UNESCO IITE published a book “Understanding the Impact of OER: Achievements and Challenges” – UNESCO IITE

flavoursofopenscience's bookmarks 2019-04-17


The UNESCO Institute for Information Technologies in Education (UNESCO IITE) published the outcomes of the study “Understanding the Impact of OER: Achievements and Challenges”, conducted in partnership with OER Africa, an initiative established by Saide. This partnership project builds on a long relationship between two organizations, based on mutual commitment to promoting open learning and open educational resources (OER).

The OER movement is growing rapidly and has reached some remarkable achievements to date. By providing opportunities to expand access to lifelong learning, achieve quality education and establish legal and political frameworks that promote coordinated partnerships, OER has the potential to make significant contribution to Sustainable Development Goal 4: Quality Education (SDG4).

The new publication “Understanding the Impact of OER: Achievements and Challenges” critically reviews the growth of OER and its potential impact on education systems around the world. It points at some significant achievements as well as key challenges hindering the growth and potential of OER that need to be addressed.

Based on a series of case studies from fifteen countries in each of the five UNESCO regions, the publication seeks to shed light on such important issues as the economic and pedagogical value of investing in OER; the role of OER in fostering diversity, inclusion, and in purposively pursuing quality improvement and innovation; and, finally, the extent to which these important issues are being researched.

The publication is addressed to decision-makers, educators and innovators, and is aimed to stimulate the debate about the impact of OER and encourage governments to engage with OER in ways that drive defined pedagogical improvements, while encouraging equity and diversity in global knowledge networks.



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Date tagged:

04/17/2019, 14:33

Date published:

04/17/2019, 10:33