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OER for Inclusive and Equitable Quality Education: From Commitment to Action

Authors:
  • Commonwealth of Learning

Abstract and Figures

Presented by Professor Asha Kanwar, President & CEO, Commonwealth of Learning, at the Latin America and Caribbean Open Educational Resources Regional Conference, Sao Paulo, Brazil, on 3 April 2017. Co-written with Dr Sanjaya Mishra, COL and Dr Ishan Abeywardena, COL.
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OER Regional Consultation
3-4 April, 2017 | Sao Paulo, Brazil
OER for Inclusive and Equitable Quality
Education: From Commitment to Action
Professor Asha Kanwar,
Dr Sanjaya Mishra & Dr. Ishan Abeywardena
Commonwealth of Learning, Canada
Remembering Paulo Freire
Knowledge emerges only
through invention and re-
invention, through the restless,
impatient, continuing, hopeful
inquiry human beings pursue
in the world, with the world,
and with each other.
-Paulo Freire
https://en.wikipedia.org/wiki/Paulo_Freire#/media/File:Paulo_Freire.jpg
Plan
Background
Government & Stakeholder Surveys
Regional Consultations:
Asia, Europe, Middle East and North Africa, and
Africa
Towards the 2nd World OER Congress & Beyond
World OER Congress Paris 2012
Sir John Daniel, Former President of COL The Congress at UNESCO HQ Paris
Image source (CC-BY): http://www.unesco.org/new/en/communication-and-information/resources/multimedia/photo-galleries/open-educational-resources/world-open-educational-resources-congress-in-photos/
Paris OER Declaration 2012
Foster awareness and use
of OER
Encourage the development
and adaptation of OER in a
variety of languages and
cultural contexts
Encourage the open
licensing of educational
materials produced with
public funds
Photo: CC-BY Davide Storti
The 2012 Paris OER Declaration
drafting group at UNESCO
Headquarters, Paris, France
2nd World OER Congress
Ljubljana, Slovenia 18-20 September 2017
Image Source (CC BY):https://www.flickr.com
The Road to Ljubljana
AFRICA
Ministry of Education, Mauritius:
2-3 March, 2017
LATIN AMERICA & CARIBBEAN
UNICAMP: 3-4 April, 2017
PACIFIC
Open Polytechnic of New Zealand:
29-30 May, 2017
ASIA
Asia eUniversity: 1-2 December, 2016
EUROPE
Malta Ministry for Education and Employment:
23-24 February, 2017
MIDDLE EAST & NORTH AFRICA
Qatar Foundation: 27-28 February, 2017
Task Team
Steering Committee
Partners
OER: Then and Now
Focus was on Governments
Policies
Commitment
Additional focus on stakeholders
Strategies
Concrete action
2012
2017
Objectives of RCOER
Raise regional awareness about the importance
of OER and its relationship to SDG4
Identify strategies and solutions to overcome the
challenges or barriers to mainstreaming OER
Agree on actions for consideration at the 2nd
World OER Congress
The Surveys
Two Surveys
A government survey sent by COL to Member States
UNESCO sent the survey in English & French to
Member States
A stakeholder survey, which COL posted online at
http://fluidsurveys.com/s/rcoer-stakeholdersurvey/
and publicized via social media.
Government Responses: 70 countries
Region Government
Africa 30
Middle East and North Africa 7
Asia and Pacific 14
Europe and North America 14
Latin America and Caribbean 5
Key Findings from Government Survey
25
41
3
Policies supporting OER
No Yes Don’t know
26
26.5
27
27.5
28
28.5
29
29.5
National Institutional Project
Types of OER Policies
Key Findings from Government Survey
40
16
14
Considering National OER Policy Development
Yes No No response
Key Findings from Government Survey
33
36
12
18
24
1
12
0 5 10 15 20 25 30 35 40
Through initiatives by institutions and
engaged individuals
Through specific projects or programmes
with public funding
Through specific projects or programmes
with private funding
Through specific projects or programmes
with donor funding
Through government initiatives,
including specific measures and…
Other ways
No
How are they engaged in OER Activities?
Key Findings from Government Survey
Benefits
Promote flexible
learning
Increase efficiency
and quality of
resources
Improve access to
resources
52 52
37 38
46
0
10
20
30
40
50
60
To promote
open and
flexible
learning
opportunities
To increase
the efficiency
and quality of
learning
resources
The cost-
efficiency of
OER
The
innovative
potential of
OER
To improve
access to
quality
resources
Key Findings from Government Survey
Barriers
Insufficient access to quality
content (86%)
Lack of users’ capacity
(84%)
Lack of appropriate policies
(79%)
Changing business models
(71%)
Language and cultural
barriers (59%)
84%
59%
86% 71% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Lack of users’ capacity to access, reuse and share OER
Language and cultural barriers
Insufficient inclusive and equitable access to quality
content
Changing business models
Lack of appropriate policy solutions
Stakeholder Responses: 600
Region Stakeholder
Africa 126
Middle East and North Africa 26
Asia and Pacific 267
Europe and North America 147
Latin America and Caribbean 34
Stakeholder Responses
1% 8%
14%
16%
15%
46%
Respondents: Experiences
No work experience 1-5 yrs 6-10 yrs 11-15 yrs 16-20 yrs Over 20 yrs
43%
17%
26%
13%
0%
10%
20%
30%
40%
50%
1
Main Area of Experience
Teaching
Research
Administration and management
Others
