International organizations are influencing governmental open educational resource (OER) policies around the world. The researcher is exploring how international organizations use different policy instruments to impact provincial, state, and national OER policies. Instruments include reports, advice, conferences, initiatives, and declarations. A survey found many countries cite international influences on their OER policies. The researcher will interview representatives from organizations and governments to understand these influences and recommend how international policies could better support national ones.
This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues.
Co-presented with Sara Frank Bristow (Salient Research) at OER14 (http://oer14.org/)
A presentation on JPND Joint Transnational Calls, delivered by Marlies Dorloechter, JPND Management Board Member, at the Month of the Brain confernce, May 14th, Brussels, 2013
Module 1: What is Policy? Dima course contentMichael Kenny
This 20 slide presentation What is Policy? is Module 1 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues.
Co-presented with Sara Frank Bristow (Salient Research) at OER14 (http://oer14.org/)
A presentation on JPND Joint Transnational Calls, delivered by Marlies Dorloechter, JPND Management Board Member, at the Month of the Brain confernce, May 14th, Brussels, 2013
Module 1: What is Policy? Dima course contentMichael Kenny
This 20 slide presentation What is Policy? is Module 1 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
This 21 slide presentation Needs Analysis is Module 2 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
“Open Research Data: Implications for Science and Society”, Warsaw, Poland, May 28–29, 2015, conference organized by the Open Science Platform — an initiative of the Interdisciplinary Centre for Mathematical and Computational Modelling at the University of Warsaw. pon.edu.pl @OpenSciPlatform #ORD2015
Welcome Speech At The Libsense Regional Open Science Policy Development WorkshopElvis Muyanja
By Prof. Venansius Baryamureeba, Chairman Of Board Of Directors, Uganda Technology And Management University (UTAMU) barya@utamu.ac.ug | www.utamu.ac.ug
Derick Mitchell CARDI Event December 2014jpndresearch
Derick Mitchell delivered a JPND presentation at the seminar organised by the Centre for Ageing Research and Development in Ireland (CARDI) on current and future dementia research on 12 December 2014 in Dublin. The event was organised in collaboration with Irish Network for Research in Dementia and Neurodegeneration, Alzheimer's Society Northern Ireland and the Alzheimer Society of Ireland.
Decentralised Development Cooperation ODA Extended by local and regional gove...OECDregions
Presentation on Decentralised Development Cooperation ODA Extended by local and regional governments made at the 5th Assises of Decentralised Cooperation, held in Brussels, Belgium on 10 July 2017. Presentation by Aziza Akhmouch and Jens Sedemund
Presentation made at the 5th Assises of Decentralised Cooperation held in Brussels, Belgium, on 11 July 2017. Presentation by Stefano Marta.
More information: http://www.oecd.org/regional/regional-policy/OECD-project-on-decentralised-development-co-operation.htm
More Years, Better Lives JPI February 2015jpndresearch
Natalia Martin, ANR France, delivered a JPND presentation to the More Years, Better Lives JPI on "Linkage and Alignment", in Berlin on February 5th, 2015
Convergence, Grand Challenges, team Science and Inclusionkhargonekar
A talk that gives a detailed picture of the concepts of convergence paradigm for transdisciplinary research, team research, inclusive teams, and how all these can come together to address societal grand challenges.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
My presentation on the OERAC Survey at our session today at EDEN EODLW2020 #eodlw2020 ICDE Global Outlook to OER: What’s on the calendar and how to engage?
Thursday, 5 November 2020, 17:00 CET
Format: Workshop
Moderator : Ebba Ossiannilsson
Speakers: Torunn Gjelsvik, Jacques Dang, Anaïs Røed Malbrand, Daniel Burgos, Davor Orlic, Ebba Ossiannilsson
This 21 slide presentation Needs Analysis is Module 2 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
“Open Research Data: Implications for Science and Society”, Warsaw, Poland, May 28–29, 2015, conference organized by the Open Science Platform — an initiative of the Interdisciplinary Centre for Mathematical and Computational Modelling at the University of Warsaw. pon.edu.pl @OpenSciPlatform #ORD2015
Welcome Speech At The Libsense Regional Open Science Policy Development WorkshopElvis Muyanja
By Prof. Venansius Baryamureeba, Chairman Of Board Of Directors, Uganda Technology And Management University (UTAMU) barya@utamu.ac.ug | www.utamu.ac.ug
Derick Mitchell CARDI Event December 2014jpndresearch
Derick Mitchell delivered a JPND presentation at the seminar organised by the Centre for Ageing Research and Development in Ireland (CARDI) on current and future dementia research on 12 December 2014 in Dublin. The event was organised in collaboration with Irish Network for Research in Dementia and Neurodegeneration, Alzheimer's Society Northern Ireland and the Alzheimer Society of Ireland.
