This chapter considers both the role that Open Educational Resources (OER) can play in supporting school-level pedagogical transformation, and the policy approaches to initiate transformation in public school systems. Focusing on the context of Antigua & Barbuda, the chapter recognises that, for change to be effective, it needs to be driven at the systemic level, as this ultimately directs most public school systems’ operations.
The Impact of Open Licensing on the Early Reader Ecosystem examines how to use open licensing to promote quality learning resources for young children that are relevant and interesting. Research in early reading tends to focus on traditional publishing value and supply chains, without taking much consideration of new approaches and solutions emerging from the digitization of content and the impact of open licences. Production innovations considered include content creation models, storybook management and storage, and printing and distribution.
The idea of Public-Private Partnerships (PPPs) has generated growing interest from governments around the world as a possible mechanism for developing and sustaining public infrastructure and services. For example, PPPs were identified at the 2002 World Summit on Sustainable Development as significant tools for achieving global sustainable development. Many governments are turning to the private sector for the financing, design, construction and operation of infrastructure projects.
This research paper sought to engage with the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems, using case studies in the developing world as its action research terrain. The desktop research conducted served to reinforce the urgent imperative for transformation of traditional schooling models, which are increasingly unsuited to the world in which their students live.
This policy brief describes some of the potential disruptions brought by openness as they pertain to key higher education activities of teaching and learning, research, and the impact on higher education policy.
This chapter considers both the role that Open Educational Resources (OER) can play in supporting school-level pedagogical transformation, and the policy approaches to initiate transformation in public school systems. Focusing on the context of Antigua & Barbuda, the chapter recognises that, for change to be effective, it needs to be driven at the systemic level, as this ultimately directs most public school systems’ operations.
The Impact of Open Licensing on the Early Reader Ecosystem examines how to use open licensing to promote quality learning resources for young children that are relevant and interesting. Research in early reading tends to focus on traditional publishing value and supply chains, without taking much consideration of new approaches and solutions emerging from the digitization of content and the impact of open licences. Production innovations considered include content creation models, storybook management and storage, and printing and distribution.
The idea of Public-Private Partnerships (PPPs) has generated growing interest from governments around the world as a possible mechanism for developing and sustaining public infrastructure and services. For example, PPPs were identified at the 2002 World Summit on Sustainable Development as significant tools for achieving global sustainable development. Many governments are turning to the private sector for the financing, design, construction and operation of infrastructure projects.
This research paper sought to engage with the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems, using case studies in the developing world as its action research terrain. The desktop research conducted served to reinforce the urgent imperative for transformation of traditional schooling models, which are increasingly unsuited to the world in which their students live.
This policy brief describes some of the potential disruptions brought by openness as they pertain to key higher education activities of teaching and learning, research, and the impact on higher education policy.
