[INAUDIBLE] All right. Hi, everyone. Good to see you. To see that you're staying home for a little bit. And to learn a little bit about what we're doing in Sweden. Not Switzerland, but Sweden. [LAUGHTER] We are this tiny country in the Nordic, Scandinavia. I'm originally from Germany. My name is Jörg Varagis. I'm the head of the university library and Carstead University. But today I will be more talking about one of the few OER experts in the country. And then tell you a little bit about what the state of play is in Sweden. But before I go on, I would like to acknowledge the terrible and juggernaut as the first nation's owners of the lands where we stand today. I pay respect to the elders, law's, customs, and creation spirits. And I recognize that these lands have been-- these beautiful and unseated lands have always been places for teaching, research, and learning. I acknowledge the important role of Aboriginal and Torres Strait Islanders and all indigenous people playing within the OER global community. Thanks for having us. So my talk will be a follow-up on my talk in Edmonton. Not really really, maybe, but a little bit. And I'm continuing your follow-up on what's happening since then. So I guess not many of you have the opportunity to join that session. And so a little heads up. And I can be wrong through what I presented there. So previously on OER Sweden, the National Library in Sweden had a commissioned task from the government in 2021 and to map and analyze the state of play of OER. Very much thanks to the OER's UNESCO recommendation on OER. Nothing happened really the first year since the recommendations. And they understood that, oh, we have to report back. And we don't have a policy. And we don't have national guidelines. So with the UNESCO Procedure of Open Science, things happened a little bit. And then the National Library got the task to create the National Guidelines for Open Science. And thanks to the keynotes on day one. And yesterday, you understand, Open Data, Open Access Publishing is all part of Open Science. And in Sweden, so is OER. And it's not always connected around the globe, I think. But here in the last couple of days, I get the spirit that it's probably-- we're all thinking similarly. And that it's probably a good thing. So the mapping came to the conclusion, which was not surprising to the ones working with this, that they had the-- and here's a chance to read some Swedish that you want to do. That OER have untapped potential in Sweden. Sweden is-- we have 10 million inhabitants. We have 300,000 full-time equivalents students, many more individuals. Because we have many online, fully online teaching courses and programs. And it's for free. If you're in the EEA, in Switzerland, you can study for free online. And if you're Swedish citizen, you get even a grant to get paid to study. Like, 700 can make Australian dollars, approximately. Plus, you can apply for cheap student loan, with very low interest rates. So the pressure for textbooks are not that expensive. And the states, for instance. So the pressure for OER is very low. It's Sweden is the same, that academic careers are not determined by how good and open your teaching is, but how many and how high-quality research articles you have and what your age index is. So yeah. So it's been not prioritized there. There's no rules, no coordination. And I can go on. There was a slight increase, but on a very low level. And yeah, we have no national repository for OER at the moment. So very low knowledge about it in general. So Ta-ra-ra now. And this February, the National Library launched a National Guidelines for Open Science. There's the link. And I just posted it online as well, if you want to read it and just translate it into English. So they cover six prioritized areas to be fully developed in Sweden. Open Access, what Kurt was just mentioning, how much climate science was published openly, was not looking so good. In Sweden, that is the part where we've come the furthest back. Last year, 77% of all peer reviewed research articles were immediately open access. And this is an upward trajectory. We are on. And I expect this to be reaching 80% probably this year. And we're in a good way to making this close to on. So then this feels pretty good. Research data has been the next in line, I would say, with the European context overall. Open research methods is part of it. And then open educational research public engagement, which we learned about yesterday, crowds sourcing, and citizen science, public engagement science, more citizen science maybe, very likely to enlist its keynote, and then infrastructures for public science. So I want to focus obviously here now on the OER parts. So the guidelines, national guidelines, give goals to the country as they are in national guidelines, not only, but very much focusing on their higher education institutions. So the priorities and goals are to have policies and guidance for the production and use of OERs. As I said before, we didn't have this in place. We have a lot of 13-plus universities. There was maybe one university who had OER policy. And OERs, and here you see also the relation to open science, and open data, terminology coming in here. And we worked on Wednesday's keynote, that the metadata that I shared with open lines is OERs with open lines, is a little bit contrary really, or to the greatest extent possible in accordance with the CHR principles. That's my colleagues in Sweden are very familiar with, and here too, with the aim of promoting dissemination of the US. And then work on OERs, and just be to be coordinated with this model in place. And then a repository there will be good to have, and to be investigated. So the goals and priorities are not full on full forward, but they're in Sweden, and especially when the National Library is doing something, and the government has, and having academic freedom very cherished, they are very careful not to step on the toes of us in academia, because the National Library is separate, but intertwined with the high education system. So there is the Association for Swedish High Education Institutions. So whenever the National Library is doing something, the SUHF would have a committee in parallel, and we would work together. And in this case, for the OER guidelines, I was on both the