Decentralised Development Cooperation ODA Extended by local and regional gove...OECDregions
Presentation on Decentralised Development Cooperation ODA Extended by local and regional governments made at the 5th Assises of Decentralised Cooperation, held in Brussels, Belgium on 10 July 2017. Presentation by Aziza Akhmouch and Jens Sedemund
Presentation made at the 5th Assises of Decentralised Cooperation held in Brussels, Belgium, on 11 July 2017. Presentation by Stefano Marta.
More information: http://www.oecd.org/regional/regional-policy/OECD-project-on-decentralised-development-co-operation.htm
More Years, Better Lives JPI February 2015jpndresearch
Natalia Martin, ANR France, delivered a JPND presentation to the More Years, Better Lives JPI on "Linkage and Alignment", in Berlin on February 5th, 2015
Convergence, Grand Challenges, team Science and Inclusionkhargonekar
A talk that gives a detailed picture of the concepts of convergence paradigm for transdisciplinary research, team research, inclusive teams, and how all these can come together to address societal grand challenges.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
My presentation on the OERAC Survey at our session today at EDEN EODLW2020 #eodlw2020 ICDE Global Outlook to OER: What’s on the calendar and how to engage?
Thursday, 5 November 2020, 17:00 CET
Format: Workshop
Moderator : Ebba Ossiannilsson
Speakers: Torunn Gjelsvik, Jacques Dang, Anaïs Røed Malbrand, Daniel Burgos, Davor Orlic, Ebba Ossiannilsson
Using research findings to inform policy and practice: the approach taken in ...Mike Blamires
Presentation by Isabella Craig, DCSF; Caroline Thomas, University of Stirling and Academic Co-ordinator for the ARi; Mary Beek, Adoption Team Manager, Norfolk Children's Services & Professional Advisor to the ARi and Mary Lucking, Head of Adoption, Children in Care Division, DCSF.
This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues. In describing the policy context for OER we provide a short historical review of relevant policy, including the Budapest OA Initiative (2002); the establishment of a Global OER Community (2005); the Cape Town Declaration (2007) and the Paris Declaration (2012). We then go on to look at each continent in turn and talk about the different kinds of policy climates, highlighting local and national case studies which merit particular interest. We pay particular attention to the USA, where there are many interesting policies at institutional, local and state levels (and where original research has been undertaken in collaboration with OER pilot participants).
Public Governance Seminar - What works: Towards Evidence Informed Policy MakingOECD Governance
The objective of this seminar is to examine emerging national models for evidence-informed policy and to explore opportunities for international co-operation in the increasingly global movement to synthesis evidence on What Works in a range of policy interventions.
There is growing international interest in the use of a What Works approach and in building a global evidence-base for policy interventions.
This seminar asks the question: what would be the benefits of international co-operation and what practically could the OECD do to support this international agenda?
For more information see www.oecd.org/gov
RIDLs presentation at M25 / CILIP conference - London, 31/01/2014InformAll
A presentation on the current work programme for the Research Information and Digital Literacies Coalition (RIDLs), and initiative aimed at developing awareness of information literacy across different communities of interest in the realm of higher education and beyond. The presentation is at the conference entitled 'From the road less travelled to the information super highway: information literacy in the 21st Century', organised by the M25 consortium of London academic libraries and CILIP.
Similar to Impact of International Organizations on Governmental OER Policies (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Impact of International Organizations on Governmental OER Policies
1. Impact of International Organizations on
Governmental OER Policies
PhD Research Presentation, Open Education Global Conference,
22-24 April 2015, Banff, Alberta, Canada
igorlesko@oeconsortium.org
Twitter: @igor_lesko
Unless otherwise noted, Impact of International Organizations on Governmental OER Policies by Igor
Lesko is licensed under a Creative Commons Attribution 4.0 International License.
