https://oap.unige.ch/journals/eol-oe/issue/feedEducation Ouverte et Libre - Open Education2023-11-13T09:48:36+00:00Barbara ClassBarbara.Class@unige.chOpen Journal Systems<p><a href="https://oap.unige.ch/journals/eol-oe"><em>Education Ouverte et Libre - Open Education</em></a> is a multilingual scientific journal that aims to reflect, discuss and think about Open Education issues at the international level. Following the UNESCO (2021) recommendations on <a href="https://unesdoc.unesco.org/ark:/48223/pf0000379949.locale=en" target="_blank" rel="noopener">open science</a> and particularly the "open dialogue with other knowledge systems", the journal offers a space to reflect on all aspects of the educational ecosystem in an open and free paradigm. Its particularity of hosting articles in all world languages and providing a long summary in the 6 UN languages for each accepted article aims to foster exchange and interaction.</p> <p>For further information visit the<a href="https://oap.unige.ch/journals/eol-oe/about"> About Section</a> or the<a href="https://oap.unige.ch/journals/eol-oe/announcement"> Announcements</a></p> <p>Please note that currently the interface of the journal is available only in English and French for now but extended summaries of articles published are available in the 6 UN languages. The journal is work in progress and changes regularly.</p> <p>This journal is launched with the support of Agence de la Francophonie, Intenscification de la Francophonie scientifique (<a href="https://www.auf.org/nos-actions/toutes-nos-actions/programme-impact/">IntenSciF</a>) seed money.</p>https://oap.unige.ch/journals/eol-oe/article/view/1339Editorial - What makes Education Ouverte et Libre – Open Education a different journal?2023-11-13T09:48:36+00:00Barbara Classbarbara.class@unige.ch<p>EOL-OE has the ambition to turn the talk and the medium into action, using Openness to renovate education and research in education.</p>2023-11-13T00:00:00+00:00Copyright (c) 2023 Barbara Classhttps://oap.unige.ch/journals/eol-oe/article/view/1155Ressources Éducatives Libres et éducation ouverte : l’écosystème RELIEFH pour l’égalité femme-homme2023-04-11T14:10:08+00:00Mona Laroussimona.laroussi@francophonie.orgMokhtar BenHendabenhenda@yahoo.com<p>In our modern and globalized society, open educational resources (OER) are taking advantage of the digital revolution and networking to become one of the main propellants to free knowledge access movement that is covering a wide range of domains through multiple services and products. As parts of a worldwide educational ecosystem, OER and open education can provide wide access to information and education resources despite the extreme inequalities reported in digital empowerment and significant technological barriers to digital participation mainly in developing countries. In this article, we argue that while technological barriers must certainly be removed, the potential of OER and open education in the “Quality education” (the fourth of UN Sustainable Development Goals), can only be fully optimized when societal and economic inducements would also be guaranteed to girls and women to elevate their intellectual and professional status. We therefore focus on OER as a catalyst for gender equality and quality education in the Francophone context. Our main objective is to present a French-speaking OER editorial policy led by the <em>Institut de la Francophonie pour l'Ingénierie de la Connaissance et la Formation à distance</em> (IFEF) around its OER portal RELIEFH. Although OER in the French-speaking countries are recent and their tools and products are limited, IFEF is proposing a prominent educational service based on an open and collaborative editorial OER policy.</p>2023-06-01T00:00:00+00:00Copyright (c) 2023 Mona Laroussi, Mokhtar BenHendahttps://oap.unige.ch/journals/eol-oe/article/view/939The meaning of sharing under marketised education: an Ubu-ntu perspective2022-09-28T16:18:57+00:00Mogobe Ramoseproframose@outlook.com<p>Reading his-story (history), her-story and our story from the perspective of Mother Africa reduced from her original position of <em>Mater Preciosa</em>, (the cradle of humanity: a precious Mother), to a <em>Mater Dolorosa </em>(a mother of sorrows) through conquest in the unjust wars of Western colonialism, our argument is that education – the bearer of the Western epistemological paradigm – continues to be primarily in the service of protecting and promoting the enslavement of politically independent Africa. Our thesis is that this service ought to be terminated because it is unethical. There is no reason to suppose that unlike other empires before it, the dominant unholy trinity of economicide, epistemicide and religicide perpetrated against Africa is an eternal order of things under capitalism. We adopt the philosophy of ubu-ntu to elaborate on our thesis. We will focus specifically on the marketisation of education taking examples mainly from <em>conqueror South Africa<a href="#_ftn1" name="_ftnref1"><strong>[1]</strong></a></em> and the Covid 19 pandemic.</p> <p><a href="#_ftnref1" name="_ftn1">[1]</a> The appellation, conqueror South Africa is historically legitimate and ethically justified.</p>2023-08-21T00:00:00+00:00Copyright (c) 2023 Mogobe Ramosehttps://oap.unige.ch/journals/eol-oe/article/view/1118OER as a certain solution for uncertain times: A reflection on the initiatives undertaken in Morocco during the covid-19 period2023-03-16T16:23:37+00:00Sara Ouahibsaraouahib@gmail.comRachid Bendaoudbendaoud@uca.ac.maSouhad Shlakas.shlaka@um5r.ac.maKhalid Berradak.berrada@um5r.ac.ma<p>The COVID-19 pandemic has generated a high degree of uncertainty about the state of education. During this critical period, the entire educational landscape was in need of relevant educational resources that could be shared between and within educational networks. In this regard, open educational resources (OER) and open educational practices (OEP) have played an important role in ensuring educational continuity. Research has shown that open approaches will help make the higher education ecosystem more resilient to future crises and the sustainability of this ecosystem can be fueled by the widespread use of OER and OEP. However, additional work is still needed in this area either at the personal, organizational, or institutional level. In this paper, we discuss the potential of OER and OEP, as certain solutions, to improve quality and widen access in uncertain times such as the COVID-19 crisis, we also present an analysis from an OER perspective of the initiatives undertaken at the Cadi Ayyad University (UCA) in Morocco as example in order to assess the extent to which they can be considered as OER. On the other hand, we highlight the benefits of this experience, as well as identify the barriers that hinder the adoption of open solutions in order to propose some recommendations and guidelines to foster the implementation of these solutions.</p>2023-05-31T00:00:00+00:00Copyright (c) 2023 Sara OUAHIB, Rachid BENDAOUD, Souhad SHLAKA, Khalid BERRADAhttps://oap.unige.ch/journals/eol-oe/article/view/1177Epistemology as a compass2023-05-01T09:22:04+00:00Maryvonne CharmillotMaryvonne.Charmillot@unige.ch<p>What should we do then when we do not feel comfortable with the dominant way of considering the construction of knowledge? When one has the feeling that epistemic injustices are emerging, that neutrality produces violence? I propose to answer these questions by tracing the construction of the posture I adopt today in my research and teaching of female students in education sciences at the University of Geneva as well as at the Doctoral School in Education Sciences (EDSE). In line with the title of this paper, I consider the notion of epistemological posture as a "space for ethical reflection", i.e. a "space for reflection on how to 'direct one's conduct' as a researcher" (Matthey, 2005). The construction of this space is a journey of encounters and links. It requires audacity and authorisation, often confronts researchers with adversity and sometimes plunges them into solitude. Seeking alternatives to positivism places researchers in minority positions that force them to constantly justify themselves in relation to the dominant scientific norms.</p>2023-09-04T00:00:00+00:00Copyright (c) 2023 Maryvonne Charmillot