committees as the OER expert. So the National Library was very much consulting with the SUHF to hear how far can we go, and what could you do, like very collaborative process, really, which turned out in a good way. We have a lot of working groups there for the-- like we have maybe the little sister organization of Power, which you have in Australia, right? It's the expert group for university libraries, but we don't have full-time staff at court. We just meet regularly twice a year, which is good. But I think to come away like a call is doing here, I think we should step up more again. And then we had one working group for the OER guidelines. There were six members, I was one of them, and there was another vice chancellor for another university, and two other heads of departments, at the other universities, who was rather high-level members. Very, very expert, so we are all in peace. And our task was to work together with the National Library to form also a roadmap and recommendations for our sector. And this is how we kind of work together in the grand scheme of things that the library put out, the National Guidelines, and they were used now by the government and implemented in the budget-latest budget proposals. They refer heavily to the National Guidelines of Open Science, including the OER. And then with the working group at the SQF, the Association of University, it was producing a roadmap and operationalizing the National Guidelines for our sector. And so we put out those goals for all higher education institutions in Sweden. And then take a little bit, maybe a few more Swedish than we take the other part, and see the Swedish translation that is focused on the last one. So it's in the right bowl, and they focus very much on open education. The resource is not so much on practices yet. We are just starting really to get all this in. We are not there yet that we have to talk about open education practices, maybe. But we're coming the wrong way. And because this is the overall goal, but the main driving force is now the roadmap. And now I give you some extra time to read this. [SIDE CONVERSATION] [SIDE CONVERSATION] So now we're getting closer to proper deadlines. And we have a long way to go. What we need to think or understand about Sweden and recommendations is the thing that is very different from other countries. In Sweden, you heard this from the news during the pandemic. We only have recommendations. But in Sweden, we trust the government. Yeah. [LAUGHTER] [INAUDIBLE] [INAUDIBLE] Thank you for-- this is making my point. Exactly. You, some of us, moved there. I'm very happy to be living in Sweden and not in Germany. And because during the pandemic, my kids went to school. We were not wearing masks. We couldn't look each other in the eyes. But that's not to say that we didn't try to prevent the pandemic, right? We kept distance. We have a huge country. We could go outside for the walk. We could interact with reduced number of people. And there's a lot of trauma. And that was-- but in hindsight, I am very, very happy to have lived through this period in Sweden. So-- and that was not-- we did all this in Sweden. Really change in behavior in a societal level. Not by having to do it. And we have a lockdown. And we're not allowed to. But we have daily press conferences. Our public-- officer, health officer, explained, answered for two years the same questions daily. Probably more than once the same question. Several times a day to several journalists and explaining over and over again why we do those things and why they think from the science perspective, what we know from science is the right thing to do. And most common sense to do and what is working in our context. So take this with you if you say, this is only recommendations. I am now very confident that this time around, or maybe next year or next OER Global Conference, we can come here with several of our colleagues from several universities presenting their OER programs, which we don't have in place yet. But I'm certain for the first time in years that now and finally OERs are everybody's business in the Swedish high education system. So thank you very much. [APPLAUSE] And if you want to study in Sweden, [INAUDIBLE] just pick a course of program, right? So I hasted it so we can have questions. Or yeah? So is there going to be federal funding for OER creation that's going to be given to institutions? So yeah, no. But the recommendations are that universities should do this. And again, this will still to see some types. I'm not fully understanding the Swedish mentality and culture 100% even after 20 years. So sometimes policies-- well, we have to see. But like in very certain and I see now what's happening already that we try to coordinate this work more for the first time ever, setting aside staff. Like I have a team now, one team member with me, being in the OER team. And there's this Stockholm University library providing another staff. So we're getting now together and forming this coordination. So maybe not funding much, but like time working hours like the heads of universities and libraries will dedicate their staff to work with this. And this is equally important. But as we've heard with the community aspects and that we need the policy, but we need the village, right? And we need to make understand like a beautiful presentation yesterday from Latrobe, Steven, saying like how we need to pay respect also to the daily working situations of our colleagues out there. And so they have a lot of them play, right? So yeah, maybe it's part of this number four here on the road, but that they are through teachers' workload planning. So giving them time for them in their workload planning and all projects are funded. It's up to the universities to decide. Yeah? Question about the five incentives that are very interesting to make. So I'm going to give them a stick. They may read them as a hint. H&MX, can you expand a bit if there's any policy of kind of incentives? Yeah, thank you for this question. That's actually a point I wanted to make. And I forgot to mention this. So the head of our working group is also on the working group. I never thought for the new merit system for academics. So I know if any of you have heard about Kuala, the Coalition for Research Assessment. And in many universities in