The Digital and Bivalent Teacher: TICE-Enabled Self-Training and Teaching Two Subjects in the Collège de Proximité

Rationale

This course addresses two structural features of the Ivorian CPD system that are mandatory for every teacher's career progression. First, the entire national continuing-training system is delivered through a hybrid model that requires teachers to use the DPFC digital platform for self-training, work with Bibliobox offline distribution, and engage with systematic tutor visits. The strategy explicitly states that developing teachers' digital competencies for self-training is a national goal, and that the TICE strand of the curriculum must be taught. Second, the expansion of collèges de proximité under the compulsory-schooling law (Loi 2015-635) has created a new category of teacher: the professeur bivalent, trained at ENS under the 2022 professional-competency référentiel to teach two linked subjects. Teachers who cannot operate the digital CPD system or who lack the skills to teach bivalently cannot access the valorisation-des-acquis certification that leads to promotion, allowances, and accelerated advancement under the Statut général de la Fonction Publique (loi n° 92-570). This course equips participants with both the digital self-training competencies and the bivalent teaching competencies the system now requires.

Part I: Foundations (Lessons 1-4)

Lesson 1. The hybrid CPD model and why digital skills are now mandatory

This lesson opens the course by examining the national continuing-training delivery model as documented in the Stratégie Nationale de la Formation Continue des Enseignants. Participants analyse the three components of the hybrid model: self-training on modules downloaded from the DPFC digital platform, systematic tutor visits (tutorat), and short pedagogical meetings with a supervisor. The lesson establishes that the strategy states "les formations sont obligatoires" and that the hybrid model is the sole delivery mechanism for national-plan training. Participants map the flow from module download to tutor feedback to supervisor validation, identifying the digital touchpoints at each stage. The lesson then connects digital competency to career valorisation: without the ability to operate the platform, a teacher cannot complete the mandatory modules that feed the four valorisation domains (professional promotion with allowances, certification, accelerated advancement, and honours). Participants reflect on their current digital readiness against the demands of the hybrid model. The lesson closes with a self-assessment tool that identifies gaps in platform navigation, module submission, and online assessment readiness.

Lesson 2. Operating the DPFC digital platform for self-training (auto-formation)

This lesson provides a structured walkthrough of the DPFC digital platform, the central delivery mechanism for national CPD. Participants learn the platform's architecture: how to create and maintain a user profile, locate modules by subject and level, download materials for offline study, track completion progress, and submit assessments. The lesson emphasises that the strategy explicitly names "développer les compétences numériques des enseignants pour l'auto-formation" as a national goal, meaning platform competency is not optional. Participants practise navigating the platform's module library, identifying short (9-15 h), intermediate (18-48 h), and long (50-150 h) modules, and understanding which modules are compulsory national modules and which are regionally chosen. The lesson addresses common connectivity challenges and introduces the Bibliobox as an offline alternative for module distribution. Participants complete a simulated module download and progress-tracking exercise. The lesson closes with a troubleshooting guide for common platform errors, drawn from DPFC support documentation.

Lesson 3. Working with the Bibliobox and offline module distribution

This lesson addresses the reality that internet connectivity is uneven across Ivorian regions. Participants examine the Bibliobox mechanism, a local server that stores and distributes CPD modules without requiring continuous internet access. The lesson explains how Biblioboxes are deployed through APFC (Antennes de la Pédagogie et de la Formation Continue) at regional level, how teachers access them, and how completed work is synchronised when connectivity is available. Participants learn the workflow: locating the nearest Bibliobox, checking module availability, downloading to a personal device, completing work offline, and uploading results during a synchronisation window. The lesson also covers the role of the tutor in verifying offline work and the supervisor's responsibility for ensuring that offline teachers are not disadvantaged in the certification process. Participants practise a simulated Bibliobox access and synchronisation sequence. The lesson closes with a discussion of equity: how the system ensures that teachers in low-connectivity zones can still complete mandatory CPD and access the same career valorisation as their connected peers.

