Just one month after the new Copyright in the Digital Single Market Directive went into force, the Dutch government has shared their proposal for its implementation, through an amendment of their existing copyright law. The proposal is currently in a public consultation phase.
We would like to provide here an overview of the Dutch proposal to implement locally the new EU educational exception (article 5 in the final version of the Directive). This is the beginning of our effort to track how countries across Europe will implement, over the coming two years, this mandatory exception to copyright for educational purposes.
Are Member States introducing the controversial article 5(2), through which they have the option to make the exception no longer applicable and available to educational establishments if “suitable licenses are easily available on the market (what we call the issue of “license priority”);
What is the scope of the exception:
How are educational institutions and staff defined?
Will the educational community be able to rely on email, cloud services and other password-protected environments, or will these not be considered “secured electronic environments” under the exception?
Will Member States define a priori the extent to which a work can be used, leading to different quantity limits in different countries, or will they let practice and courts (relying on the three-step test) define what is balanced in a given situation?
Choices made on these issues will determine, how broadly – or narrowly – can the exception be depended on. Taken together, they will also create either a harmonized or fragmented legal landscape for teachers and learners across the Union.
Are Member States changing remuneration rules for educational uses? Currently, 17 Member States do not remunerate most or all of the used permitted under their existing education exceptions – will this change with the new exception?
The Dutch proposal is a simple amendment that adds two paragraphs to the existing educational exception (article 16 of the Dutch Copyright Law). In relation to our issues of particular concern, we note that the Dutch government:
decided not to use the article 5(2) backdoor to hack the new educational exception and make it partially or fully not applicable in the Netherlands, which we applaud (because we believe – along with the CJUE – that users should have the right to benefit from the copyright exceptions that were created for their benefit at all times, and not only when there are no market options for them to get a license for those minimum uses that are protected by the exception);
could do more to provide as broad a scope for the exception as possible, within the boundaries set by the Directive;
has proposed not to change its approach to remuneration – use of content under the exception requires fair compensation (art. 16.1.5°).
Additionally, the proposal includes an explicit provision against contractual override (art. 16.6), which implements another important element of the new EU educational exception.
We will be working with our Dutch partners in the consultation phase, both to provide feedback on the government’s proposal, and to monitor other responses to the proposal. The consultations are open until 2 September 2019.
This week, Politico.eu has shared a “non-paper” prepared by the European Commission on article 13, ahead of the next trilogue on 13 December. The Commission has been tasked during the recent trilogue meeting with proposing a compromise solution on the issue of “mitigation of liability in the absence of a license”, in face of diverging views between the European Parliament and the Council.
In general, any direction on this piece of regulation seems to be lost, with actors participating in the trialogue willing to treat the article like a puzzle, in which puzzles can be rearranged in any way possible – beyond the scope of any previously negotiated and legitimized mandate. The process once again proves to be obscure and lacking with regard to basic rules of participatory policymaking.
The Commission was given several guidelines. These include an assumption that platforms do communicate to the public and need to obtain licenses or that automatic blocking should be “avoided as much as possible”, but is also not forbidden.
We decided to check the Commission’s proposal, included in the non-paper against our principles. This has been made difficult by the fact that what is proposed in the non-paper is in many ways vague. Once it becomes more substantial, we will be able to make a definitive judgement. But even now, lack of details on some issues – such as protection of content fitting copyright exceptions from overfiltering – is telling. Continue reading →
Today, we publish joint conclusions on better copyright for higher education and research together with ETUCE / EI federations of teachers’ trade unions and EFEE, the European Federation of Education Employers. This document is an outcome of a joint high level conference organized on 11 April 2018 in Brussels, with the financial support of the European Union Intellectual Property Office (EUIPO).
The event marked for us an important opportunity to discuss with education stakeholders how copyright law can support sound educational policy. This been the goal of our Copyright for Education project, initiated two years ago. Through this project, we have been aiming to strengthen the visibility and position of education stakeholders in the copyright reform debate – in particular with extent to issues like the education exception, which affects them directly.
This joint initiative was coordinated by ETUCE, also with the goal of lobbying for good copyright for education during the vote in the European Parliament on 20 June. The shared conclusions from the conference partners stress that:
#1: A genuine copyright exception
Educators would benefit from an EU-wide education exception – without mandatory remuneration – , which educators can rely upon across the European Union and which defines a minimum standard. Removing copyright restrictions on the digital use of illustrative materials including textbooks for educational purposes would increase legal certainty as this would reduce the financial burdens on education systems and institutions.Continue reading →
Mr. Voss defined the general question as defining “when to pay, and when to use copyright protected works freely”. We believe that we will never have good copyright for education if we see it as just an issue of transfer of funds.
Do you remember the idea of educational fair use? The idea that education can benefit from a broad, flexible exception for a wide range of uses of copyrighted content while teaching and learning? The question is worth asking, as this progressive approach to copyright and education has not been mentioned even once in the ongoing European copyright reform process. It is a sign of how far away we are from right copyright for education. Instead, we are being pulled ever deeper into an opposite model, in which licensing is seen as the best copyright solution for educators and educational institutions. The Council of the European Union has just made one more step in that direction.
