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OER Africa was very pleased to note that UNESCO OER Recommendation (40 C/32) was adopted at the 40th UNESCO General Conference in Paris on 25th November 2019. The formal Recommendation is yet to be posted online by UNESCO but the text can be found here. Approval of the Recommendation represents a significant recognition of the concept of open educational resources (OER) and its potential in education by governments around the world. While 34 Recommendations have been adopted since UNESCO’s inception in 1945, only seven of these pertain to education, so this represents a rare achievement for the OER movement.

OER Africa is proud to have been actively engaged in development of the OER Recommendation. Although the origins of the process may be said to date back to when the term was first coined was first coined in 2002 at UNESCO's Forum on the Impact of Open Courseware for Higher Education in Developing Countries, the first meaningful effort to achieve consensus over global positions on OER took place at the first World OER Congress in Paris in 2012, which led to adoption at the Congress of the Paris OER Declaration 2012. OER Africa participated actively in the work leading up to this Declaration, conducting research on the status of government OER policies, participating in regional workshops leading up to the Congress, and helping with drafting of the Declaration. As the UNESCO website notes, ‘the Declaration marks a historic moment in the growing movement for Open Educational Resources and calls on governments worldwide to openly license publicly funded educational materials for public use’. However, as a Congress Declaration, it has no official status as a UNESCO document.
 
Following from this, a Second World OER Congress was organized in Llubljana, Slovenia in 2017, an event in which OER Africa was again actively involved (conducting further research on the status of OER globally, participating in regional consultation workshops, and playing an active role in the Congress programme and drafting of the Second World OER Congress Ljubljana OER Action Plan 2017
 
This Congress initiated development of a first draft of the UNESCO OER Recommendation for public consultation, with OER Africa having participated in the drafting of this document at a special meeting of experts that took place alongside the UNESCO Mobile Learning Week in 2018. Following receipt of public comments, a second expert meeting took place alongside Mobile Learning Week in 2019, in which OER Africa again participated actively, which culminated in publication of the first official draft of the UNESCO OER Recommendation in April, 2019. As UNESCO Recommendations are ultimately inter-governmental agreements, this version was circulated to governments for their comments and discussed at an Intergovernmental Meeting for the Draft Recommendation in Paris in May 2019, to which all member states of UNESCO were invited and 150 delegates from 100 countries participated. OER Africa was able to attend and contribute to the meeting as an invited expert observer, though UNESCO procedures require that changes to a draft Recommendation can only be made with agreement by all member state representatives.
 
At the May 2019 meeting, the final text of the OER Recommendation was approved by consensus by all Member States and thereafter prepared for formal submission to the 4th UNESCO General Conference in November, 2019, where it was adopted. As the UNESCO website notes, 
'Recommendations are instruments in which ‘the General Conference formulates principles and norms for the international regulation of any particular question and invites Member States to take whatever legislative or other steps may be required in conformity with the constitutional practice of each State and the nature of the question under consideration to apply the principles and norms aforesaid within their respective territories’ (Article 1 (b)). These are therefore norms which are not subject to ratification but which Member States are invited to apply. Emanating from the Organization's supreme governing body and hence possessing great authority, recommendations are intended to influence the development of national laws and practices.'
 
Thus, while not legally binding, Recommendations are important documents within UNESCO and member states are obliged to report to the General Conference on their progress in implementing them. Given this, adoption of the OER Recommendation is a major achievement and one which OER Africa is proud to have contributed.
 
Since the Recommendation was approved, there have inevitably been some criticisms of the final text that was adopted (see, for example, critiques by David Wiley and Stephen Downes). These critiques tend to focus on compromises that were made during the drafting process of the Recommendation that may have the consequence of allowing some ‘closed’ practices to creep into implementation of the Recommendation by governments. While there is technical validity to these critiques, our view at OER Africa is that the OER Recommendation is important for the spirit of what it encourages governments to do, rather than in its specific technical details. As Recommendations are not legally binding on states, those governments that wish to undermine that spirit are more likely to do so by ignoring the OER Recommendation than by seeking to subvert its intent. And the compromises made were an essential part of the process of securing the necessary consensus to adoption of the final OER Recommendation (as we saw clearly during the Intergovernmental Meeting in May, 2019 where the final text was agreed). Consequently, as OER Africa, we believe that these technical limitations are relatively minor in the overall movement towards openness that adoption of the UNESCO OER Recommendation represents. Thus, we are excited to continue our work, and to continue supporting UNESCO and its government in implementing their work, in our joint efforts to harness open licensing to improve access to high quality education for all Africans.