Lesson 4. Learning with a tutor (tutorat) at a distance and in person

This lesson focuses on the tutorat component of the hybrid model, which the strategy describes as systematic tutor or mentor visits that accompany self-training. Participants learn the tutor's role: not to reteach module content but to guide application, clarify misunderstandings, and assess practical competence. The lesson distinguishes between distance tutorat (conducted via phone, messaging, or platform messaging) and in-person tutorat (scheduled visits to the school). Participants examine the tutorat schedule implied by the strategy's planning scenarios and learn how to prepare for a tutor visit: reviewing module content, preparing questions, and documenting classroom practice for discussion. The lesson also covers the tutor's assessment role: the practical in-person assessment that, combined with the online academic assessment, produces the mean score that determines certification (pass at 12/20). Participants role-play a tutorat session, practising how to articulate their learning from a module and how to receive constructive feedback. The lesson closes with guidance on building a productive tutor-tutee relationship that supports career advancement.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Core digital competencies for the teacher (compétences numériques)

This lesson establishes the baseline digital competencies that every Ivorian teacher must possess to function in the CPD system and to teach the TICE strand of the curriculum. Participants work through the strategy's stated TICE competency modules, which cover: basic computer operation, file management, internet navigation, email communication, word processing, spreadsheet use, presentation software, and educational software navigation. The lesson emphasises that these are not optional enrichment skills but mandatory competencies for completing CPD and for teaching the curriculum's own ICT content. Participants complete a diagnostic self-assessment against a competency checklist derived from the strategy's module descriptions. The lesson then introduces the concept of digital literacy as a professional competency, linking it to the référentiel's requirement that teachers "participer à un projet de perfectionnement professionnel" (self-directed CPD). Participants practise a core skill sequence: locating a module on the DPFC platform, downloading it, completing a practice assessment, and uploading evidence of completion. The lesson closes with a plan for addressing identified competency gaps through additional self-training.

Lesson 6. Teaching the TICE strand of the curriculum

This lesson moves from the teacher's own digital competency to the teacher's responsibility to deliver the TICE (Technologies de l'Information et de la Communication pour l'Enseignement) strand of the national curriculum. Participants examine the curriculum documents that specify what pupils must learn about and through ICT at each level. The lesson covers the progression from basic computer awareness in primary grades to more advanced digital skills in collège, including word processing, internet research, presentation creation, and basic programming concepts where applicable. Participants learn how to integrate TICE objectives into APC lesson plans, ensuring that digital skills are taught as competencies rather than as isolated technical exercises. The lesson addresses the challenge of teaching TICE with limited hardware: strategies for rotation, pair work, and demonstration when one computer serves many pupils. Participants design a TICE-integrated lesson for their subject and level, using the APC lesson-planning format. The lesson closes with a discussion of how TICE teaching contributes to the transversal competencies (life skills, citizenship) that the strategy names as cross-cutting priorities.

Lesson 7. Using ICT to teach a subject well (usages pédagogiques)

This lesson deepens the pedagogical use of ICT, moving beyond teaching TICE as a subject to using ICT as a tool for teaching any subject more effectively. Participants examine the strategy's stated priority for "usages pédagogiques" of technology, meaning purposeful integration that enhances learning outcomes rather than technology use for its own sake. The lesson presents a framework for evaluating when and how to use ICT: for demonstration, for simulation, for practice, for research, for collaboration, and for assessment. Participants explore subject-specific examples: using interactive simulations in science, digital maps in geography, language-learning apps in French, and graphing tools in mathematics. The lesson emphasises that ICT should serve the APC competency goals, not replace them. Participants critique sample lesson plans that use ICT well and poorly, developing criteria for effective integration. The lesson also addresses the teacher's role in curating digital resources: selecting appropriate content, verifying accuracy, and ensuring cultural and curricular relevance. Participants create a resource list for their subject area, identifying DPFC-approved digital materials.

