OE Global - Women's Empowerment through OER and OEP
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OE Global - Women's Empowerment through OER and OEP
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Slides from my OE Global 2016 presentation with Beatriz de los Arcos on women's empowerment through openness.
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OE Global - Women's Empowerment through OER and OEP
- 1. Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals Dr Leigh-Anne Perryman Institute of Educational Technology, The Open University UK leigh.a.perryman@open.ac.uk, @laperryman Dr Beatriz de los Arcos Open Education Research Hub, The Open University UK b.de-los-arcos@open.ac.uk @celtatis Photo:UnitedNationsCC-BY-NC-ND
- 2. Sustainable Development Goal 5 Target 5b: ‘Enhance the use of enabling technology, in particular information and communications technology (ICTs), to promote the empowerment of women’ Photo credit: United Nations. Public Domain
- 5. The reality Section of infographic: The World Wide Web Foundation CC-BY
- 6. The reality Inequalities and Respective Barriers Socio-Cultural (e.g. oppressing gender roles for women in male- dominated societies; religious beliefs and practices, gender-unequal social norms, lack of freedom to make decisions) Economic (e.g. lack of economic opportunities, no employment, inability to afford owning ICT equipment, high fees for Internet access) Demographic (e.g. lower caste, less education, dominance of English on the Internet, illiteracy, lack of ICT skill) Psychological (e.g., beliefs creating an inferiority complex among women and lack of confidence) Geographic (e.g. rural vs. urban location, poor transportation infrastructure, long distance to ICT facilities, poor signal strength)
- 7. Analysis of OERH dataset 175 countries N=7,700 76% from Global North 24% from Global South N=7635 Global South 24% Global North 76% Role 38% informal learners 29% formal learners 32% educators 45% informal learners 28.4% formal learners 23.2% educators Gender 62% male 36.6% female 44% male 55% female Age 28% 25-34 years-old 22.3% 25-34 years-old Educational Qualification 38% postgraduate 32% undergraduate 34.5% postgraduate 26% undergraduate Employment status 48.3% full-time 13% part-time 47.2% full-time 17.7% part-time English native speakers 31% 75% Internet Access 56% mobile 49% home broadband 70% mobile 89% home broadband
- 8. • To what extent are women being empowered in developing countries through OER and OEP? • What are the barriers to women’s empowerment in developing countries through open educational resources and practices? • How might those barriers be removed? Research questions Photo: CCAFS CC-BY-NC-SA
- 9. Main reasons for women using OER Global South women Global North women Professional development 68% 56% Training others at work 22% 7% Improving non-native language skills 33% 15% Improving study skills 57% 48% Photo: IICD CC-BY
- 10. Engagement with OER GLOBAL NORTH GLOBAL SOUTH Count % Count % I have adapted open educational resources to fit my needs 668 74.1 186 75.3 I have created open educational resources for study or teaching 230 25.5 70 28.3 I have created resources myself and published them on a CC license 78 8.6 16 6.5 “I have started feeling that there is no harm in sharing my slides and other study material across the globe…” Photo: IT for Change CC-BY
- 11. Challenges experienced when using OER
- 12. Impact of OER use on teaching
- 13. GLOBAL SOUTH FEMALE MALE Count % Count % I have broadened my coverage of the curriculum 99 69.2 124 68.5 I use a broader range of teaching and learning methods 107 74.3 111 63.8 I have improved my skills in information and communication technologies 90 64.7 97 55.7 I make use of a wider range of multimedia 96 71.1 100 59.5 I make more use of culturally diverse resources 65 51.6 82 50.6 I have a more up-to-date knowledge of my subject area 101 73.2 108 63.2 I reflect more on the way that I teach 92 66.2 108 65.9 I more frequently compare my own teaching with others 63 48.8 87 52.4 I now use OER study to develop my teaching 66 56.4 71 49.3 I collaborate more with colleagues 54 42.9 85 51.5 Impact of OER use on teaching - comparison between female and male educators in the Global South
- 14. Implications: Engagement with OER and OEP, and women’s empowerment • Financial power & autonomy through low cost professional development. • Informational power. • Associational power through communities. Photo: DFID CC-BY-NC-SA
- 15. Recommendations Photo: United Nations CC-BY-ND
- 16. ‘In many countries of the world there is gendered access to languages… Whereas men and boys have often had the opportunity to learn the language of power at school, women may only know how to speak their mother tongue’ (Robinson- Pant, 2007). Localise OER (including mother tongue languages) Image: Alberto Lucas Lopez (with permission)
- 17. Release OER in a variety of formats to minimise the cost barrier • OER don’t have to be digital • Hard copy • SD card • Radio programmes • Avoid big videos & games Photo: DFID CC-BY-NC-SA
- 18. Develop and nurture communities of practice • Peer-to-peer support & skills development around OER use & open educational practices • Crowd-sourced translation & localisation Photo: Leigh-Anne Perryman CC-BY Photo:CommonwealthofLearningCC-BY-SA
- 19. Thank you for listening Dr Beatriz de los Arcos Open Education Research Hub The Open University UK b.de-los-arcos@open.ac.uk @celtatis Dr Leigh-Anne Perryman Institute of Educational Technology The Open University UK leigh.a.perryman@open.ac.uk @laperryman Presentation: CC-BY Photo:UnitedNationsCC-BY-NC-ND
Editor's Notes
- L-A Thanks for coming to our session, in which we’ll be reporting on some research we’ve conducted, using Open Education Research Hub data, on the potential for openness to help increase women’s empowerment in the developing world. Our full paper in Open Praxis gives much more detail about the findings so do check it out.
