Formation {`a} distance et outils num{e}riques pour lenseignement sup{e}rieur et la recherche en Asie-Pacifique (Cambodge, Laos, Vietnam). Partie

📝 Abstract

This second part of a 2 volume-expertise is mainly based on the results of the inventory described in the first part. It is also based on a “worrying” statement in the terms of reference of this expert report 1, which states that “Asia enjoys a favourable technological context [in terms of equipment according to UN statistics]. Nevertheless, digital technology is still hardly present in the practices of the member institutions of the Agency and the francophone university community; So distance education is not well developed: there are currently no French-language distance training courses offered by an establishment in Asia; The region has only 14 enrolled in ODL over the period 2010 - 2014; Only three institutions have responded to the AUF’s “Mooc” calls for projects over the last two years, etc.”. The terms of reference also indicate a state of deficiency “in the Francophone digital campuses whose officials explain that the computer equipment are less and less used for individual practices”. The proliferation of mobile digital technologies that would normally constitute an important asset for the development of teaching practices and innovative research around the Francophone digital campuses has not lived up to expectations. The paper refers to another no less important detail that would explain the paradox between the proliferation of technological tools and the reduction in usage when it indicates that, in parallel, and contrary to the francophone campuses, In English a positive dynamics of integration of T ICE and distance". The document provides concrete examples, such as the ASEAN Cyber University (ACU) program run by South Korea and its e-learning centers in Cambodia, Laos, Vietnam and Myanmar, The Vietnamese language and the fablab set up in the region since 2014 without the Francophonie being involved. A first hypothesis emerges from this premonitory observation that it is not technology that justifies the gradual demobilization (or even demotivation) of local actors to establish forms of Francophone partnerships for training and research. Nor is it a question of political will to improve technological infrastructure in digital training and research. Almost all the interviews carried out within the framework of this mission demonstrated the convergence of views and ambitious attitudes expressed by three categories of actors encountered:- political actors met in the ministries of education of the three countries who are aware of the importance of digital education and the added value generated by technologies for education. Each of the three countries has a regulatory framework and national technological innovation projects for education and digital education;- public and private academic institutions which, through their rectors, presidents and technical and pedagogical leaders, demonstrate their profound convictions for digital education (for reasons of quality, competitiveness and economic interest). However, given the rather centralized governance model at state level, the majority of academic institutions in the three countries are often awaiting the promulgation of legal texts (decrees, charters, conventions, directives , Etc.) that enable them to act and adopt innovative solutions in teaching and research;- Teacher-researchers relatively little consulted in this expertise, but sufficiently engaged as actors on the ground to be able to predict their points of view with regard to the use of digital in their pedagogical and research activities. Teachers and researchers with relatively modest incomes would inevitably have a decisive role in any academic reform on the digital level if concrete mobilizing arguments could compensate for their shortfalls by joining digital training or development projects or programs.

💡 Analysis

This second part of a 2 volume-expertise is mainly based on the results of the inventory described in the first part. It is also based on a “worrying” statement in the terms of reference of this expert report 1, which states that “Asia enjoys a favourable technological context [in terms of equipment according to UN statistics]. Nevertheless, digital technology is still hardly present in the practices of the member institutions of the Agency and the francophone university community; So distance education is not well developed: there are currently no French-language distance training courses offered by an establishment in Asia; The region has only 14 enrolled in ODL over the period 2010 - 2014; Only three institutions have responded to the AUF’s “Mooc” calls for projects over the last two years, etc.”. The terms of reference also indicate a state of deficiency “in the Francophone digital campuses whose officials explain that the computer equipment are less and less used for individual practices”. The proliferation of mobile digital technologies that would normally constitute an important asset for the development of teaching practices and innovative research around the Francophone digital campuses has not lived up to expectations. The paper refers to another no less important detail that would explain the paradox between the proliferation of technological tools and the reduction in usage when it indicates that, in parallel, and contrary to the francophone campuses, In English a positive dynamics of integration of T ICE and distance". The document provides concrete examples, such as the ASEAN Cyber University (ACU) program run by South Korea and its e-learning centers in Cambodia, Laos, Vietnam and Myanmar, The Vietnamese language and the fablab set up in the region since 2014 without the Francophonie being involved. A first hypothesis emerges from this premonitory observation that it is not technology that justifies the gradual demobilization (or even demotivation) of local actors to establish forms of Francophone partnerships for training and research. Nor is it a question of political will to improve technological infrastructure in digital training and research. Almost all the interviews carried out within the framework of this mission demonstrated the convergence of views and ambitious attitudes expressed by three categories of actors encountered:- political actors met in the ministries of education of the three countries who are aware of the importance of digital education and the added value generated by technologies for education. Each of the three countries has a regulatory framework and national technological innovation projects for education and digital education;- public and private academic institutions which, through their rectors, presidents and technical and pedagogical leaders, demonstrate their profound convictions for digital education (for reasons of quality, competitiveness and economic interest). However, given the rather centralized governance model at state level, the majority of academic institutions in the three countries are often awaiting the promulgation of legal texts (decrees, charters, conventions, directives , Etc.) that enable them to act and adopt innovative solutions in teaching and research;- Teacher-researchers relatively little consulted in this expertise, but sufficiently engaged as actors on the ground to be able to predict their points of view with regard to the use of digital in their pedagogical and research activities. Teachers and researchers with relatively modest incomes would inevitably have a decisive role in any academic reform on the digital level if concrete mobilizing arguments could compensate for their shortfalls by joining digital training or development projects or programs.

