A/HRC/28/57 availability, affordability and quality of textbooks, because they can be reproduced cheaply, quickly transmitted to distant locations, updated regularly and adapted to new cultural and linguistic contexts. V. Examples of good practices 85. Different approaches can bring intellectual property regimes into alignment with the right to science and culture: reforming copyright laws to better protect the right to science and culture or supporting novel approaches that encourage innovation and creativity for broader access. Both approaches may be used simultaneously. 86. Several countries have embarked upon a highly participatory process for reforming their copyright law. Brazil, for example, launched a national forum on copyright law, deploying a series of conferences and public audiences to diagnose problems in 2007, as well as using the Internet to elicit feedback on the draft bill. Thousands of comments and contributions were made. In 2014, the copyright law of the United Kingdom was adopted following an extensive consultative process, including public discussions on draft bills. 39 The resulting legislation expands copyright exceptions and limitations and ensures that several crucial exceptions and limitations can no longer be overridden by private contract or unilateral terms and conditions. Those efforts offer a blueprint for maximizing public participation in legislative efforts to align intellectual property regimes with human rights and other public interests. 87. Many countries are encouraging the transition to open access scholarly publishing. For example, in Mexico, Government agencies and universities have collaborated to introduce the National Consortium of Scientific and Technological Information Resources to improve open access to Mexican peer-reviewed journals. The Universidad Autónoma del Estado de México already provides free and open access to more than 640 journals, including 169 from Mexico. Universities are also placing thesis papers, conference papers and other multimedia in institutional repositories. 40 88. In South Africa, open educational resources produced by social publishers help address problems of high-cost textbooks. For example, Siyavula science textbooks for grades 4–12, authored by teams of South African scientists, are licensed for public use through Creative Commons and distributed via the Internet. Teachers prefer those books for their higher-quality content and simple English appropriate for non-native speakers.41 Siyavula estimates that more than 12 million copies of its books are used in South Africa. 42 39 40 41 42 18 See United Kingdom, Intellectual Property Office, Consultation on Copyright: Summary of Responses (2012). Available from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/320223/copyrightconsultation-summary-of-responses.pdf. UNESCO, Global Open Access Portal, “Mexico” (December 2013). Available from www.unesco.org/new/en/communication-and-information/portals-and-platforms/goap/access-byregion/latin-america-and-the-caribbean/mexico/. Cynthia Jimes, Shenandoah Weiss and Renae Keep, “Addressing the Local in Localization: A Case Study of Open Textbook Adoption by Three South African Teachers”, Journal of Asynchronous Learning Networks, No. 17 (2013), pp. 73–86. Siyavula “Our Products” (www.siyavula.com/our-products/, accessed on 4 December 2014).