%0	Report
%A	Hoosen, Sarah
%A	Butcher, Neil
%C	Moscow, Russian Federation, Africa
%E	Knyazeva, Svetlana
%I	UNESCO Institute for Information Technologies in Education
%K	Australia
%K	Brazil
%K	Canada
%K	case studies
%K	Chile
%K	China
%K	Education 2030
%K	Germany
%K	Mexico
%K	Mongolia
%K	New Zealand
%K	nigeria
%K	OER
%K	OER adoption
%K	OER policy
%K	Open Educational Resources
%K	SDG 4
%K	Slovenia
%K	South Africa
%K	sustainability
%K	Tanzania
%K	Tunisia
%K	United Kingdom
%P	1-178
%T	Understanding the impact of OER: Achievements and challenges
%U	https://iite.unesco.org/publications/understanding-the-impact-of-oer-achievements-and-challenges/
%X	The publication “Understanding the Impact of OER: Achievements and Challenges” is the result of partnership between the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and OER Africa, an initiative established by Saide.

It critically reviews the growth of open educational resources (OER) and its potential impact on education systems around the world; and points at some significant achievements as well as key challenges hindering the growth and potential of OER that need to be addressed.

The publication summarizes the conclusions of a series of country case studies conducted by experts from Australia, Brazil, Canada, Chile, China, Germany, Mexico, Mongolia, New Zealand, Nigeria, Slovenia, South Africa, Tanzania, Tunisia, and the United Kingdom. It seeks to shed light on such important issues as the economic and pedagogical value of investing in OER; the role of OER in fostering diversity, inclusion, and in purposively pursuing quality improvement and innovation; and, finally, the extent to which these important issues are being researched.

The publication is addressed to decision-makers, educators and innovators, and is aimed to stimulate the debate about the impact of OER and encourage governments to engage with OER in ways that drive defined pedagogical improvements, while encouraging equity and diversity in global knowledge networks.
%@	978-5-9500869-2-2
%*	does not apply
%>	http://www.oerknowledgecloud.org/archive/Understanding_the_impact_of_OER_2019_final.pdf