The Open Education in Tunisian Universities is in essor phase. Its future is therefore dependent on the attitudes and behaviors of actors that revolve around the system and who are able to shape its future.
With reference to the methodology of analysis by actors’ behavioural conflicts and equilibrium of Michel Godet, we obtained the following results:
The positioning of actors, based on their influences and dependencies, showed that the dominant actors are the international partners and the providers of support services.
Supervisory institutions (Ministry, UVT and other Universities) and teachers are relays actors who are empowered to act on the system, while subject to the influence of other actors. They can therefore promote or hinder the process of open education developing.
In terms of power relations, ranking actors revealed that international partners and providers of support services, by their high degree of influence and low dependence, are the actors who have the higher power, hence their strong ability to impose their priorities.
A refined analysis based on the positioning of actors in relation to the objectives has identified issues critical to the evolution of the system:
– Appropriation and control of ICT
– Development of technical infrastructure
