial educational partnerships; training students to understand school and professional expectations; supporting and training professionals to actively and critically consider cultural changes, with specific examples (interdisciplinary projects, knowledge markets, educational AI, local agreements, practice observatories). (p. 10‑17)

3. Action points for local stakeholders 

1. Structuring local educational continuity from 8am to 6pm

   Using the PEdT/Wednesday plan framework to clarify common curricular objectives between schools, extracurricular activities, and associations, relying on GAD/GAR and educational continuity referents: clarifying who works on which transversal skills, when and how, instead of juxtaposing actions. (p. 30‑32)

2. Building interdisciplinary projects focused on contemporary issues

   Developing sequences or projects (cycle 3–4, high school) on energy, climate, or algorithms by combining sciences, French, EMI, history-geography, with concrete outputs (awareness campaign, newspaper, public debate) and times for student-teacher regulation. (p. 12‑13, 18, 35)

3. Valuing youth practices and informal knowledge

   Setting up systems like a "knowledge market" where students present their skills derived from digital technology, games, social networks, or community engagement, to then transform them into learning objects (information verification, programming, cooperation, creativity) and link them to reference frameworks (CRCN, CPS). (p. 13, 22, 29, 62‑65)

4. Develop creative spaces and digital critical thinking workshops

   Generalise fablab/makerspace-type spaces and workshops for fact-checking, citizen hackathons, ethical hacking simulations, and educational AI, in order to address issues of personal data, algorithmic bias, generative AI, and digital ecology, in connection with media education and sustainable development education. (p. 12-14, 62-64)

5. Reconfigure training and partnerships for psychosocial skills and transversal competencies

   Negotiate with INSPE, DAFPEN, and health promotion structures for continuing education offers that articulate psychosocial skills, transversal competencies, and classroom situations (co-construction of content with researchers, practice analyses, action research, local observatories), and integrate educational assistants, facilitators, psychologists, and prevention associations into these pathways. (p. 15-17, 45-46)

4. Additional references 

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1. Psychosocial skills – operational framework

   "Psychosocial skills. An operational framework for professionals" – Public Health France, 2025.

   Detailed framework (9 general psychosocial skills, 21 specific) for designing, implementing, and evaluating psychosocial skills interventions in school, social, and medico-social settings.https://www.santepubliquefrance.fr/docs/referentiel/les-competences-psychosociales-un-referentiel-operationnel-a-destination-des-professionnels-experts

2. Future of Education and Skills 2030/2040 – OECD

   Project "Future of Education and Skills 2030/2040", OECD, updated 2024.

   International resource to define the knowledge, skills, attitudes, and values necessary for students, with a curriculum approach based on transversal competencies.https://www.oecd.org/en/about/projects/future-of-education-and-skills-2030.html

5. Frequently asked questions 

1. How does the document define “new knowledge” and “new skills”?

   It shows that these are not just simple “soft skills” or personality traits, but socially recognised non-disciplinary capabilities (transversal skills) mobilised in complex situations: critical thinking, creativity, cooperation, self-awareness, etc., in connection with the EU/OECD frameworks and the CPS of Public Health France. (p. 18, 22, 45)

2. How does the lack of educational continuity exacerbate inequalities?

   The absence of shared curricular objectives between school time, extracurricular and out-of-school activities forces students and their families to make connections between experiences on their own, which favours those young people who are used to turning everyday life into learning opportunities (synthesis, translation) and penalises others. (p. 29‑32)

3. What are the main findings on digital education?

   French students have an average or above average level in digital literacy and computational thinking, but report being very poorly trained in assessing the reliability of information, managing privacy, or detecting scams; teachers feel unprepared and unsupported in integrating these issues into the classroom. (p. 18‑20, 35‑45)

4. How does the document address psychosocial skills and transversal capabilities?

   It connects international and national frameworks (Pisa, EU, Onisep-Cnam-Mons, CPS Public Health France) and proposes the notion of “transversal capabilities” as an operational category for schools, emphasising their role in well-being, reducing inequalities, and guidance, but also the difficulties of definition, teaching, and assessment. (p. 18, 22, 45‑46, 65)

5. What concrete solutions are proposed to strengthen educational partnerships?

   The report recommends formal agreements beyond just the QPV, the systematic activation of GAD/GAR, the strengthening and sustainability of support for access to leisure and culture (CAF, Culture Pass, Sport Pass), and the visibility of associative and cultural offerings in institutions. (p. 14-15, 30-31)

6. How can we use young people's digital practices as pedagogical levers?

   It suggests exploiting their informal uses (games, social networks, generative AI) to work on critical thinking, understanding algorithmic biases, digital citizenship, and ESD, through activities such as fact-checking, hackathons, educational AI, simulations, reasoned debates, and digital creation projects. (p. 13-14, 20, 62-64)

7. Does the report provide examples of transferable projects at the local level?

   Yes, the last part describes concrete projects (eco-artistic bike trip, mini-recycling business for tarpaulins, etc.) that mobilise several disciplines, strengthen transversal skills (cooperation, emotional management, creativity), and are strongly rooted in the territory, with measured effects on students' orientation choices and engagement. (p. 71-72)

6. Rewriting in Easy-to-Read Language 

6.1. Summary in Easy-to-Read Language

Title: Understanding New Knowledge at School

• The world is changing quickly. Young people need to learn new things at school and outside.