Stakeholder Responses
83%
7%
10%
Respondents: Awareness of OER
Yes No No response
0% 10% 20% 30% 40% 50% 60% 70%
Secondary School
Vocational and technical training
College or university
Industrial or commercial organization…
Government department or ministry
Hospital or medical school
Research institute
Non-governmental organization
Independent consultant
Others
Respondents: Where they work
Stakeholder Responses
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
African Health OER Network
BC Campus Open Textbooks
CollegeOpenTextbook
Directory of Open Access Books
Directory of Open Access Journals
Directory of OER
JORUM
MERLOT
MIT Open Courseware
NOUN OER Repository
NPTEL
OER Commons
OpenLearn
OpenStax College
OER World Map
SkillsCommons
Saylor Academy
Wikiwijs
UTM-OCW
Awareness of OER repositories and platforms
Yes, but have not used Yes, and I use/ have used it No
Stakeholder Responses
Benefits
Reduced costs of
learning materials
Provides access to
quality materials
Enables continuous
quality enhancement
Save teachers time
63%
72%
55%
67% 69%
0%
10%
20%
30%
40%
50%
60%
70%
80%
OER save
teachers time
OER lower the
cost of learning
materials
OER do not
require
permission for
reuse
Open licensing
of OER enables
continuous
quality
improvement
OER assist
developing
countries in
accessing
quality
materials
Benefits of OER
Stakeholder Responses
Barriers
Lack of policy (71%)
Lack of Capacity (68%)
Changing business
models (66%)
68%
59% 65% 66% 71%
Barriers to mainstreaming OER
Lack of users’ capacity to access, reuse and share OER
Language and cultural barriers
Insufficient inclusive and equitable access to quality content
Changing business models
Lack of appropriate policy solutions
Governments and Stakeholders:
Commonalities
Provides access to quality materials
Lack of appropriate policy solutions
Poor awareness and capacity of users
Changing business models
Different Focus?
Governments:
Language & Cultural Issues
Stakeholders:
Saves time for teachers
Enables continuous quality improvement
Regional
Consultations
ASIA
Regional Consultation
1-2 December, 2016
Key Practices - Asia
Free supply of textbooks at school Level
(Bangladesh)
NME-ICT follows CC BY-SA licence (India)
Commitment to OpenCourseWare in eLearning
policy (Malaysia)
OER repositories in India, Indonesia, Malaysia,
Pakistan, Philippines, Vietnam.
Barriers to OER - Asia
Low bandwidth and Internet access
Low attention to content for people with
disabilities
Lack of awareness and capacity to use and
contribute to OER
Lack of availability of OER in local languages
No national policy to guide OER
EUROPE
Regional Consultation
23-24 February, 2017
Rich & Diverse initiatives- Europe
Mostly led by institutions/project mode
Advanced technologies for multi-lingual searches
possible
OER as part of a wider Open ecosystem
Many initiatives but fragmented
Actions- Europe
Need for political will and national level policies
Teachers critical in mainstreaming OER
Need for business models
Invite publishers to enter the world of ‘open’
Institutions must invest in QA and evidence
MIDDLE EAST/N. AFRICA
Regional Consultation | 27-28 February, 2017
Key Practices Middle East/N. Africa
National OER Policies: Bahrain & Oman
Institutional initiatives: Open University of Sudan
Portals: Morocco, Jordan
Emphasis on translating content into Arabic
Needs: Middle East/N. Africa
More awareness
Capacity-building
Policies at national and institutional levels
Regional cooperation
AFRICA
Regional Consultation
2-3 March, 2017
Key Practices – Africa
National OER Policies: South Africa, Seychelles &
Institutional initiatives: Several institutional initiatives,
National Open University of Nigeria, and Open
University of Tanzania
Siyavula courses (developed with philanthropic
support) adopted by South Africa
OER Africa supporting institutions to mainstream
OER
Barriers to OER: Africa
Access to Internet and electricity
Poor awareness and capacity to use and
contribute OER
Lack of policies at national and institutional levels
Lack of local language resources
Actions: Stakeholders Identified
Governments
Educational Institutions
Teachers
Learners
QA Agencies
Publishers
Civil Society
Associations
International
Cooperation
Towards 2nd World OER
Congress & Beyond
2016 KL Declaration
Mainstream the use of
OER by developing
strategies and policies at
governmental and
institutional levels to
enhance quality while
potentially reducing the
cost of education
Final Regional Meeting
Auckland, NZ
Outcomes of the Regional Consultations
Global OER Survey Report
Synthesis of Actions
for consideration/ adoption
Progress after 2012?
More policiesinstitutional level
More awareness about the benefits of OER
More champions and advocates
More content availablerepositories; but low
awareness of repositories
Better ICT infrastructure and connectivity
What next?
Evidence-based advocacy
More capacity building
Targeted interventions
Continue to build and strengthen collaborations
Photo credit: https://commons.wikimedia.org/wiki/File:Rabindranath_Tagore.jpg
OER for Inclusive and Equitable Quality Education:
From Commitment to Action
Where the mind is without
fear and the head is held high
Where knowledge is free
Tagore, 1910
rcoer.col.org
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