Lesson 8. Online and blended assessment of learning

This lesson addresses the assessment component of the hybrid CPD model and the teacher's role in administering and participating in online assessment. Participants learn the certification mechanics: the mean of an online academic assessment and a practical in-person assessment, with a pass mark of 12/20. The lesson explains how the online assessment is structured, what types of questions are used (multiple choice, short answer, scenario-based), and how the platform administers and scores it. Participants practise taking a sample online assessment to understand the format and time constraints. The lesson then turns to the teacher's own use of online assessment with pupils: how to create and administer quizzes, how to use platform analytics to identify struggling learners, and how to integrate online assessment into the APC's new assessment formats. The lesson addresses the challenge of assessment integrity when pupils share devices or when connectivity is unreliable. Participants design a blended assessment plan for one unit of their teaching, combining online and in-person components. The lesson closes with guidance on using assessment data to inform remediation, linking to the PEC framework.

Lesson 9. The bivalent model, teaching two linked subjects

This lesson introduces the bivalent-collège model, a structural feature of the Ivorian education system created by the expansion of collèges de proximité under the compulsory-schooling law. Participants learn the logic: in a collège de proximité, one teacher teaches two linked subjects (for example, mathematics and physical sciences, or French and history-geography) to ensure that small schools can offer a full curriculum. The lesson examines the ENS bivalent référentiel (2022), which defines the professional competencies required of these teachers. Participants analyse the bivalent subject blocks and the rationale for each pairing, understanding that the links are not arbitrary but reflect conceptual and methodological connections between disciplines. The lesson addresses the challenge of maintaining depth in two subjects while teaching a full timetable. Participants reflect on their own subject expertise and identify which bivalent pairing they would be qualified to teach. The lesson closes with a discussion of how the bivalent model affects career pathways: bivalent teachers may have broader deployment options and may be eligible for different advancement tracks.

Lesson 10. The 2022 ENS professional-competency référentiel

This lesson provides a detailed examination of the 2022 ENS professional-competency référentiel for bivalent collège teachers, which the strategy reproduces as Tableau 23. Participants study the référentiel's structure: domains of competency, with Domaine 1 being "les compétences du domaine professionnel." The lesson breaks down each component competency, including acting critically as a professional, interpreting subject content, and "participer à un projet de perfectionnement professionnel" (self-directed CPD is itself a named competency). Participants map the référentiel's requirements to their own practice, identifying areas of strength and areas for development. The lesson emphasises that the référentiel is not merely a training document but a standard against which teachers are assessed for career advancement. Participants analyse how the référentiel's inclusion component (classroom "un endroit ouvert inclusif aux différences et au genre") and its GIS (Genre et Inclusion Sociale) requirement apply to bivalent teaching. The lesson closes with a self-assessment exercise that produces a personal development plan aligned to the référentiel's competency domains.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Bridging two disciplines coherently

This lesson addresses the practical challenge of teaching two linked subjects in a way that respects each discipline's integrity while exploiting their connections. Participants learn strategies for planning a bivalent curriculum: identifying overlapping concepts, sequencing topics to build on shared foundations, and designing integration activities that require pupils to draw on both disciplines. The lesson presents examples from common bivalent pairings: for mathematics and physical sciences, the shared emphasis on quantitative reasoning and problem-solving; for French and history-geography, the shared emphasis on text analysis and argumentation. Participants analyse sample bivalent lesson plans and identify where the disciplinary link is strong and where it is forced. The lesson emphasises that bivalence does not mean teaching the same content twice but rather teaching each subject in a way that reinforces the other. Participants design a two-week bivalent teaching sequence for their pairing, showing how lessons in subject A prepare pupils for lessons in subject B. The lesson closes with a discussion of assessment: how to assess each subject separately while acknowledging the integrated learning.

