Education Ouverte et Libre - Open Education <p><a href=""><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="" 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=""> About Section</a> or the<a href=""> Announcements</a></p> <p>Please note that currently the interface of the journal is available only in English but extended summaries of articles published are available in the 6 UN languages.</p> <p>This journal is launched with the support of Agence de la Francophonie, Intenscification de la Francophonie scientifique (<a href="">IntenSciF</a>) seed money.</p> Bibliothèque de l'Université de Genève en-US Education Ouverte et Libre - Open Education 2673-9127 Ressources Éducatives Libres et éducation ouverte : l’écosystème RELIEFH pour l’égalité femme-homme <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> Mona Laroussi Mokhtar BenHenda Copyright (c) 2023 Mona Laroussi, Mokhtar BenHenda 2023-06-01 2023-06-01 2 10.52612/journals/eol-oe.2023.e1155 OER as a certain solution for uncertain times: A reflection on the initiatives undertaken in Morocco during the covid-19 period <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> Sara Ouahib Rachid Bendaoud Souhad Shlaka Khalid Berrada Copyright (c) 2023 Sara OUAHIB, Rachid BENDAOUD, Souhad SHLAKA, Khalid BERRADA 2023-05-31 2023-05-31 2 10.52612/journals/eol-oe.2023.e1118