1 Dr Sanjaya Mishra & Dr. K. BalasubramanianOER Regional Consultation | May, 2017 | Auckland, New Zealand OER for Inclusive and Equitable Quality Education: From Commitment to Action https://upload.wikimedia.org/wikipedia/commons/e/e2/Auckland-skyline.jpg Professor Asha Kanwar, Dr Sanjaya Mishra & Dr. K. Balasubramanian Commonwealth of Learning, Canada
2 Plan Background Government & Stakeholder SurveysRegional Consultations: Asia, Europe, Middle East and North Africa, Africa; Latin America & the Caribbean Towards the 2nd World OER Congress & Beyond
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4 World OER Congress – Paris 2012Sir John Daniel, Former President of COL The Congress at UNESCO HQ Paris Image source (CC-BY):
5 Paris OER Declaration 2012 Foster awareness and use of OEREncourage 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
6 Ljubljana, Slovenia – 18-20 September 20172nd World OER Congress Image Source (CC BY):https://www.flickr.com Ljubljana, Slovenia – September 2017
7 The Road to Ljubljana ASIA AFRICA Asia eUniversity: December, 2016EUROPE Malta Ministry for Education and Employment: February, 2017 MIDDLE EAST & NORTH AFRICA Qatar Foundation: February, 2017 AFRICA Ministry of Education, Mauritius: March, 2017 LATIN AMERICA & CARIBBEAN University of Campinas: April, 2017 PACIFIC Open Polytechnic of New Zealand: 29-30 May, 2017
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9 Dr. Venkataraman Balaji, Director: Technology and Knowledge Management, Commonwealth of Learning (Chair of Task Team) Mr. John Lesperance, Education Specialist: Virtual University for Small States of the Commonwealth, Commonwealth of Learning Dr. Ishan Abeywardena, Adviser: Open Educational Resources, Commonwealth of Learning Mr. Joe Hironaka, Programme Specialist, Communication and Information Sector, UNESCO Ms. Zeynep Varoglu, Programme Specialist, Communication and Information Sector, UNESCO Dr. Cable Green, Director of Open Education, Creative Commons Global Dr. David Porter, Associate Vice President, Education Support and Innovation, BCIT and incoming CEO of eCampusOntario Dr. TJ Bliss, Program Officer, Education Program, Hewlett Foundation Task Team
10 Professor Asha Kanwar, President and CEO, Commonwealth of Learning (Chair)Dr. K Balasubramanian, Vice President, Commonwealth of Learning Dr. Indrajit Banerjee, Director: Knowledge Societies Division, Communication and Information Sector, UNESCO Dr. David Atchoarena, Director: Division for Policies and Lifelong Learning Systems, UNESCO Mr. Gasper Hrastelj, Deputy Secretary-General, Slovenian National Commission for UNESCO Mr. Davor Orlic, UNESCO Chair Team on Open Technologies for OER and Open Learning Steering Committee
11 Partners
12 OER: Then and Now 2017 2012 Focus was on Governments Policies Commitment Additional focus on stakeholders Strategies Concrete action
13 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 Where
14 The Surveys
15 Two Surveys A government survey sent by COL to Member StatesUNESCO sent the survey in English & French to Member States A stakeholder survey, which COL posted online at https://www.surveymonkey.com/r/rcoer- stakeholdersurvey and publicized via social media. made available to COL Focal Points and to National Delegations in UNESCO.
16 Government Responses: 85 countriesRegion Government Africa 28 Middle East and North Africa 11 Asia and Pacific 16 Europe and North America 19 Latin America and Caribbean
17 Key Findings from Government SurveyCut off date 10 May
18 Key Findings from Government Survey
19 Key Findings from Government Survey
20 Key Findings from Government SurveyBenefits Increase efficiency and quality of resources Promote flexible learning Improve access to resources Reasons for OER Activities
21 Key Findings from Government SurveyBarriers Lack of users’ capacity (83%) Insufficient access to quality content (82%) Lack of appropriate policies (79%) Changing business models (71%) Language and cultural barriers (57%) Government Survey Barriers
22 Stakeholder Responses: 72844 Region Stakeholder Africa 161 Middle East and North Africa 37 Asia and Pacific 295 Europe and North America 167 Latin America and Caribbean 68
23 Stakeholder Responses
24 Stakeholder Responses
25 Stakeholder Responses
26 Stakeholder ResponsesBenefits Reduced costs of learning materials (73%) Provides access to quality materials (70%) Enables continuous quality enhancement (67%) Save teachers time (64%)
27 Stakeholder ResponsesBarriers Lack of policy (71%) Lack of capacity (67%) Changing business models (66%)
28 Governments and Stakeholders: CommonalitiesProvides access to quality materials Lack of appropriate policy solutions Poor awareness and capacity of users Changing business models
29 Governments Different Focus? Governments: Language & cultural issues Cost efficiency Stakeholders: Saves time for teachers Enables continuous quality improvement
30 Regional Consultations
31 20 ASIA Regional Consultation 1-2 December, 201648 participants from 24 countries participated, including 20 countries from Asia.