Lesson 12. Bivalent teaching inside the APC

This lesson integrates the bivalent model with the APC pedagogy that governs all Ivorian teaching. Participants learn how to design competency-based lessons that serve both subjects of a bivalent pairing. The lesson presents the APC planning framework: identifying the competency to be developed, selecting a situation d'intégration that mobilises resources from both disciplines, designing learning activities that build the required resources, and assessing the integrated competency. Participants work through an example: for a mathematics-physical sciences pairing, a situation d'intégration might require pupils to collect data (physical sciences), analyse it mathematically (mathematics), and draw conclusions that integrate both perspectives. The lesson addresses the challenge of ensuring that each subject receives adequate depth within the integrated approach. Participants critique sample bivalent APC lesson plans and revise them to strengthen the disciplinary integrity of each subject. The lesson closes with a discussion of how bivalent APC teaching aligns with the référentiel's requirement that teachers "interpréter les objets de savoir" (interpret subject content) and "situer les savoirs disciplinaires" (situate disciplinary knowledge).

Lesson 13. Self-directed professional development as a competency

This lesson treats self-directed CPD as a named professional competency that teachers must demonstrate for career advancement. Participants examine the référentiel's explicit requirement: "participer à un projet de perfectionnement professionnel" (participate in a professional development project). The lesson defines what this means in practice: identifying one's own learning needs, selecting appropriate CPD modules from the DPFC platform, completing them with evidence of learning, and applying the learning in the classroom. Participants learn how to conduct a professional needs assessment using the référentiel's competency domains as a framework. The lesson introduces the concept of a professional development portfolio, which the strategy's certification system uses to evidence learning. Participants begin drafting their own portfolio, documenting their current competencies, their identified gaps, and their planned CPD pathway. The lesson emphasises that self-directed CPD is not optional: the strategy states that individualised learning pathways carry compulsory follow-up ("choix de parcours individualisé dont le suivi est obligatoire"). Participants close by setting three specific CPD goals for the next six months, aligned to the référentiel and to their career aspirations.

Lesson 14. Digital safety and responsible use for teacher and pupil

This lesson addresses the ethical and safety dimensions of technology use in schools, linking the TICE competency framework to the child-protection framework. Participants learn the risks that digital technology introduces: exposure to inappropriate content, cyberbullying, online predation, and the digital footprint. The lesson examines the teacher's dual responsibility: to model safe digital behaviour and to teach pupils how to protect themselves online. Participants learn the Ivorian legal context: the Penal Code's provisions on child protection (including the mandatory-reporting duty for abuse of a minor, article number to be confirmed at production) and how these apply to digital interactions. The lesson covers practical classroom strategies: establishing acceptable-use policies, teaching pupils to recognise and report online risks, and using filtering and monitoring tools where available. Participants also learn about the 116 "Allô enfants en détresse" green line as a reporting route for online as well as offline abuse. The lesson emphasises that digital safety is part of the teacher's broader safeguarding duty under the Statut général de la Fonction Publique (loi n° 92-570). Participants develop a classroom digital-safety plan that includes rules, reporting procedures, and a lesson for pupils.

Lesson 15. Completing certification through the platform

This final lesson prepares participants to complete the certification process that the strategy's valorisation-des-acquis system uses to convert CPD into career advancement. Participants review the certification mechanics: the mean of an online academic assessment and a practical in-person assessment, with a pass mark of 12/20. The lesson walks through the certification workflow: registering for certification on the DPFC platform, scheduling the online assessment, preparing for the practical assessment with the tutor, receiving the attestation de réussite, and understanding how the attestation "ouvre la porte aux différentes fonctions et grades supérieurs de l'Éducation Nationale." Participants practise the online assessment format one final time, receiving feedback on their performance. The lesson then addresses the four valorisation domains: how certification feeds professional promotion with allowances (Domaine 1), certification/diploma (Domaine 2), accelerated advancement or bonus points in professional competitions (Domaine 3), and honours/distinction (Domaine 4). Participants map their completed CPD to the valorisation domains and identify which career benefits they are now eligible to pursue. The lesson closes with a personal action plan: the specific steps each participant will take in the next 30 days to complete certification and submit their evidence for career valorisation under the Statut général de la Fonction Publique (loi n° 92-570).

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.