• This document explains this new knowledge: digital, environment, relationships with others.

• It shows that the French school system remains very focused on traditional subjects.

• The school takes little account of young people's activities outside the classroom.

• Children from privileged families are better at linking their activities with school.

• This creates differences and injustices between students.

Title: What the document proposes

• The document provides ideas for linking school, family, and leisure activities.

• It proposes working together: teachers, facilitators, associations, families.

• It recommends concrete projects: workshops, outings, team work.

• It suggests better training for adults on digital skills and emotions.

• It encourages listening to young people and their practices, for example online.

• It showcases successful projects that other schools can copy or adapt.

6.2. Key points FALC

Point 1: Educational continuity

• Children learn at home, at school, and in leisure activities.

• Often, no one connects these learnings together.

• Children have to make these connections on their own, which is difficult for many.

Point 2: School closed in on itself

• The school mainly focuses on subjects like maths or French.

• New themes like health, digital skills, or climate are less valued.

• Some teachers are afraid of losing time on core academic subjects.

Point 3: Transversal skills and CPS

• Transversal skills are ways of acting that are useful everywhere.

• For example: cooperating, managing emotions, thinking for oneself.

• They are important for life, health, and work.

Point 4: Digital and Environment

• Young people often know how to use digital tools.

• But they do not always know how to verify information.

• They are sensitive to climate issues, but school offers them few concrete actions.

Point 5: Recommendations

• Create projects that connect multiple subjects around the same topic.

• Recognise what young people learn outside of school.

• Better train adults on digital skills, emotions, and teamwork.

7. Cross-Analysis – Values of Health Practices

• Literacy: the document remains demanding but clarifies key concepts (curriculum, formal/informal education, transversal skills), without providing tools that are directly easy to read or adapted for low literacy audiences. (p. 18, 22, 28-29)

• Empowerment: young people are seen as bearers of knowledge and practices (digital, ecological engagement), but their participation in the design of educational policies is mainly illustrated by local projects, not by the governance of the system. (p. 18-20, 62, 71-72)

• Participation: the text values co-construction of projects, participatory platforms, knowledge markets, hackathons, and inter-age workshops, but the institutional mechanisms for co-construction with students and families are still not well formalised. (p. 12-14, 29-32)

• Community Health: the collective dimension appears through educational pathways (Health, citizenship, EDD), territorial projects, and group activities, but the logic remains focused on the school more than on broader community dynamics. (p. 26‑27, 30‑31, 71‑72)

• Ethics: the report explicitly addresses algorithmic biases, stereotypes, 'childism' and tensions around youth cultures, but it does not yet propose a detailed ethical framework for action. (p. 7‑8, 20, 62‑64)

• Human rights: the reduction of social and cultural inequalities, inclusivity, equitable access to activities, and family participation are key themes, consistent with a rights-based approach, although it does not explicitly use human rights vocabulary. (p. 8, 18, 30‑32)

• Intersectorality: the document values partnerships between national education, local authorities, CAF, youth associations, culture, sport, and highlights the role of national initiatives such as PEdT, Wednesday plan, educational cities, and learning holidays. (p. 30‑31)

• Partnership: it proposes formalised collaboration models (agreements, peri-educational contracts, support groups) and multi-actor initiatives (mini-enterprises, eco-artistic projects), with particular attention to the role of educational continuity referents. (p. 14‑15, 30‑31, 71‑72)

• Combating discrimination: the text addresses childism, gender and social inequalities, the diversity of youth cultures, and is part of citizenship pathways (combating discrimination), but specific discriminations (LGBTQI+, disability, racism) are still treated indirectly. (p. 7‑8, 26‑27)

8. Evaluation of the reliability of the resource

• Scientific relevance

  The report is based on a wide range of expert work (research notes), international data (Pisa, Icils, Talis, ICCS, OECD) and Depp statistics, with explicit references, ensuring methodological robustness. The limitations are clearly mentioned (definition ambiguities, still rare research on the uses of generative AI), and the text clearly distinguishes between empirical findings and the normative orientations of the jury.

• Operational relevance

  The document provides detailed action points but requires a translation effort for certain contexts (small municipalities, medico-social structures), as it is very focused on the school system. However, the examples of projects, references to national frameworks, and recommendations on training provide a solid foundation for actors in prevention, school health, popular education, and the medico-social sector involved with young audiences.