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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
a member of
2
Healthcare & Sports
Sustainable development Technology
Business & Economics
Humanities
Science
Thematic areas
a member of
3
International partnerships
elene
network
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
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
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)
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)
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
a member of
Geographical distribution of Civil law
and Common law systems
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
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 …)
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
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
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
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
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
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
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
a member of
Thank You!
carole.schorle-stefan@unistra.fr
jacques.dang@univ-numerique.org
19

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

  • 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. a member of 2 Healthcare & Sports Sustainable development Technology Business & Economics Humanities Science Thematic areas
  • 3. a member of 3 International partnerships elene network
  • 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. 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. 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. 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. 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. a member of Geographical distribution of Civil law and Common law systems
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. a member of Thank You! carole.schorle-stefan@unistra.fr jacques.dang@univ-numerique.org 19