I, personally, do not believe indicators and metrics are useful for such goal.

I understand it in the way that these indicators and metrics aim at competences acquired and developed by the use and creation of OER rather than at this use, under a competencies framework such as the francophone one https://ifadem.org/sites/defau... - https://ifadem.org/sites/defau...

Assessing competence as a result of use of OER is very different from assessing quality in the production of OER. I think that the importance of quality assuring OER is often overstated. Similarly, quality concerns are often used as an excuse not to engage with OER. When it comes to OER it is the context of use that is critical. E.g. A good quality OER can be used in an inappropriate context producing poor results.

Governments must find ways to foster diversity and local choices while establishing and guaranteeing the use of open and interoperable standards on media, software and content (open source - open source or open source, Open access - free access to knowledge, open knowledge - free sharing of knowledge and knowledge ...). Effective access to the multitude of resources available to users and the affirmation of the pedagogical freedom of the teacher, who can construct his own learning scenarios on the basis of curation solutions rather than to undergo a tool, a support, imposed and not relevant co

In terms of quality assurance we could encourage the development of peer-review mechanisms. I agree with Lorna that context is essential and will determine the usefulness of resources.