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The April 2015 release of the RDA Toolkit includes major content updates to "RDA: Resource Description and Access." Several of the revisions included in the release modify instructions that are used by music cataloguers on a regular basis. This article reviews the most important of these changes with the purpose of making it easier for music cataloguers to navigate the various changes that have taken place in relation to music cataloguing. It examines specifically the impact of the revisions regarding the statement of responsibility, the extent of notated music, the duration, preferred titles of musical works, abbreviations in titles for parts of musical works, and access points representing musical expressions. The article illustrates some of the changes by including examples that were revised or added. It also includes a table which is a comparison of the structure of 6.14.2 instructions before and after the April 2015 update, because of the numerous changes in this area. While this article is aimed primarily at music cataloguers, it could also be of interest to music librarians concerned with cataloguing issues.

The article offers a state of the art and an analytical overview of what the following institutions propose in terms of distance learning and e-learning (FAD, or formation à distance) for library professionals (courses to prepare the concours or formation continue or continuing education): the Centre national d’enseignement à distance (CNED), the Centres régionaux de formation aux carrières des bibliothèques (CRFCB), the Ecole nationale supérieure des sciences de l’information et des bibliothèques (ENSSIB) and the Agence bibliographique de l’enseignement supérieur (ABES). It shows how the various actors have made use of the tools they have at their disposal (educational platforms that include the Web 2.0’s functionalities, e-learning tutorials for self-training, teleconferences etc.) and distance learning practices (tutorials in both asynchronous and synchronous modes, blended learning combining face-to-face and distance learning, etc.). The article also analyses the conditions necessary to the trainees’ success: the quality of the services (courses and monitoring) offered by the education centres, the degree of motivation and involvement of the trainees in the programmes, the clarification of the staff entitlements under the staff rules and regulations of the institution where the trainee works. The expected development of distance learning (FAD) must encourage education centres to diversify and complement their offer; make sure the latter is clearly positioned in the general landscape of education including classic face-to-face sessions; to keep up with the technological and pedagogical developments; take into account the question of costs; and develop the skills of the personnel responsible for educational content and the trainers.

Several European countries, including France in 2016, have introduced a new right into their national laws which allows the author of a scientific article, under certain conditions, to make free use of his (her) paper after a given period of time following its initial publication in a scholarly journal. This so-called secondary publication right provides, in particular, a secure legal framework for green Open Access. Despite some remaining uncertainties about details of application rules and about its short-term impact, this legal right presents evidence of real progress, by strengthening the authors’ position in their relation with publishers and, more generally, by reflecting increased awareness and support of Open Access by policy makers.

Report about the 12th conference organized in Montpellier by the french Agence Bibliographique de l'Enseignement Supérieur (ABES)

This article questions the sustainability of dual vocational training schemes that are Family Farm Schools (FFS) in Africa in general and, in a particular way in Cameroon, where they face real difficulties to ensure their empowerment. These Family Farm Schools, whose educational formula will be spread throughout the world like a swarm of bees thanks to the cooperation between France and partner countries, still struggle to take root sustainably. The analysis focuses more on financial sustainability, as the ability of Family Farm School's Promoter Organizations to ensure their operational autonomy by having the necessary resources to cover all expenses. The article aims to be both a historical research and analysis of the main difficulties anchoring the Family Farm Schools in the African context and challenges to a sustainable implementation of the Family Farm Schools in Cameroon.

Since the creation of the first open archive in the United States in 1991 in the field of physics ( arxiv.org ) , an expansion of this type of experience is noticed through the scientific establishment of all countries supported by the supporters and the strongest supporters of open access to scientific publications such Steven Arnad . Developing countries have joined this movement including Arab countries such as Algeria . This article provides an overview of open archives and institutional repositories established in Algerian universities and research centers and prospects of their development.