📄 Content

Formation à distance et outils numériques pour l’enseignement supérieur et la recherche en Asie-Pacifique (Cambodge, Laos, Vietnam)

Rapport d’expertise au compte du Bureau Asie Pacifique (BAP) de l’Agence universitaire de la Francophonie

Partie 2
RECOMMANDATIONS & FEUILLE DE ROUTE

Mokhtar BEN HENDA Juin 2016

Numérique éducatif et services à la communauté universitaire francophone Agence Universitaire de la Francophonie Bureau Asie-Pacifique Quadriennal 2014-2017

Ce rapport est le résultat d’un travail d’équipe auquel ont participé des experts nationaux et internationaux, des Chefs de Bureaux et des responsables de Campus Numériques Francophones et Campus Numériques Francophones partenaires. Chacun, de par sa position et son rôle, a contribué à la collecte de ressources d’information et à la traduction de certaines d’entre-elles, à la traduction des séances d’entretiens réalisées par l’expert international au Cambodge, Laos et Vietnam. Un remerciement leur est rendu ici comme témoignage de reconnaissance pour leur efficacité, amabilité et sens de la coopération (liste alphabétique de noms) :

BOUPHAPANYA Vannapha

Chargé de projet, Antenne AUF de Vientiane, LAOS BRAYLE Alex

Responsable de l’Antenne AUF à Phnom-Penh, CAMBODGE EL MOUTAOUKIL ROUSSEAU Julie : Chargée de projet, Antenne AUF de Vientiane, LAOS KOUNVONG Keomanivone

Responsable de l’Antenne AUF de Vientiane, LAOS LAROUSSI Mona

Directrice exécutive de l’IFIC, TUNISIE LEROY Claude-Emmanuel

Coordonnateur régional des projets BAP/AUF, Hanoï, VIETNAM NGUYEN Bao Chau

Consultante externe, Université de Hanoï, VIETNAM NGUYỄN Lê Đức Huy

Responsable du CNF de Danang, VIETNAM NGUYEN Tan Dai

Responsable de projets au CNF de d’Hô Chi Minh Ville, VIETNAM NGUYEN Thuy Huyen

Responsable du projet « Numérique éducatif », Hanoï, VIETNAM SOK Kuong

Chargé de projets, Antenne de Phnom-Penh, CAMBODGE

Des remerciements particuliers sont adressés à Mme Sophie GOEDEFROIT, Directrice du Bureau Asie- Pacifique de l’AUF pour avoir généreusement prodigué aux membres de l’équipe ses précieux conseils et directives en vue d’atteindre les objectifs de cette expertise pour le renforcement du numérique éducatif francophone dans la région.

Ce rapport d’expertise est réalisé pour le compte du Bureau Asie Pacifique (BAP) de l’Agence universitaire de la Francophonie. Il s’inscrit dans le cadre de la mission « Numérique éducatif et services à la communauté universitaire francophone ». V. 2.0 © BAP/AUF juin 2016

iii

 SOMMAIRE

 RAPPEL ……………………………………………………………………………………………………………………………………………….V  AVANT-PROPOS ………………………………………………………………………………………………………………………………….VI  STRUCTURE DE LA PARTIE 2 …………………………………………………………………………………………………………………VII

CONSTAT GÉNÉRAL

FAIBLESSE DU CADRE LÉGISLATIF DES TIC/E ET DE LA FOAD ………………………………………………………………………. 8 2. FAIBLESSE DE LA RECHERCHE SCIENTIFIQUE ……………………………………………………………………………………………. 9 3. DÉMOTIVATION DES ENSEIGNANTS À LA FORMATION ET À LA NUMÉRISATION DES COURS ……………………….. 10 4. DIFFÉRENCES EN ÉQUIPEMENTS TIC/E ET EN RESSOURCES NUMÉRIQUES …………………………………………………. 11 5. CARENCE DES CONTENUS EN LIGNE ……………………………………………………………………………………………………… 11 6. MOODLE COMME CMS FÉTICHE EN ASIE PACIFIQUE ………………………………………………………………………………. 12 7. FRANCOPHONIE ET DIVERSITÉ LINGUISTIQUE ……………………………………………………………………………………….. 12 8. POUR RÉSUMER ! ………………………………………………………………………………………………………………………………. 15

RECOMMANDATIONS

DÉVELOPPEMENT DE RESSOURCES NUMÉRIQUES ÉDUCATIVES ……………………………………………………………….. 17 1.1. ÉTAT DES LIEUX DANS LES PAYS CLV ………………………………………………………………………………………………………. 17 1.2. ACTIVITÉS FRANCOPHONES DE DÉVELOPPEMENT DE RELS EN ASIE PACIFIQUE ………………………………………………………… 18 1.3. POLITIQUE NUMÉRIQUE FRANCOPHONE : LE PROJET IDNEUF …………………………………………………………………………. 19 1.4. RECOMMANDATIONS POUR LE BAP ……………………………………………………….

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