A quick reminder where we are with the copyright reform process in Brussels: the key vote in the JURI committee is continuously extended, and currently is planned for January 2018. The date should be seen as tentative. In the meantime, one more committee – the civil liberties committee LIBE – will make it’s vote in late November (but with a sole focus on the controversial article 13, the content filter article). As we await decisions to be made in the European Parliament, a proposal from the Council, prepared by the Estonian Presidency, has recently surfaced. Unfortunately, it spells one more step towards the licensing chasm for the educational sector.Continue reading →
Between 18-20 September we travelled to Ljubljana to attend the 2nd World Open Educational Resources Congress, organized by UNESCO. Our aim was to raise awareness about educational exceptions as complementary means for achieving the goals of Open Education.
Unfortunately, the new Ljubljana OER Action Plan, adopted by UNESCO members at the Congress, does not include actions related to copyright reform. We will continue working with the UNESCO OER policy community to change this.
Educational exceptions, and other issues related to how copyright law regulates education, have traditionally not been considered by the OER stakeholders. The Paris OER Declaration, which was the result of the first UNESCO OER Congress in 2012, failed to see educational exceptions as means of facilitating use and reuse of resources in education.
In July, ITRE Committee voted on an opinion that proposes to extend the ancillary copyright for publishers beyond the press, to include also academic publishers (read our commentary from July). In response, a large group of European academic, library, education, research and digital rights communities has published an open letter on Wednesday. In it, they point out that the proposed law will threaten Open Science and Open Access, and directly contradict the EU’s own ambitions in these fields.
Communia Association is one of the signatories of this letter. We are urging other organisations, especially those active in the fields of Open Access and Open Science, to express their support by signing this letter. Additional signatures will be collected until 1st October – you can sign the letter using this form.
Ancillary copyright extended
Ancillary copyright for publishers, a new right to collect payments and to control the use of headlines and snippets of news articles, has been one of the most controversial parts of the Proposed Directive on Copyright in the Digital Single Market. Both the rapporteur in the JURI Committee and the Estonian EU Presidency currently support this flawed proposal . They do so despite heavy criticism – not just from civil society, academia and libraries, or digital economy companies, but even from some of the Member States.
Press and academic publishers have completely different business models, based on different value creation chains. While press openly publishes content on the Web, academic publishers sell the works of academics at a hefty price, and with a heavy markup. Angelika Niebler, Herbert Reul and Christian Ehler, ITRE members who proposed the amendment that extended the right to academic publishers, have provided no rationale for granting this new right also to academic publishers. They also failed to explain why they are supporting a regulation that will create burdensome and harmful restrictions on access to scientific research and data, as well as on the fundamental rights of freedom of information.Continue reading →
Last week, the Committee on Culture and Education (CULT) of the European Parliament voted on its final opinion concerning the Commission’s Directive on Copyright in the Digital Single Market. Copyright law in the shape proposed by the CULT MEPs would spell disaster for educators and educational institutions across Europe.
This post aims to provide educators with an overview of the changes to the draft Directive proposed by rapporteur Marc Joulaud, a French MEP from the EPP group, and then through amendments by the members of CULT. We start with an analysis of two clashing logics visible in the CULT debate, followed by an overview of key decisions made during the vote. We finish with advice on next steps in the ongoing fight to secure an educational exception that meets the needs of educators.
There are two clashing viewpoints in the ongoing debate on the new educational exception, and each represents a different approach for how to achieve the goals defined by the Commission in its Communication on the DSM strategy and subsequent Directive. These goals include “facilitating new uses in the fields of research and education” and providing a “modernised framework for exceptions and limitations”—which will result in a situation where “teachers and students will be able to take full advantage of digital technologies at all levels of education”.Continue reading →
Diego Gómez is a Colombian student who for the last three years has been prosecuted for sharing an academic paper online. He faces criminal charges – up to eight years in prison. Diego’s story is a symbol of a broken copyright system that becomes a barrier to research and education. And at times simply hurts people.
Last month, Diego was cleared of charges by the Bogotá Circuit Criminal Court. Yet only three weeks later the author of the paper, who in 2013 informed authorities and pressed charges, appealed the decision. The case, which has been ongoing for 4 years, will therefore continue in the appellate court. And Diego can still go to jail for sharing knowledge.
Diego is being supported by Fundación Karisma, the Colombian digital rights organisation. Karisma has launched an Indiegogo fundraising campaign to pay for legal expenses. As Communia, we are supporting the campaign and helping raise $40,000 for this case. Please consider joining theCompartir no es delito: Sharing Is Not A Crime campaign. It is time to end an unfair case that has been a burden for Diego for the last four years.Continue reading →
As the copyright reform process continues in Europe, it is worth noting the result of an Indian case concerning photocopying and the extent of the educational exception. In 2012, Delhi University and a small photocopy shop named Rameshwari Photocopy Service were sued by Oxford and Cambridge University Presses together with the Taylor & Francis Group. The publishers alleged that the photocopying of substantial excerpts from their publications and issuing or selling them in course packs infringed their copyrights. They also argued that Delhi University should obtain a license from the Indian Reprographic Rights Organization in order to make the copies.
Publishers lost both the initial court case and the appeal. In what can be seen as a landmark case, the court provided an expansive interpretation of the Indian educational copyright exception. It highlighted issues of educational equity as a central feature of the decision. The Delhi University case is worth considering as we debate copyright and education in Europe. In the ongoing reform, we should focus our efforts on advocating for what a well-functioning education ecosystem requires to promote successful teaching and learning, and less on protecting publishers’ licensing solutions.Continue reading →