Abstract
Given the recognition of the Open Education Resources (OER) movement in the global scenario, this paper provides an overview of the OER implementation efforts, based on two documents: OER Global Report 2017 and Ljubljana OER Action Plan 2017. The first analyzes the OER progress from 2012 to 2017. The second presents recommended actions and strategies to harness the potential of open-licensed resources. We argue that these documents helped to compose the actions and strategies from the 2019 UNESCO OER Recommendation, which, in turn, motivated UNESCO and partnerships to produce an OER guide under the Pandemic COVID-19, following the 2019 OER Recommendations. Aligned with the innovative experiences brought by the guide, we emphasize the relevance of OER for knowledge sharing.
Highlights
In the current information-driven society, knowledge, skills, and values are fundamental to promoting socio-economic prosperity, reducing social disparities, marginalisation, and exclusion, and enabling the development of the creative potentials of those who are left behind and often remain socially hidden
We examine two documents - Open Educational Resources: Global Report 2017 (COL, 2017b) and Ljubljana Open Education Resources (OER) Action Plan 2017 (Ljubljana, 2017)
We argue that the Open Educational Resources: Global Report 2017 and the Ljubljana OER Action Plan 2017 helped, to a great degree, to build the foundations for the deliberation of UNESCO Recommendation on OER (UNESCO, 2019)
Summary
In the current information-driven society, knowledge, skills, and values are fundamental to promoting socio-economic prosperity, reducing social disparities, marginalisation, and exclusion, and enabling the development of the creative potentials of those who are left behind and often remain socially hidden. We examine two documents - Open Educational Resources: Global Report 2017 (COL, 2017b) and Ljubljana OER Action Plan 2017 (Ljubljana, 2017) They have significant functions in the OER scenario as they describe the OER state-of-the-art globally, address the OER challenges, and present a list of concrete actions to be taken by governments worldwide to mainstream OER and help achieve Sustainable Development Goal 4 - SDG 4 Quality Education (Kanwar, 2017). We argue that the Open Educational Resources: Global Report 2017 and the Ljubljana OER Action Plan 2017 helped, to a great degree, to build the foundations for the deliberation of UNESCO Recommendation on OER (UNESCO, 2019) Such sequential documents play a pivotal role in strengthening action plans to include access to OER teaching and learning resources, which, at this very moment, are so muchneeded due to school and university closure worldwide, imposed by COVID-19. We point out the production of the handbook namely, ‘Guidance on Open Educational Practices during School Closures: utilising OER under COVID-19 Pandemic in line with UNESCO OER Recommendation’ (Huang et al, 2020), produced by UNESCO and its partners, which recalls, and reaffirms the OER principles, policies, and actions to guide the education community in the use of openly licensed teaching and learning materials during the quarantine
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