2. Acknowledgement
PhD research made possible with support of the Global
OER Graduate Network (GO-GN)
http://oer-unescochair-ounl.ning.com/
&
The William and Flora Hewlett Foundation
3. - Registered PhD researcher at Open Universiteit (OU NL)
- 2014-2018
- Member of GO-GN
- Working for the Open Education Consortium (former OCW
Consortium) – www.oeconsortium.org since 2010
- Supervisory Team:
- Prof. Dr. Fred Mulder
- Dr. Cable Green
- Dr. Dominic Orr
4. Aim of the PhD Research
Explore how International Organizations (IOs) are
influencing Governmental OER Policies around the world.
6. PhD Research Questions
• What OER policy instruments can be identified as being used by
different IOs?
• What impact do IO OER policy instruments have on provincial, state
and national Governmental OER policies?
• What recommendations, if implemented, would lead to IO OER
policy instruments more effectively supporting governmental OER
policies?
Note: Impact of IOs will be examined during different stages of the
governmental OER policy process and will include policy
development, adoption and implementation stages.
7. Courses of Action by Governments = Public Policy
Instruments
Regulations
• Legislation (Sticks)
Economic
Means
• Provisioning of or taking away of resources (Carrots)
Information
• Transfer of knowledge: (Sermons)
(Bemelmans-Videc et al.; 1998)
8. Context: Why Focusing on Governmental
OER Policies?
• In the context of widespread budget cuts, growing demand for
education, and rising cost of education, governments are searching
for new and innovative ways to address the growing demand for
post-secondary education while making education more affordable,
accessible, more responsive to the demands of the knowledge
economy, and effective.
• Governments around the world have been proposing strategies or
approving policies related to OER (Brazil, Canada, India, Indonesia,
Netherlands, Scotland, Slovenia, South Africa, USA, etc.).
9. Context: Why Focusing on Governmental
OER Policies ?
OER policies (at provincial, state and/or national levels) are needed in
order to advance mainstreaming and uptake of OER practices
(openness in education agenda)
(Mulder, 2013; Bossu et al., 2012)
10. Why Focusing on Impact of International Organizations
(IOs) on Governmental
OER Policies ?
• IOs increasingly seen as policy actors as opposed to just policy
advisors or mediators (Henry et al., 2001).
• National policymaking is still largely mediated by national politics
and traditions
However
• It is increasingly linked to globalized policy discourses, pressures
from Inter-governmental Organizations (IGOs), International
nongovernmental Organizations (INGOs) and/or global policy
networks (Rizvi and Lingard, 2010).
11. Why Focusing on Impact of International Organizations
(IOs) on Governmental OER Policies ?
While there appears to be consensus about the influence of IOs on
national policy making little is known about whether and how these IO’s
influences translate into concrete national policies or how they
influence national policy making in general (Shahjahan, 2012;
Christensen, 2006).
PhD Research investigates IOs’ influences on governmental policies in
the context of OER.
12. OER Policy Instruments – International Organizations
(Working Definition)
Such OER policy instruments might include the following:
• Producing policy reports
• Providing policy advice/support or analytical assistance
• Sponsoring or organizing local, regional and international meetings/conferences
• Organizing policy forums
• Capacity building/training programs
• Organizing specialized initiatives/programs
• (Implementing Paris OER Dec)
• Advocacy or awareness raising activities
• Carrying out research activities
• Publishing thematic reviews, working papers, case studies
• Issuing guidelines or codes of practice
• Issuing declarations and recommendations, (e g. Paris OER Declaration)
• Enacting policies at IOs
• Funding initiatives
Note: Policy instruments applicable to IGOs and INGOs were informed by a review of numerous resources (Balzer and
Martenas 2004; Shuller and Vincent-Lancrin, 2009; Christensen, 2006). The wording of some policy instruments was modified
in an attempt to create a more generic set of policy instruments that would be relevant to both IGOs and INGOs.
