This assessment is aimed at identifying and assessing the current conditions and common practices under which Romanian training institutions operate and providing policy makers and training providers with key actions and recommendations to strengthen the education and training system in the country, with the intention of leading to increased economic productivity and competitiveness.
This case study outlines the OER policy development process for the Seychelles’ Information Communications Technology (ICT) in Education and Training Policy (2014-2019) and the subsequent ICT in Education and Training Policy (2022-2027). Both projects were initiated and supported by the Commonwealth of Learning (COL).
Although the concept of OER initially gained publicity in the Global North, OER are gaining traction in Africa, with an increasing number of OER initiatives focusing on areas such as OER advocacy, practice, and research. Today, the concept has been mainstreamed around the world, as exemplified through the unanimous adoption of the UNESCO Recommendation on OER in 2019.
This background paper was prepared for for: The World Bank, UNESCO and ILO (2023). Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries. Washington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO.
Drawing on a comprehensive literature review of best practice in OER measurement, as well as experience of working with UNESCO to support implementation of the Recommendation, this chapter presents an initial framework for the measurement of the effectiveness of the OER Recommendation and proposes indicators that regions, countries, and/or institutions could adopt or adapt to rigorously measure both how OER is used and its effectiveness for improving learning.
Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success and achievement, and a failure to fully empower teachers as facilitators of learning. This inhibits their ability to develop a full spectrum of human learning capabilities amongst learners, especially in their formative schooling years.
In the last decade, a number of OER initiatives in African higher education have sought to address challenges related to the access, supply and contextualisation of educational materials. However, limited information is available on the effectiveness of such initiatives. To gain deeper insight into this, OER Africa conducted research between September 2019 and February 2022. The project analysed the effectiveness of eleven key African OER initiatives in higher education and their influence on developing and supporting effective OER practices.
This report sets out to understand the effectiveness of OER policies to date and whether there is evidence of integration between OER policy provisions and other mainstream government policy commitments or strategic goals.