- L-A 25 September, the 193 countries of the UN General Assembly adopted the 2030 Development Agenda, comprising an intergovernmental set of 17 aspirational Sustainable Development Goals (SDG) with 169 targets. Women’s empowerment is the focus of Goal 5, which includes amongst its targets one of only 4 references to ICT amongst the SDG: ‘Enhance the use of enabling technology, in particular information and communications technology (ICTs), to promote the empowerment of women’ (Target 5b).
- L-A A recent report by the World Wide Web Foundation on women’s digital exclusion defines empowerment as the exercise of choice in social, cultural, organisational, economic and political domains. The report gives a clear account of the potential of ICT to increase women’s capabilities (to draw on Amartya Sen’s ‘capabilities’ approach) through the acquisition of: Informational power, communicative power, and associative power.
- L-A And access to ICT also means access to the benefits of open educational resources and practices.
- L-A However, the reality is a story of exclusion and deprivation in many cases. A recent report by the World Wide Web foundation makes depressing reading regarding women’s digital exclusion in the developing world. For example; Women are about 50% less likely than men to use the internet in poor urban communities. Across the 9 surveyed countries in Africa, Asia and South America, 37% of women were Internet users, in comparison with 59% of men. It is clear that privilege leads to even more privilege in that women who are politically active offline are twice as likely to use the Internet, and access to higher education narrows the gender gap in Internet access.
- L-A In our full paper we go into detail about some of the reasons for this digital exclusion, which also prevents women in the developing world from realising the benefits of openness in education through OER and OEP. For now, I’ll just summarise…
- B Intro to OERH and open dataset. Sample breakdown, especially gender in GN and GS.
- B 3 research questions… Photo: CCAFS CC-BY-NC-SA
- B When asked about their interest in using OER, a comparison between responses from women in developed and developing countries reveals that the latter give more importance to the role of open resources in their professional development (68.4% vs 56%), training others at work (22.2% vs 6.7%) and improving both their non-native language skills (32.7% vs 14.6%) and study skills (57.3% vs 47.7%). All these differences were found to be statistically significant (Table 4).
- Bea Engagement with OER is comparable with Global North, and greater in terms of creating OER for study or teaching. Qualitative evidence of changed attitudes towards sharing resources.
- B Women’s engagement with OER & OEP in the Global South is particularly impressive considering the challenges they face in doing so, typically greater than women in the Global North. Go through challenges… Technology problems and finding relevant resources emerge as the biggest disparities between Global North and Global South.
- B Analysis of the OERH dataset in respect of educators’ use of OER, and the impact of this, also reveals disparities between Global North and South with the impact of OER on female teachers’ educational practices appearing considerably greater in the Global South. Go through categories…
- Bea When comparing women and men in the global south, women still show greater impact of OER on their teaching than men, in most categories.
- L-A Implications OER/OEP can help achieve women’s empowerment through the development of: Financial power & autonomy through low cost professional development Informational power (health care, civic participation etc) Associational power through communities The level of engagement with OER & OEP is particularly impressive considering the challenges faced by the women surveyed. BUT – our own research is limited to well-educated women already engaging online with an online survey and the real barriers are societal.
- L-A Our recommendations: We do acknowledge that the biggest barriers to women’s empowerment through openness and ICTs more generally are societal, cultural, and economic. However, we’ve limited our recommendations to those achievable by the open education community.
- L-A We also recommend that OER projects prioritise the localisation of existing and new OER, including translation into mother tongue languages – a common area of exclusion for women who’ve not had an education in English or other languages of power and can only speak their mother tongue.
- L-A Release OER in additional formats to minimise the cost barrier to engagement. (Tess-India; community radio/CoL)
- L-A Prioritise developing communities of practice for OER creation and OEP, including women at all stages of empowerment Examples – VUSSC; Karnataka OER project and Subject Teachers’ Forum developed by the Bengalaru-based NGO IT for Change. FINALLY, Go offline when researching ICTs and openness, and explore more diverse barriers to digital participation and engagement with openness
- L Our full paper in Open Praxis gives much more detail about the findings so do check it out.