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OEB2020 part 2

This is the second part of the Blog from OEB2020. Read the first part here where I wrote shortly about our contributions from ICDE the 4th December 2020 we had a session at OEB2020 The UNESCO OER Recommendation: Opportunity and Challenges, with ICDE, International Council for Open and Distance Education
Presenters were Torunn Gjelsvik, Secretary General, ICDE, International Council for Open and Distance Education Zeynep Voaroglu, UNESCO, Jaque Dang, Aunege France,  Anais Malbrand ICDE, International Council for Open and Distance Education, and Myself, Ebba Ossoannilsson from ICDE, International Council for Open and Distance Education and the OER Advocacy Committee OERAC
My Slides are availble here  

The UNESCO OER Recommendation: Opportunity and Challenges
Torunn Gjeldsvik gave first an overview of ICDE and its mission and vision and the new launched ICDE strategic plan 2021-2024. The overall vision is to:
... achieve the potential of Open, Flexible, and Distance Learning created through our members and learning communities
See more on the launch of the strategic plan here from ICDE President Neil Fassina and Torunn Gjelsvik
Neil Fassina highlights how this new Strategic Plan differs from previous years and how it enables ICDE to stay focused through its forward thinking and visionary approach to ensure that ICDE always remain ahead of the curve when it comes to open, flexible and distance learning. ICDE Secretary General, Torunn Gjelsvik, provides insight into how the organisation has worked in consultation with members and partners to formulate its new Strategic Plan, and underlines that the value of ICDEs work and tangible results are created through the global community. 
Zeynep Voaroglu, UNESCO presented breifly UNESCO and The UNESCO OER Recommendation which was launchec 25 Novmvver 2019 nad adopted by almost 200 member countries. This OER Recommendantion is the 12 Recommendation of its kind by UNESCO, this mark clearly how  importatnt it is, not at least to  reach the SDG4 to Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This Recommendation addresses five objectives: (i) building capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy. She also addrssed the mission for the UNESCO OER Global OER Coalition. The OER Dynamic Coalition - launched by UNESCO on 2 March 2020 - has been established to support the implementation of the UNESCO OER Recommendation. It  is composed of  experts from Member States, with a focus on UNESCO National Commissions, IGOs, UNESCO Category 2 Centres, specialised institutions, civil society and the private sector. The concept for the OER Dynamic Coalition originated from the Ministerial Statement delivered at the 2nd World OER Congress, which was signed by the 14 Ministers responsible for Education on the event’s Ministerial Panel. The OER Dynamic Coalition is also referenced in the Preliminary Report for the Draft Recommendation sent out to Member States in April 2019 and was endorsed by the Category 2 Meeting on the draft Recommendation, held on 27 and 28 May 2019. The vision for the OER Dynamic Coalition is to expand and consolidate commitments to actions in the area of OER, and to promote and reinforce international cooperation among all relevant stakeholders. The principles of gender equality, geographic distribution, and open and accessible participation for all stakeholders to contribute ideas, knowledge and information are guiding principles of the OER Dynamic Coalition. mThe  OER Dynamic Coalition is made up of  four Working Groups dedicated to the first four  Areas of Action laid out in the Recommendation, namely: capacity building, supportive policy, inclusive and equitable quality OER, and sustainability models. Its main role is to share necessary expertise, ensure networking and create synergies towards the implementation of each Area of Action.

Jaque Dang and Anais Malbrand prsented the ICDE project with the OER project with the phrancophone countries in Africa.

Myself, Ebba Ossiannilsson presented the ICDE OERAC survey on The UNESCO OER Recommendation and its implementation.

The Survey covered the five areas in  The UNESCO OER Recommendation (i) Build the capacity of stakeholders to find, re-use, create and share OER, (ii) Develop supportive policy, (iii) Ensure inclusive and equitable access to quality OER, (iv) Nurture the creation of sustainability models for OER, and (v) Facilitate international cooperation. In addition, some questions were related to the effects of COVID-19 in education communities. Both quantitative and qualitative data were collected. Number of respondents N=123.

Results in short:

Respondents were largely representatives from civil society. They likely would not have insight into internal policy efforts until those policies were finalized and made public. 

It is still relatively early for most governments to make policy changes, given the complexity of policy making

The urgency of COVID-19 responses overtook governments works to implement the UNESCO OER Recommendation

In the process of developing policies for supporting OER integration, development and evaluation

COVID-19 acted as a catalyst for greater awareness-raising of OER, and engagement with OER, and support for OER, whether in the form of policy work, infrastructure investment, or resourcesharing was significant.

Most repondents confirmed that due to COVID-19  that most institutions have radically changed the way education institutions do everything: research, teaching, social responsiveness and internationalization. New technologies are used and proven reliabel and there will be more opportunities for international  cooperation and creativity with OER

Recommendations in short:
Reinforcing communication around existing OER efforts, and how they further develop in the coming years will give countries recognition for (direct and indirect) work implementing the UNESCO OER Recommendation and strengthen the framework the Recommendation provides for everyone
Developing a stronger network and practice around information sharing. Whenmore policy makers and institutions become aware of existing (1) capacitybuilding initiatives, (2) supportive policies, (3) examples of incentivestructures and initiatives building more equitable access to quality OER, (4) sustainability models, and (5) examples of monitoring and evaluation efforts, in other countries, it will be easier to adapt these efforts to local needs. 
Even a number of recommenations were even addressed to ICDE on their workespecially on fostering capacaity building, leadership and international collaboration
The Report will shortly be published by ICDE
REPORT ON THE SURVEY ON THE UNESCO OER RECOMMENDATION: Conclusions and suggestion. Ebba Ossiannilsson, Cengiz Hakan Aydin, Jennryn Wetzler. All authors are ICDE Ambassadors for the Global Advocacy of OER, and in the ICDE OER Advocacy Committee 
About OEB 2020 
OEB 2020 was Held Virtually for 5 Days. In 2020, The OEB Global Virtual Experience creates new ways to learn, be inspired, engage, share, collaborate, meet and network online. A unique conference programme fosters exchange on the most important developments and trends that shape the future of learning in the corporate, education and public service sectors. Over 130 sessions offered delegates the chance to take part in an entire week of knowledge sharing. All sessions will be available on demand for 3 months after the event. The full program can be accessed here 

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