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This second part of a 2 volume-expertise is mainly based on the results ofthe inventory described in the first part. It is also based on a "worrying"statement in the terms of reference of this expert report 1, which states that"Asia enjoys a favourable technological context [in terms of equipmentaccording to UN statistics]. Nevertheless, digital technology is still hardlypresent in the practices of the member institutions of the Agency and thefrancophone university community; So distance education is not well developed:there are currently no French-language distance training courses offered by anestablishment in Asia; The region has only 14 enrolled in ODL over the period2010 - 2014; Only three institutions have responded to the AUF's "Mooc" callsfor projects over the last two years, etc.". The terms of reference alsoindicate a state of deficiency "in the Francophone digital campuses whoseofficials explain that the computer equipment are less and less used forindividual practices". The proliferation of mobile digital technologies thatwould normally constitute an important asset for the development of teachingpractices and innovative research around the Francophone digital campuses hasnot lived up to expectations. The paper refers to another no less importantdetail that would explain the paradox between the proliferation oftechnological tools and the reduction in usage when it indicates that, inparallel, and contrary to the francophone campuses, In English a positivedynamics of integration of T ICE and distance". The document provides concreteexamples, such as the ASEAN Cyber University (ACU) program run by South Koreaand its e-learning centers in Cambodia, Laos, Vietnam and Myanmar, TheVietnamese language and the fablab set up in the region since 2014 without theFrancophonie being involved. A first hypothesis emerges from this premonitoryobservation that it is not technology that justifies the gradual demobilization(or even demotivation) of local actors to establish forms of Francophonepartnerships for training and research. Nor is it a question of political willto improve technological infrastructure in digital training and research.Almost all the interviews carried out within the framework of this missiondemonstrated the convergence of views and ambitious attitudes expressed bythree categories of actors encountered:- political actors met in the ministriesof education of the three countries who are aware of the importance of digitaleducation and the added value generated by technologies for education. Each ofthe three countries has a regulatory framework and national technologicalinnovation projects for education and digital education;- public and privateacademic institutions which, through their rectors, presidents and technicaland pedagogical leaders, demonstrate their profound convictions for digitaleducation (for reasons of quality, competitiveness and economic interest).However, given the rather centralized governance model at state level, themajority of academic institutions in the three countries are often awaiting thepromulgation of legal texts (decrees, charters, conventions, directives , Etc.)that enable them to act and adopt innovative solutions in teaching andresearch;- Teacher-researchers relatively little consulted in this expertise,but sufficiently engaged as actors on the ground to be able to predict theirpoints of view with regard to the use of digital in their pedagogical andresearch activities. Teachers and researchers with relatively modest incomeswould inevitably have a decisive role in any academic reform on the digitallevel if concrete mobilizing arguments could compensate for their shortfalls byjoining digital training or development projects or programs.

Formation {\`a} distance et outils num{\'e}riques pour l'enseignement  sup{\'e}rieur et la recherche en Asie-Pacifique (Cambodge, Laos, Vietnam).  Partie 02 : recommandations et feuille de route