• Home
  • What Is Open Science and How Does It Relate to Open Knowledge?

Image courtesy of Kiran Kumar, Creative Commons (CC BY 2.0)

The open knowledge ecosystem has seen significant growth in the last few years. UNESCO’s November 2019 Open Educational Resource (OER) Recommendation is rightly considered a groundbreaking development in support of open education practices; OER Africa has already explored the significance of the Recommendation in July 2020, August 2020, and November 2020. 

What may be less widely known is UNESCO’s role in open knowledge more broadly – Open Access, Open Data, and Open Science. UNESCO also works to link these three ‘opens’ with OER. In UNESCO’s post on its work in support of an Open Science Recommendation, UNESCO writes about these linkages:

[The] UNESCO Recommendation on Open Science will complement the 2017 Recommendation on Science and Scientific Research. It will also build upon the UNESCO Strategy on Open Access to Scientific Information and Research and the new UNESCO Recommendation on Open Educational Resources.

OER Africa discussed Open Access publishing and Open Data in previous posts. This communication is about Open Science from an African perspective. Below you will find examples showing how Open Science platforms are being constructed, together with linkages among the different forms of openness.

Member states tasked UNESCO to develop an Open Science Recommendation at its 40th General Conference, the same one in which the OER Recommendation was approved. UNESCO began multi stakeholder consultations shortly thereafter, which will continue until September 2021.

This is UNESCO’s cogent explanation of Open Science:

The idea behind Open Science is to allow scientific information, data and outputs to be more widely accessible (Open Access) and more reliably harnessed (Open Data) with the active engagement of all the stakeholders (Open to Society).

Figure 1: Concepts linked to Open Science, UNESCO

Image adapted from Robbie Ian Morrisson, Wikimedia (CC BY)

The concept of open or openness ties together all these elements. Open Access, Open Data, OER, and open-source hardware all carry licences that permit sharing and reproduction. Open Access and OER content typically use Creative Commons licences, while Open Data licences are largely based on those written by Creative Commons. 

Indigenous Knowledge Systems are a part of the Open Science concept, but they are not always easily available to researchers, development experts, or policy makers because they have not been considered part of the development of Western empirical science. In its article on Indigenous Knowledge Systems, SciDevNet explains why Indigenous knowledge is a form of scienceand should not be ignored. UNESCO’s programme on Local and Indigenous Knowledge Systems is trying to bring indigenous knowledge into the open. It is important to bear in mind, however, that some communities are wary of theft of intellectual property by for-profit companies, and the World Intellectual Property Organization (WIPO) is taking a leading role in helping them articulate these fears.[1]

In 2016, a preparatory pilot for the African Open Science Platform (AOSP) began. Its priorities were to:

  1. Map the current landscape of data/science initiatives in Africa. 
  2. Build a Pan-African open science community and encourage the formation of national open science fora. A notable and crucial success of the pilot in this regard was development of an African community of practice and support, which included relevant government ministries, universities, and pan-African and regional organizations. African networks, such as the African Academy of Sciences, the Network of African Science Academies, the Association of African Universities, the West and Central African Research Network (WACREN), and the UbuntuNet Alliance (the research and education network for Eastern and Southern Africa).
  3. Develop frameworks for policy, incentives, training, and technical requirements that would inform the operational platform.[2]

 

The final report was published in 2018. On 29 April 2020, the NRF announced that it would be responsible for hosting the African Open Science Platform project for the next three to five years.

The WACREN is responsible for coordinating African national and regional efforts to build the technical components of the Platform through its LIBSENSE initiative. LIBSENSE was established in 2016 to bring together African research and education networks and academic library communities to advance Open Science in Africa and foster the continent’s participation in Open Access globally.

WACREN and others draw a clear link between Open Science and Open Access, for instance using a national Open Science platform to host Open Access repositories. In a panel session at the 2021 WACREN annual conference, held virtually this year, Owen Iyoha, Managing Director of Nigeria’s Eko-Konnect made the following points about Open Science and infrastructure considerations in the figure below:

Figure 2: Open Science infrastructure for Nigeria

Eko-Konnect plans to include Moodle, the open-source learning platform on its Open Science cloud, which will allow the seamless integration of OERs created at multiple institutions.

OER and Open Science are based on a shared belief that access to knowledge should be freely, openly, and publicly available. In its draft Institutional Open Access Policy Template, LIBSENSE ties together open principles in its section on reward mechanisms by:

Setting up reward mechanisms for researchers using open science practices (e.g. sharing provisional results through open platforms, using open source software and other tools, participation in open collaborative projects, open access to publications and data, using open educational resources etc.).

However, specificity about where OER fits into Open Science is lacking. Where exactly might Open Science take advantage of OER principles and vice-versa? As a start, capacity building and training are integral to efforts to drive Open Science planning and implementation in Africa. If all training materials were openly licensed and made widely available, they would be relevant to a much broader audience and might be adapted to fit different needs. In addition, many African countries and institutions are planning Open Science clouds, including Eko-Konnect in Nigeria. All content related to platform-building could also be openly licensed. Finally, should Open Science clouds host or link to OER, at the very least the OER created for Open Science cloud training and capacity building? The bottom line is for WACREN and others working on Open Science to ensure that OER play an integral role in building OS communities and platforms.

Policy is another issue that would benefit from more sustained attention. There are proposed or actualized polices for Open Access, OER, Open Data, and now Open Science. Some African universities, particularly those in South Africa and East Africa, have their own Open Access policies. A few of these include the University of Cape Town in South Africa; Kenyatta University in Kenya; and Ethiopia, which has a national Open Access policy. LIBSENSE is also working on an Open Access template. Somewhat fewer African universities have distinct OER policies or broader policies that support OER; OER Africa tracks these examples. In addition, research networks such as the African Academy of Sciences have both Open Access and Open Data guidelines. Until now, however, most policy setting has been tackled in silos, with little sustained effort to build knowledge on what options work best. Are individual standalone policies desirable? Should they be integrated into other, existing tools rather than being developed independently? In addition, do university intellectual property policies require revision (where they exist)? 

Open Knowledge (OER, Open Access, Open Data, and Open Science) can greatly benefit African knowledge production, access, and utilisation by improving its discoverability and visibility. Open UCT at the University of Cape Town, for example, has usage statistics for each of the resources included in its repository. The National Academic Digital Repository of Ethiopia does the same.

OER Africa will continue to monitor developments, such as the ones we write about above, which impact on higher education on the continent. Please contact us here if there are additional issues you would like us to discuss.

 

 

For more articles in this series, click on the links below.

 
Authors
Lisbeth Levey