Sweden, I think most of them, I think I was agreed to sign the contract. And open science is part of it. And part of the Kuala, as I understand it, is coming away from this quantitative assessment of research output more towards political. And in this line of reworking the open science and science incentive system and structure of the promoting scheme, OVR will be open education to come into this. So this makes me also very hopeful. This is now-- now stuff should be able to happen. Thank you. Thank you so much for your presentation. I thought it was great. I'm not 100% familiar with the way education system is structured in Sweden. We have something like a TAIC, which is the Technical and Further Education for like a college, I would guess. Does Sweden have those as well? And are they also included in this? Because I saw a lot of universities that I didn't launch. Yes, and yes. So yes, we do have a university of applied sciences or colleges or a high school, we call them in Swedish. And they are included in this. So yeah. Thank you. I would just like to add the university libraries that are very eager to get started. And I also think it's good that the National Library has to ask what they're doing there in this together. Because we have been working very separately before. I think we'll do something with the recognition this time. So hopefully, again, next time, now it's just to represent this from Sweden last year. We had to let it from Norway, which did much more. But hopefully, we set a new record on attendance with fine projects. Yeah, but-- Do you know of any other national libraries associated with national libraries that are doing this kind of support for old and educational resources? So I know about national libraries. Not being a librarian, I'm still a big learning growth about how university libraries work and national libraries. But there's the British Library, which was in the news for not so nice things the last year. There's Library of Congress in the States. But so then, each every country, I assume, has a national library. But as Ingele was pointing out, not always are they working closely together. Like in Sweden, I assume this is the similar in other countries that the university libraries are part of the public library system. And therefore, we have a connection. But we are all very different target groups and services to our sources. So this is why we're in different organizations. That's my understanding. Yeah? Yeah? Hi. That was a great presentation. And I'm interested in point number three in your role. How do you have a plan on how you're going to educate and enhance teachers and student in the field of accessibility and control that copyright? Yeah, copyright education. What we did already last year started, knowing that this isn't being involved in this is going on. I think it was 2019, took the CCSERC course. Thank you. Amazing online course. So I took this and I contacted them now at the first one of our meetings with my national colleagues and library directors and said, OK, this is coming. This is the state of play. No one is really secure. Should we not take those courses? We don't have to reinvent the wheel. We are all Swedish. So we have now 25 librarians last year throughout the country and taking the CCSERC courses. And so building capacity first in order to be able to rule out this now and help our colleagues help them. So yeah. Thank you. Yeah, thank you. All the questions. I'm interested in number four on your roadmap. Yeah. And that sounds like you're undertaking a publishing enterprise and I'm wondering if there are any thoughts or plans for what that might look like? For publishing. And well, it's different models, right? We have-- this is why we come so far with Open Access. We have a consortium from all university libraries working together and negotiating directly with publishers. So yeah, we are a tiny country, but together we are pretty big anyway. So yeah, I mean, there's different models for open publishing and hybrid models of publishing and selling. I'm not a librarian there by training and I'm not at the sector so long so I can build on a set of work. I think that little recommendations are also valuable for the university libraries because we don't only need platforms. We also need good publishing. Is it going to be for the transfer? Yeah, yeah. Because as I said, we're really to get started and some of them, perhaps, are starting maybe a bit. So basically, I was looking at the-- some-- there was a university that is called-- started their open educational resources platform, the same way as the Open Access week. And I looked at some of the books and I should not have published them. So we need to get together and I think that recommendations-- so we need to cooperate with the university libraries and the resources press to find good practices. Last question and then we take the other question, Roma. Just to read that it's a motivation incentive again because in my institution, and it's very useful to know the incentive is to say that you're at the speed of educational activities, there's not a lot of credits, there's not a lot of motivation. So in Sweden, if it's not about free textbooks to students that's not important, a pedagogy is not super a thing in Sweden. The incentivization you mentioned, I'm not as far as I know that's my surround of open research publishing. So how do you motivate and how do you do this? Yeah, so what we're doing is reforming at the same time the promoting guidelines and schemes. And in tune now, try to be more specific or production of all the aspects. This is in parallel to what we've done. So right now it's the same as in your institution. No one cares if you never take a course, it's open license or not. Like people don't understand people or the difference. How do you change that? Yeah, so we're changing this by having-- like for instance, the head of the committee involved in some different working groups for those things, they save person sitting in both committees. And in the OER committee and in the committee for reworking the promotion guidelines. So in including that OER in the promotion guidelines. But this is a long-term road map in this way. But that's the starting point we don't have to write on. Thank you. Thank you so much. [APPLAUSE] (audience applauding)