- Affiliated researchers hold a permanent position with close thematic ties to the Institute. They will be co-opted by the Fellows to share the responsibilities and benefits, with a minimum obligation of regularly taking part in associated discussions and seminars; - Researchers will be invited as visiting residents for periods of 3 months to 1 year, possibly spread over several years, making the most of their sabbatical or summer periods, for example, in a similar way to the Blaise Pascal chairs, or international Inria chairs. They may benefit from subsistence or accommodation allowances, and may also invite their students for shorter periods of time, and even hire 1 post-doctoral student for the duration of their stay. Each of these statuses must be accessible at various levels of seniority: seniors will ensure the scientific coordination and reputation, while juniors will play an active part in supervising doctoral and postdoctoral students. Education 3IA institute researchers will have to make a significant contribution to the higher education of AI in the region they are working in, bringing about or strengthening leading higher education programmes that are appealing by the presence of high- level researchers within the faculty. Recruited members' level of commitment in education will involve teaching one to two modules a year. Continuing professional development for affiliated businesses and researchers working in other disciplines—which is as important as traditional bachelor/master education—may be delivered, for example, by the postdoctoral researchers hired by the 3IA institute. The organization of challenges could be a useful way of sharing data, experience gained and of passing on best practices in terms of "outlining a problem" and validating a solution in AI. Inspiration could also be drawn from the experience gained by the laboratory of excellence (labex) AMIES5 with emphasis on the fact that demand largely outstrips supply. Good ideas abound, and are greeted with enthusiasm by industry and students alike: the barrier is the lack of time experienced by competent and motivated supervisors. To overcome this, solutions involving bringing master’s students on board to help teach Bachelor's students could be explored. The drawing up of challenges by the former for tackling by the latter (as practiced at the Université Paris-Saclay for example) is a striking example of practical and pedagogical innovation, in a field like AI where the importance of challenges is clear for all to see. Four key points will need to be borne in mind regarding education in AI: they concern the diversity of students on the one hand, and the impacts of AI on society on the other (see the part on ethics in this report). Some people learn by proving, and others by doing. Students geared towards theory need to be taught in a way that does not separate out mathematics and computer science. At the same time, intensive testing modules must be on the programme, backed up by the appropriate 5. The Agency for Interaction in Mathematics with Business and Society provides First Exploratory Projects Support (PEPS) for laying the groundwork for budding ideas; an employment forum, etc. 68