13. Inter-governmental Organizations
(IGOs) included in the Research
Commonwealth of Learning (COL)
European Commission (EC)
Organization for Economic Cooperation and Development
(OECD)
Organization Internationale de la Francophonie (OIF)
Organization of the American States (OAS)
United Nations Education, Scientific and Cultural
Organization (UNESCO)
World Bank (WB)
15. Foundations Included in the Research
Gates Foundation
Hewlett Foundation
International Development Research Centre
Open Society Foundation
Qatar Foundation
Saylor Foundation
Shuttleworth Foundation
16. Governments Included in the Research
1st Phase
Brazil Canada (Alberta and BC)
France India
Indonesia Mongolia
Netherlands Oman
Poland Scotland
Slovenia South Africa
USA (Washington + California)
2nd Phase (TBD)
Colombia China
Kenya New Zealand
Turkey
17. Governmental OER Policies & the Influence of IOs
(CERI/OECD Survey of Governments) I
• Since 2014, Centre for Educational Research and Innovation (CERI) at
the OECD has been investigating the potential and impact of OER to
improve teaching and learning.
• A comprehensive report entitled, ‘Open Educational Resources – a
catalyst for innovation’ will be published in 2015.
• As part of this process, CERI/OECD carried out a survey, in 2014, with
governments around the world about their policy support for OER. This
was followed by a policy seminar in January 2015 to discuss policy
support options for OER.
• Two questions about the influence of IOs and in what ways were
included in the survey
– Survey distributed to OECD member countries (34) and Key Partner countries (5)
18. Governmental OER Policies & the Influence of IOs
(CERI/OECD Survey of Governments) II
Governmental Policy? Countries
YES Austria, Belgium (Flemish community), Brazil, Canada,
China, Czech Republic, Denmark, Estonia, Germany,
Finland, France, Indonesia, Israel, Island, Italy,
Netherlands, Norway, Poland, Portugal, Slovenia, South
Korea, Spain, Turkey, United Kingdom, United States of
America
NO Australia, Japan, Luxembourg, Latvia, New Zealand,
Slovakia, Sweden, Switzerland
Source: CERI/OECD government survey – in forthcoming report
• Number of responses: 33
• 25 indicate that they have governmental policy to support OER production and
use.
19. Governmental OER Policies & the Influence of IOs
(CERI/OECD Survey of Governments) III
Source: CERI/OECD government survey – in forthcoming report
11 out of 25 countries report a combination of indirect funding, codes of practice and
information campaigns.
0 2 4 6 8 10 12 14 16 18 20
Indirect funding programmes
Codes of practice/guidelines on
production and/or use of OER
Direct funding programmes for
the production of OER
Information campaigns directed at
promoting the production
and use of OER
Regulations or legislation
supporting the use of OER
Number of countries stating that they use policy instrument
20. Governmental OER Policies & the Influence of IOs
(CERI/OECD Survey of Governments) IV
Influence of Organizations on the design and/or implementation of governmental
OER interventions
Organizations National
(4)
International
(4)
National &
International
(2)
Type or
organizations
Ministries
Local
experts/universities
EC, OECD,
UNESCO + Chairs,
CC, OEC
Type of influence/
Policy instruments
used
Funding, information campaigns, declarations,
recommendations, guidelines, policy advice, policy reports, etc.
Source: CERI/OECD government survey – in forthcoming report
10 countries responded to the questions: Czech Republic, the Netherlands,
Slovenia, Denmark, Spain, Belgium, Finland, Israel, Portugal, Canada
What can we learn from this?
(methodological considerations…)
21. Research Methodology I
With respect to International Organizations and Foundations:
• Initial work: desktop research, identifying an initial set of OER policy
instruments, developing interview protocols.
• Interviewing representatives from the IGOs, INGOs, and
Foundations on their OER policy instruments and associated impact.
• Interview analysis, validation, and dissemination of outcomes
(including reports and journal articles).
22. Research Methodology II
With respect to Governments:
• Intermediate work: desktop research, collecting documented
information on OER policy developments in the selected
countries/states/provinces (through the key contacts), identifying the
groups of government interviewees (through the key contacts),
developing interview protocols, interview training (of the key
contacts).
• Interviewing government representatives.
• Interview analysis, validation and dissemination of outcomes
(including reports and journal articles).
Key contacts will:
– Help identify relevant governmental OER policy developments
– Provide support in approaching a group of appropriate and representative
government interviewees
– Conduct the interviews with the chosen government representatives in several
countries
23. Research Methodology III
• Developing recommendations based on lessons learnt in the study.
