From Commitment to Action Professor Asha Kanwar President and CEO 2 nd World OER Congress 1820 September 2017 Ljubljana Slovenia Partners Outline Background Regional Consultations ID: 642617
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OER for Inclusive and Equitable Quality Education
From Commitment to Action
Professor Asha
Kanwar
President and CEO
2
nd
World OER Congress| 18-20 September, 2017 | Ljubljana, SloveniaSlide2
PartnersSlide3
Outline
BackgroundRegional Consultations:
Asia, Europe, Middle East and North Africa, Africa; Latin America & the Caribbean, PacificGovernment & Stakeholder SurveysTowards Inclusive and Equitable Quality EducationSlide4
BackgroundSlide5
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/ Slide6
The
Road to Ljubljana
ASIAAsia eUniversity: December 2016EUROPEMalta Ministry for Education and Employment: February 2017MIDDLE EAST & NORTH AFRICA
Qatar Foundation: February 2017AFRICAMinistry of Education, Mauritius: March 2017LATIN AMERICA & CARIBBEANUniversity of Campinas: April 2017PACIFICOpen Polytechnic of New Zealand:May 2017Slide7Slide8
OER: Then and Now
Focus was on Governments
PoliciesCommitmentAdditional focus on stakeholdersMainstreaming OER
Concrete Actions20122017Slide9
Regional
ConsultationsSlide10
Objectives of RCOER
Raise regional awareness about the importance of OER and its relationship to SDG4Identify strategies and solutions to overcome the challenges or barriers to mainstreaming OER
Agree on actions for consideration at the 2nd World OER CongressSlide11
ASIA
20Slide12
Highlights: 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.Slide13
Priorities: Asia
Need for improved connectivity More attention to content for people with disabilities
Increased awareness and capacity to use/ develop OERNeed for OER in local languagesNational policies to guide OERSlide14
EUROPE
24Slide15
Highlights: Europe
Mostly led by institutions in project modeAdvanced technologies for multi-lingual searches possible
OER as part of a wider open ecosystemMany initiatives but fragmentedSlide16
Priorities: Europe
Need for political will and national level policiesTeachers critical in mainstreaming OER
Need for business modelsInstitutions must invest in QA and evidenceMove towards open education practicesSlide17
MIDDLE EAST & NORTH AFRICA
13Slide18
Highlights: Middle East & North Africa
National OER Policies: Bahrain & Oman
Institutional initiatives: Open University of SudanNational Portals: Morocco, JordanEmphasis on translating content into ArabicSlide19
Priorities: Middle East & North Africa
More awarenessCapacity-building
Policies at national and institutional levelsRegional cooperationMore original content needed in ArabicSlide20
AFRICA
23Slide21
Highlights: Africa
National OER Policies: South Africa, SeychellesInstitutional initiatives:
eg. National Open University of Nigeria, and Open University of TanzaniaSiyavula model in South AfricaOER Africa supporting institutions to mainstream OERSlide22
Priorities: Africa
Improved access to Internet and electricityEnhanced awareness and capacity to use/develop OER
Policies required at national and institutional levelsAttention to local language resourcesSlide23
LATIN AMERICA & THE CARIBBEAN
18Slide24
Highlights: Latin America & the Caribbean
Public funded educational materials openly licensed
(Antigua and Barbuda)Institutional policy for Open Access and Open Data (Brazil and Chile)Commitment to OER at provincial and city level (Sao Paulo)A general awareness and a willingness to pursue OER (Grenada, Guatemala, Honduras, Mexico)Slide25
Priorities: Latin America & the Caribbean
Need for OER in national languages
Better connectivity Accessible content required for people with disabilitiesIncreased capacity to use and contribute to OERNational policies needed to guide OERSlide26
PACIFIC
7Slide27
Highlights: Pacific
National Policy in Australia, New Zealand, FijiNeed to reduce spending on textbooks and copyright clearance
OER being used in Kiribati, Samoa, Solomon Islands, VanuatuOERuSlide28
Priorities: Pacific
OER policy to align to Regional Pacific Education Strategy Emphasis on indigenous knowledge and culture
Better infrastructure and connectivityOER as freedom, human rights and a people’s movementSlide29
Actions: Stakeholders Identified
GovernmentsEducational Institutions
TeachersLearnersQA AgenciesPublishersCivil SocietyAssociationsLibrarians
International CooperationSlide30
Findings of the Regional Consultations
More governments commit to support OER Specific projects on OER are supported mainly through government funds
Still focused on OER creation rather than OER use All regions want more collaborationSlide31
The SurveysSlide32
Two Surveys
A government surveysent by COL to Member States
Sent by UNESCO to Member States in English and FrenchCOL: stakeholder survey posted online and publicised via social media.Slide33
Government Responses:
102 countries
RegionGovernment
Africa28Middle
East and North Africa12Asia and Pacific
28Europe and North America21
Latin America and Caribbean13Slide34
Government Responses:
PoliciesSlide35
Government Responses: Policies
Considering National OER Policy DevelopmentSlide36
Government Responses: Actions
How are they engaged in OER Activities?Slide37
Government Responses:
Benefits
Increased efficiency and quality of resourcesPromote flexible learningImprove access to resourcesSlide38
Government Responses:
Barriers
Lack of users’ capacity Insufficient access to quality content Lack of appropriate policies Changing business models Language and cultural barriersSlide39
Stakeholder Responses: 638
Region
Stakeholder
Africa144
Middle East and North Africa26
Asia and Pacific253Europe and North America145
Latin America and Caribbean70Slide40
Stakeholder Responses:
BackgroundSlide41
Stakeholder Responses:
BackgroundSlide42
Stakeholder Responses:
Awareness of OER Repositories & PlatformsSlide43
Stakeholder Responses:
Benefits
Reduced costs of learning materialsProvides access to quality materials Enables continuous quality enhancement Save teachers time Slide44
Stakeholder Responses:
Barriers
Lack of policy Lack of capacityLack of quality contentLanguage and cultureChanging business modelsSlide45
Governments and Stakeholders:
CommonalitiesOER provides access to quality materials
Lack of appropriate policy solutionsPoor awareness and capacity of usersChanging business modelsSlide46
Different Focus?
Governments
Language & cultural issuesCost efficiency StakeholdersSaves time for teachersEnables continuous quality improvementSlide47Slide48
Towards Inclusive and Equitable Quality EducationSlide49
Global Trends
Policies
Increasing support, not accompanied by policiesDespite lack of national OER policies, institutional policies have grownRegions with extensive OER activities, not always reliant on national policy as the driving forceSlide50
OER repositories created in the global north more used than those from the global south
Majority of the repositories are at tertiary levelRepositories are available in diverse fields, including early childhood education
Global Trends RepositoriesSlide51
Many governments and stakeholders not clear about OER
Increased focus on open textbooks has led to neglect of OER for lifelong learningGovernments are supporting MOOCs, which are not necessarily “open”
Global Trends AwarenessSlide52
Way Forward
Greater effort needed in creating awareness of the meaning, purpose and advantages of OER
Capacity building for the use and integration of OER for teachersPromote policy development at both regional/national and institutional levels. A normative instrument on OER may assist Member States to adopt OER policy developmentSlide53
Way Forward
Better communication strategies
needed to convey the results of OER researchBusiness models for OER need to be explored Innovations on bridging the digital divide requiredMechanisms to monitor the progress of OER neededSlide54
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