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Open Educational Resources in Technical and Vocational Education and Training (TVET)



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Open Educational Resources in Technical and Vocational Education and Training (TVET)

  1. 1. Open Educational Resources in Technical and Vocational Education and Training (TVET) Presentation Webinar March, 21, 2018 Ben Janssen & Robert Schuwer 1
  2. 2. Agenda • Approach • Main findings • Conclusions
  3. 3. Approach CC-BY Hester Jelgerhuis
  4. 4. 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
  5. 5. Approach • Literature review • Survey • Interviews • Virtual Conference
  6. 6. Open Educational Resources
  7. 7. Technical Vocational Education and Training CC-BY Dominic Orr
  8. 8. CC-BY Hester Jelgerhuis Main findings
  9. 9. Literature review (1) • 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
  10. 10. Literature review, findings • No substantial research on OER in TVET • Uneven pattern of projects and programs • Main target group: teachers and trainers • Commonwealth Of Learning (COL) is important stakeholder in the field of OER in TVET
  11. 11. Survey 257 usable responses from 54 countries, of which 49% from 3 countries (Nigeria, Kenya, Fiji)
  12. 12. Expert opinions? • Do you consider yourself an expert in OER? • What do you know about this logo? OER expert? CC_Logo? No Somewhat Yes Total I've never seen it 9,3% 10,5% 4,7% 24,5% I've seen it but I don't know what it means 10,5% 18,7% 5,4% 34,6% I've seen it and I know what it means 4,7% 23,3% 12,8% 40,9% Total 24,5% 52,5% 23,0% 100,0% Teachers 53%
  13. 13. Experts: motives to adopt OER, interviews • Quality improvement of learning materials and education • Skills development for teachers and learners • More quickly response to market needs • Inclusion and increasing equity • Enabling collaboration • Cost savings for students • Increase success for students
  14. 14. Experts: main challenges and barriers • Teachers and trainers mostly no educational background • Repurposing is important; insufficient (ICT-)skills to do this • Cultural and language issues hinder reuse • ICT infrastructure inadequate • Teaching load too high • No self-learning skills (non-formal TVET)
  15. 15. CC-BY Hester Jelgerhuis Conclusions
  16. 16. 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’.
  17. 17. Conclusions (2) • From the literature review, the survey, interviews and virtual seminar it may be concluded that there is ‘broad’ support for the viewpoint that OER for TVET can play a positive role in the necessary (up)skilling of people
  18. 18. Conclusions (3) • However, there is a big contrast between this positive viewpoint and the actual practices of adoption of OER in TVET • And, there are big differences between countries, ranging from no awareness to policies developed to adopt OER in TVET
  19. 19. Conclusions (4) • We have identified several projects and programs in which OER for TVET play an important role. • Main target group are trainers and teachers • Commonwealth of Learning (COL) is an important international player in adopting OER
  20. 20. Conclusions (5) • Adoption of OER calls for more than a series of one-off interventions, projects or funding. • Profound adoption of OER requires the creation of education and training ecosystems, wherein adoption of OER is part of larger innovation programs
  21. 21. Conclusions (6) • Our study has shown that in TVET practices openness is a continuum ranging from access to freely available materials to the use and re-use of OER (free and 5R’s) • In the reality of TVET, people appear to have a much broader view on open educational resources than the UNESCO definition. • For many in TVET, free access is more important than the rights to repurpose; see the massive use of Youtube
  22. 22. Epilogue • It would be a big step forward when for and in TVET many more resources will become freely available and accessible without permission to exercise the 5R rights • This could be an important stepping stone towards a broader adoption of OER for and in TVET
  23. 23. Thank you!
  24. 24. Colophon Images • Check. CC0 Tumisu • Open Lion. CC-BY Hester Jelgerhuis • Books. CC0 smithjklc0. • Survey. CC0 andibreit • Interview. CC0 marca_propaganda.