Successfully reported this slideshow.
Your SlideShare is downloading. ×

A multisectoral approach towards a strategy for OER and distance education for francophone countries in West, Central & East Africa

Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad

Check these out next

1 of 19 Ad

A multisectoral approach towards a strategy for OER and distance education for francophone countries in West, Central & East Africa

Download to read offline

Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/

Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/

Advertisement
Advertisement

More Related Content

Slideshows for you (20)

Similar to A multisectoral approach towards a strategy for OER and distance education for francophone countries in West, Central & East Africa (20)

Advertisement

More from EDEN Digital Learning Europe (20)

Recently uploaded (20)

Advertisement

A multisectoral approach towards a strategy for OER and distance education for francophone countries in West, Central & East Africa

  1. 1. a member of A multisectoral approach towards a strategy for OER and distance education for francophone countries in West, Central & East Africa 1 Jacques DANG Secretary of the Board L’Université Numérique
  2. 2. a member of 2 Healthcare & Sports Sustainable development Technology Business & Economics Humanities Science Thematic areas
  3. 3. a member of 3 International partnerships elene network
  4. 4. a member of Diversity in our cooperation partnerships – 13 countries • Multi-lateral: • COCOREL: co-creation of OER (Bénin, République Démocratique du Congo-Kinshasa, Madagascar, Morocco, Niger) • UNESCO Dakar bureau: initiative for the Sahel (Burkina-Faso, Mali, Niger, Senegal) contribution to definition of transnational cooperation • ICDE/UNESCO Francophone working group • Capacity building based on the LiDA103fr course • Republic of Congo (Brazzaville) : emergency pandemic platform for higher education, Université Virtuelle du Congo • Côte d’Ivoire: Ministry for Commerce, Crafts, promotion of SMEs and entrepreneurship • Mali: OER sharing with Université Virtuelle du Mali • Senegal: cooperation with Université Virtuelle du Sénégal & OER sharing with Université Cheikh Anta Diop (Dakar) • Togo : “Université sans les murs” project for hybrid courses with France Education International and the French Embassy in Togo – Universities of Lomé & Kara 4
  5. 5. a member of Origins of the working group and initiative ICDE member French Ministry for Higher Education, Research and Innovation (MESRI), L’Université Numérique and ICDE agree on the opportunity of tapping into their global, expert networks to support their West African and French partners stakeholders by establishing a Francophone working group December 2018: Open Education Leadership Summit. Paris November 2019: Adoption of the UNESCO OER Recommendation March 2020: First face to face meeting of the working group in Paris
  6. 6. a member of Expert group and project in short • French Digital University • French Ministry of Higher Education, Research and Innovation • French National Commission for UNESCO • French ICDE Chair for OER (Université de Nantes) Membership • ICDE • UNESCO • Organisation Internationale de la Francophonie • Virtual universities (Mali, Senegal …) • Traditional universities (UCAD)
  7. 7. a member of Key components of the ICDE francophone project •Synergies with parallel initiatives in the region at ICDE and UNESCO •French •Language and cultural validation of capacity building material •Academic/policy level •Multisectoral nature of the expert group •Needs identification •Course/capacity building material •Roadmap Capacity building Multisectoral dialogue Catalyzing nature Cultural approach and replicability UNESCO OER Recommendation OER capacity building (Area 1) & Supportive policies (Area 2)
  8. 8. a member of Adaptation of the LiDA103 Course  First capacity building step: course on copyright, IPR and CC licenses  Course offered by the OER Foundation to the global community  Translation by linguists at UNESCO  Technical adaptation to the francophone context  Integration of “civil law” approach in addition to “common law” approach
  9. 9. a member of Geographical distribution of Civil law and Common law systems
  10. 10. a member of The Francophone working group on the UNESCO OER recommendation Civil law and Common law  Copyright vs Intellectual property rights  Non-revocable Creative Commons License vs perpetual moral rights  Continent-wide, regional and local adaptation  Resolution of conflicts
  11. 11. a member of LiDA103FR adaptation: lessons learned  Importance of linguistic adaptation  Importance of cultural adaptation  Importance of adaptation to a range of technology platforms  Importance of adaptation to the generic legal system as well as to the regional and national frameworks  Importance of adaptation to the regulatory framework (work contracts, statutes of civil servants …)  Enthusiasm to adapt to other languages (Portuguese …)
  12. 12. a member of LiDA103fr course – first session • From November 17th to December 1st, 2021 • Facilitator: Pr Ndeye Massata Ndiaye, head of Quality Assurance, Université Virtuelle du Sénégal • Registration : https://course.oeru.org/lida103-fr/ • Online quizz at the end of the course • Digital badge, competency certificate in copyright, IPR and Creative Commons Licensing 12
  13. 13. a member of Multi-disciplinary approach … in higher education institutions • Academics involved in teaching • Researchers, both in fields of expertise and in cognitive sciences/open education, sometimes in augmented reality, seldom in broadband networks • Libraries • Audio-Video departments • IT departments Not as much for norms and standards, such as ISO/IEC JTC1/SC36 on learning technologies or IMS, CEN workshop 13
  14. 14. a member of Multi-disciplinary approach … not so much in government departments • Sometimes between Education (primary/secondary – K12) and Higher Education • Seldom includes: Labor & professional training (competencies, skills, NQF) • On rare occasions: • Ministries with specialized training institutions: telecommunications, mines … fisheries • Ministries in charge of infrastructure: telecommunications and industry • Ministries in charge of copyright, IPR, licenses: justice and culture • Ministries in charge of relations with WTO & WIPO: foreign relations and economics • Ministries in charge of the edtech sector: economics 14
  15. 15. a member of Multi-faceted general interest • General-purpose FOSS vs. high-end,specialized, proprietary software • In France, JITSI created by Emil Ivov, vs. CATIA, CAD/CAM application developed by Dassault Systèmes - 16K staff – 4.5 B€ revenue • Restricted licensing that protects intellectual works vs. lack of visibility of OER in French (Colin de La Higuera, Université de Nantes, UNESCO Chair on OER) 15
  16. 16. a member of Specifics of the Higher Education sector in these countries • Mostly centralized (vs. Federal) administration • Autonomy of universities can be fairly limited • National degrees with a curriculum approved by the ministry • National tenure track system • Importance of state universities • ... Coupled with a need for commercial initiatives and … regulating these commercial initiatives => Need for a coherent and multisectoral government approach to digital and distance education, OER and Open Education, as well as a rationale for a national strategy 16
  17. 17. a member of Specifics of the OER landscape in these countries 1. Language => availability of OER, technical sustainability and long-term content relevance 2. Legal context: non-revocable CC licenses vs non-revocable moral right to withdraw an intellectual work => Need for building lasting trust in relationship with authors • Coexistence of open education, government-sponsored projects, commercial initiatives 17
  18. 18. a member of Main areas for initial steps in joint work • Infrastructure • Legal framework for IPR/copyright • Administrative framework for incentivizing and rewarding authors of OER • Impact of teaching vs. research in careers • Issue of co-authors and co-contributors, such as audio-visual technicians • Recognition framework for hybrid education vs. face to face teaching • Qualification and Competency frameworks to address the needs of companies … baby steps at the national level, in top-down approaches (that do not take into account the need for horizontal or bottom-up approaches), that support • Harmonization at the regional level (West Africa, Central Africa, East Africa …) • Adoption by individual educators • Adoption by learners … => Leadership school for decision makers in public organizations: civil servants, governing bodies of higher education institutions, heads of teaching/research departments … 18
  19. 19. a member of Thank You! carole.schorle-stefan@unistra.fr jacques.dang@univ-numerique.org 19

×