A collaborative approach to OER policy and guidelines development in the Commonwealth: The case of Botswana, Cameroon, and Sri Lanka
| Published | April 2018 |
| Journal | The International Review of Research in Open and Distributed Learning Volume 19, Issue 2, Pages 71-88 |
| Publisher | AU Press |
| Country | Botswana, Cameroon, Sri Lanka |
ABSTRACT
Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.| Keywords | Botswana · Cameroon · OER · OER policy development · Open Educational Resources · Sri Lanka |
| Published at | Athabasca, Alberta |
| ISSN | 1492-3831 |
| Refereed | Yes |
| Rights | Attribution 4.0 International (CC BY 4.0) |
| DOI | 10.19173/irrodl.v19i2.3415 |
| URL | http://www.irrodl.org/index.php/irrodl/article/view/3415 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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