• Final work: compiling the journal articles that have been published
or will be published, composing dissertation, dissertation submission
and defense.
24. Research Methodology – Overall Summary
• Protocolled interviews with representatives from IOs will serve to identify
OER policy instruments at IOs level and to explore the intended and observed
impact of such instruments on national OER policy making (answering
research question 1) – slide 24.
• Protocolled interviews with government representatives will serve to analyze
the (perceived) impact of the IO OER policy instruments on governmental OER
policies (answering research question 2) – slide 25.
• Based on the findings from research questions 1 and 2 the study will provide
recommendations that would lead to IO OER policy instruments more
effectively supporting governmental OER policies (answering research
question 3) – slide 26.
25. Thank you for your attention!
igorlesko@oeconsortium.org
Twitter: @igor_lesko
26. References
• Balzer, C., and Martens, K. (2004). International higher education and the Bologna
process: What part does the European Commission play. epsNet 2004 Plenary
conference on political science after the EU enlargement, Prague, June.
http://www.epsnet.org/2004/pps/Balzer.pdf.
• Bemelmans-Videc, M.-L., Rist, R. C., & Vedung, E. (Eds.). (1998). Carrots, Sticks, and
Sermons: Policy Instruments and Their Evaluation. Transaction Publishers.
• Bossu, C., Bull, D. & Brown, M. (2012): The Open Education Movement in Australia:
The Need for Political Leadership. Retrieved from
https://oerknowledgecloud.org/?q=node/537/visitors
• Christensen, K. R. (2006). International Nongovernmental Organization:
Globalization, Policy Learning and Nation-State. Intl Journal of Public
Administration (29): 281-303.
• Dhanarajan, G. & Abeywardena, I.S. (2013). Higher Education and Open
Educational Resources in Asia: An Overview: In G. Dhanarajan & D. Porter (Eds.),
Open Education Resources: An Asian Perspective (pp. 3-18). Vancouver: COL and
OER Asia.
• Henry, M., Lingard, B., Rizvi, F. and Taylor, S. (2001.) The OECD, Globalization and
Education Policy, Oxford: Pergamon Press.
27. References
• Hewlett Foundation (2013), White Paper: Open Educational Resources:
Breaking the Lockbox on Education. http://www.hewlett.org/blog/posts/open-
educational-resources-breaking-lockbox-education
• Hylén, J., Damme D. Van, Mulder, F. and D’Antoni, S. (2012), “Open Educational
Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD
Education Working Papers, No. 76, OECD Publishing.
http://dx.doi.org/10.1787/5k990rjhvtlv-en
• Mulder, F. (2012). The LOGIC of national strategies for Open Educational
Resources. In: Trend Report OER 2012. SURF SIG OER, Utrecht, 72-75.
Retrieved from http://www.surf.nl/en/knowledge-and-innovation/knowledge-
base/2012/trend-report-on-open-educational-resources-2012.html
• Mulder, F. (2013). The Logic of National Policies and Strategies for Open
Educational Resources. IRRODL, 14(2) 96-105. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1536/2505
28. References
• Ngugi, C. N. & Butcher, N. (2011). Promoting Open and Distance Learning: A
Focus on Open Educational Resources. Retrieved from
http://events.aau.org/userfiles/file/corevip11/papers/neil_butcher_n_catheri
ne_ngugi_Promoting_ODL.pdf
• OECD (2007), Giving Knowledge for Free: The Emergence of Open Educational
Resources, OECD Publishing. http://dx.doi.org/10.1787/9789264032125-en
• Rizvi, F. and Bob, L. (2010). Globalizing Education Policy, New York: Routlege
• Shahjahan, R. (2012). The Roles of International Organizations (IOs) in
Globalizing Higher Education Policy. In Smart, J.C. and Paulsen, M.B. (Eds.),
Higher Education: Handbook of Theory and Research. DOI 10.1007/978-94-
007-2950-6_8. Springer
• Schuller, T. and Vincent-Lancrin, S. (2009). OECD Work in the
Internationalization of Higher Education: An Insider Perspective. In Bassett,
R.M. and Maldonado, A. (Eds.), International Organizations and higher
education policy: Thinking globally, acting locally? (pp. 65-81). New York:
Routlege.
Editor's Notes
Previous surveys were done in 2011 OECD and 2012 UNESCO.