2019 UNESCO Recommendation on OER
Action Area 2 – Supportive Policy
Research
Ongoing research is critical to assessing the impact of OER on education systems and informing evidence-based policy decisions. Governments and institutions should support studies on OER adoption, learning outcomes, cost-effectiveness, and innovative pedagogical approaches. Research collaborations between universities, research institutions, and international organizations should be encouraged to advance knowledge in this field.
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Harnessing OER Practices to Drive Pedagogical Improvement: The Role of Continuing Professional Development - Case Study
In mid-2017, OER Africa commenced a series of interrelated research activities to explore in more detail the relationship between educationally effective use of OER and Continuous Professional Development (CPD) of African academics, which are brought together in a summary report. The purpose of this work was to move beyond the rhetoric of the OER community to determine what effect the OER movement has had in educational systems and how sustainable this has been. -
Open University of Tanzania Case Study
The Open University of Tanzania (OUT) is an open and distance learning (ODL) institution, operating through a network of 30 regional centres and ten coordinating centres spread throughout the United Republic of Tanzania and beyond the country borders to other parts of Africa. OUT has engaged in several open educational resources (OER) initiatives, starting from 2008 when it began working with OER Africa.
OER Africa collaborated with the OUT management team, the OUT Institute of Educational and Management Technologies (IEMT), and the OUT Library to implement the activities of the Institutionalization of OER Practices Project. The project was framed by a Participatory Action Research approach designed to share and disseminate the project outcomes. -
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