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OER for TVET, an Odyssey

Presentation @ OER18 in Bristol, 19 April 2018

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OER for TVET, an Odyssey

  1. 1. OER for TVET, an Odyssey Robert Schuwer & Ben Janssen 1
  2. 2. ἄνδρα μοι ἔννεπε, μοῦσα, πολύτροπον, ὃς μάλα πολλὰ πλάγχθη, ἐπεὶ Τροίης ἱερὸν πτολίεθρον ἔπερσεν: πολλῶν δ᾽ ἀνθρώπων ἴδεν ἄστεα καὶ νόον ἔγνω, A Quest For Reality meeting Expectations of Inclusiveness
  3. 3. Agenda • Study • Relevance • Research • Conclusions
  4. 4. Study
  5. 5. Study commissioned by UNESCO-UNEVOC • In order to fill the gap both on mapping the landscape of OER in TVET and to provide UNESCO – UNEVOC with recommendations • Study performed in period June – December 2017 • Final report delivered February 2018
  6. 6. Technical and Vocational Education and Training (Orr, 2017), adapted Non TVET- learning during working life time
  7. 7. Approach • Literature review • Survey • Interviews • Virtual Conference
  8. 8. Relevance
  9. 9. Relevance: World Bank (World Bank, 2018)
  10. 10. Relevance: Qingdao Declaration “Open Educational Resources (OERs) provide education stakeholders with opportunities to improve the quality of, and expand access to, textbooks and other forms of learning content, to catalyze the innovative use of content, and to foster knowledge creation. We commit to developing sector-wide strategies and capacity building programs to fully realize the potential of OERs to expand access to lifelong learning opportunities and achieve quality education.” (Unesco, 2015)
  11. 11. Relevance: Ljubljana Action Plan, preambule “The Organization has an important role in helping to promote OER at all levels of education: from early childhood, primary and secondary education, to technical and vocational education and training, to higher education, encompassing non-formal and informal educational contexts.” (Unesco, 2017)
  12. 12. Relevance: our study
  13. 13. Relevance comes with costs
  14. 14. World Bank Our study Relevance OER for TVET? Qingdao/ Ljubljana (preambule) High relevance OER for TVET! Research needed (complexity TVET & challenges)
  15. 15. Research
  16. 16. Literature review • 22 collections • Initial search led to 770 publications • After review 45 publications remained • 16 publications were added (a.o. references in one or more of 45 publications) • In total 61 publications have been included in the review
  17. 17. Additional literature review • In DOAJ,, – Broadened search to “Vocational” instead of “Technical and Vocational” – Broadened search to French and Spanish sources • Result: < 5 extra articles about OER in (T)VET
  18. 18. Findings: target sectors OER research (Orr, 2017), adapted Non TVET- learning during working life
  19. 19. Very few research results? Under the radar? Incomplete review? No evidence from interviews and survey Literature review, additional search Very few research results!
  20. 20. Conclusions
  21. 21. Conclusions (1) • Study has revealed that there are not many international (open access) publications on OER for/in TVET. • ‘OER for/in TVET’ not as well researched and discussed as is the case with ‘OER in/for Higher Education’ and/or ‘OER for community colleges’ and/or ‘OER for/in K12’. • OER is of high relevance for TVET
  22. 22. Conclusions (2) High relevance OER for TVET! Questions about inclusiveness of OER regarding TVET! What can we do about it? Very few research results!
  23. 23. Thank you!
  24. 24. Colophon Images • Odysseus and the Sirens. PD • Open Lion. CC-BY Hester Jelgerhuis • Books. CC0 smithjklc0. • Survey. CC0 andibreit • Interview. CC0 marca_propaganda. References • Orr, D. (2017). ICT for a Future-Proof TVET – Opportunities and Challenges. International Forum on ICT and Education 2030, 10-11 July 2017, Qingdao. • UNESCO (2015). Qingdao Declaration: Leveraging ICTs to achieve Education 2030. Available at • UNESCO (2017). Second World OER Congress Ljubljana OER Action Plan 2017. UNESCO, Paris. • World Bank (2018). World Development Report 2018: Learning to Realize Education’s Promise. Washington, DC: World Bank. DOI:10.1596/978-1-4648-1096-1