32 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.
33 Barriers to OER - Asia Low bandwidth and Internet accessLow 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
34 24 EUROPE Regional Consultation 23-24 February, 201748 participants from 24 countries participated, including 20 countries from Asia. EUROPE Regional Consultation February, 2017
35 Rich & Diverse initiatives- EuropeMostly led by institutions/project mode Advanced technologies for multi-lingual searches possible OER as part of a wider Open ecosystem Many initiatives but fragmented
36 Actions- Europe Need for political will and national level policiesTeachers critical in mainstreaming OER Need for business models Invite publishers to enter the world of ‘open’ Institutions must invest in QA and evidence
37 13 MIDDLE EAST/N. AFRICA Regional Consultation | February, 2017
38 Key Practices – Middle East/N. AfricaNational OER Policies: Bahrain & Oman Institutional initiatives: Open University of Sudan Portals: Morocco, Jordan Emphasis on translating content into Arabic
39 Needs: Middle East/N. AfricaMore awareness Capacity-building Policies at national and institutional levels Regional cooperation
40 23 AFRICA Regional Consultation 2-3 March, 2017
41 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 While OER policies are in place in only three countries, the notion of policy is contested. For example, in Mauritius there is mention of OER in the national development plan as a strategic objective, but officials do not consider the same as equivalent to policy statement of the government.
42 Barriers to OER: AfricaAccess 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
43 18 LATIN AMERICA & CARIBBEAN Regional Consultation 3-4 April, 201732 participants from 18 countries participated, including 7 countries from Caribbean. countries are Antigua and Barbuda, Argentina, Belize, Canada, Chile, Costa Rica, Grenada, Guatemala, Honduras, Jamaica, Mexico, Slovenia, St Lucia, St Vincent and the Grenadines, Trinidad and Tobago, Uruguay, Venezuela
44 Key Practices - LAC Public funded educational materials openly licensed (e.g. ICT in education policy in Antigua and Barbuda) Institutional policy for Open Access and Open Data (e.g. eduCAPES repository, Brazil and CONICYT, Chile) Commitment to OER at provincial and city level (e.g.Sao Paulo) A general awareness and a willingness to pursue OER evident (Grenada, Guatemala, Honduras, Mexico)
45 Barriers to OER - LAC The dominance of English OER sphere rather than OER in national languages Low bandwidth and Internet access Lack of accessible content for people with disabilities Lack of capacity to use and contribute to OER Lack of national policy to guide OER
46 Actions: Stakeholders IdentifiedGovernments Educational Institutions Teachers Learners QA Agencies Publishers Civil Society Associations Librarians International Cooperation
47 Preliminary Findings of the Regional ConsultationsGreater commitment of governments to support OER Plans to adopt OER Policy at national level Specific projects on OER are supported through government funds Over 100 countries participated in the regional consultations and also responded to the surveys. Commitment to support OER is also available through national development plans and institutional policies in some countries
48 Towards 2nd World OER Congress & Beyond
49 Progress after 2012? More policies—institutional levelMore awareness about the benefits of OER More champions and advocates More content available—repositories; but low awareness of repositories Better ICT infrastructure and connectivity
50 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
51 Outcomes of the Regional ConsultationsGlobal OER Survey Report Synthesis of Actions for consideration/ adoption
52 What next? Evidence-based advocacy More capacity buildingTargeted interventions Continue to build and strengthen collaborations Enlarge the circle
53 Where the mind is without fear and the head is held highWhere knowledge is free Tagore, 1910 OER for Inclusive and Equitable Quality Education: From Commitment to Action Photo credit: https://commons.wikimedia.org/wiki/File:Rabindranath_Tagore.jpg
54 rcoer.col.org CC-BY-SA