TITLE:
From Distance Education in Professional Training to a Francophone Learning Ecosystem: Modelling a Renewed Programme Based on a Multi-Stakeholder Action Research within the AUF Network
AUTHORS:
Richard Ndayishimiye
KEYWORDS:
Action Research, Qualifying Training, Distance Education in Professional Training, Francophone Learning Ecosystem
JOURNAL NAME:
Creative Education,
Vol.17 No.7,
July
21,
2026
ABSTRACT: Distance education in professional training has become a strategic lever for skills development and employability in Francophone space, particularly in sub-Saharan Africa. The “Agence Universitaire de la Francophonie”, through its “Institut de la Francophonie pour l’Ingénierie de la Connaissance et la Formation à Distance—IFIC”, has supported qualifying training programmes for over two decades. Despite their institutional recognition, these programmes present structural shortcomings that limit their full impact on learners’ professional trajectories. This article presents the results of a multi-stakeholder action research project conducted between 2023 and 2026, aimed at renewing the qualifying training programme within the AUF network. The study mobilised a sequential mixed-methods design articulating three complementary data sources: a comparative benchmarking analysis of fourteen international reference institutions (including Coursera, EPFL Extension School, Université TÉLUQ and edX), fifteen semi-structured qualitative interviews with key stakeholders, and a quantitative survey collecting the perceptions of 114 respondents across five stakeholder categories; current learners, alumni, trainers, pedagogical managers and AUF/IFIC staff. Results reveal a programme that is institutionally robust and professionally valued; most of learners and alumni attribute significant career impact to their certificate; yet structurally weakened by four critical gaps: an incomplete training catalogue, an ill-defined focal point role within partner institutions, insufficient tutored support, and the near-total absence of post-training follow-up. Statistical analyses further demonstrate that tutor satisfaction is the strongest predictor of perceived accompaniment quality, both among current learners (Spearman rho = 0.591) and alumni (rho = 0.747). In response, the article proposes a renewed programme modelled around six interdependent macro-processes, integrating a living catalogue, adaptive learning pathways, AI-assisted pedagogical engineering, an alumni network, and a Francophone Competency Passport. This model offers a transferable framework for other university networks operating in multilingual and resource-constrained environments.