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Open Education Week (OEW) aims to raise awareness and showcase the impact of open education on teaching and learning worldwide.  It spotlights amazing work from over a dozen categories including live, face-to-face events, webinars, projects, and resources.

Open Education Week (OEW) aims to raise awareness and showcase the impact of open education on teaching and learning worldwide.  It spotlights amazing work from over a dozen categories including live, face-to-face events, webinars, projects, and resources.

This year, OEW is taking place on 2-6 March 2020. You can submit an Open Education Week entry in two easy steps Follow the link to find out more.

This report assesses students’ access to educational materials in select institutions within Commonwealth countries. The findings indicate that learners are now engaging with a complex ecosystem of learning materials, both print and digital, in a multitude of differing forms and formats, with various terms of use and durations of sustained access.

This report assesses students’ access to educational materials in select institutions within Commonwealth countries. The findings indicate that learners are now engaging with a complex ecosystem of learning materials, both print and digital, in a multitude of differing forms and formats, with various terms of use and durations of sustained access.

OER Africa was very pleased to note that UNESCO OER Recommendation (40 C/32) was adopted at the 40th UNESCO General Conference in Paris on 25th November 2019. The formal Recommendation is yet to be posted online by UNESCO but the text can be found here. Approval of the Recommendation represents a significant recognition of the concept of open educational resources (OER) and its potential in education by governments around the world.

OER Africa was very pleased to note that UNESCO OER Recommendation (40 C/32) was adopted at the 40th UNESCO General Conference in Paris on 25th November 2019. The formal Recommendation is yet to be posted online by UNESCO but the text can be found here. Approval of the Recommendation represents a significant recognition of the concept of open educational resources (OER) and its potential in education by governments around the world. While 34 Recommendations have been adopted since UNESCO’s inception in 1945, only seven of these pertain to education, so this represents a rare achievement for the OER movement.

OER Africa is proud to have been actively engaged in development of the OER Recommendation. Although the origins of the process may be said to date back to when the term was first coined was first coined in 2002 at UNESCO's Forum on the Impact of Open Courseware for Higher Education in Developing Countries, the first meaningful effort to achieve consensus over global positions on OER took place at the first World OER Congress in Paris in 2012, which led to adoption at the Congress of the Paris OER Declaration 2012. OER Africa participated actively in the work leading up to this Declaration, conducting research on the status of government OER policies, participating in regional workshops leading up to the Congress, and helping with drafting of the Declaration. As the UNESCO website notes, ‘the Declaration marks a historic moment in the growing movement for Open Educational Resources and calls on governments worldwide to openly license publicly funded educational materials for public use’. However, as a Congress Declaration, it has no official status as a UNESCO document.
 
Following from this, a Second World OER Congress was organized in Llubljana, Slovenia in 2017, an event in which OER Africa was again actively involved (conducting further research on the status of OER globally, participating in regional consultation workshops, and playing an active role in the Congress programme and drafting of the Second World OER Congress Ljubljana OER Action Plan 2017
 
This Congress initiated development of a first draft of the UNESCO OER Recommendation for public consultation, with OER Africa having participated in the drafting of this document at a special meeting of experts that took place alongside the UNESCO Mobile Learning Week in 2018. Following receipt of public comments, a second expert meeting took place alongside Mobile Learning Week in 2019, in which OER Africa again participated actively, which culminated in publication of the first official draft of the UNESCO OER Recommendation in April, 2019. As UNESCO Recommendations are ultimately inter-governmental agreements, this version was circulated to governments for their comments and discussed at an Intergovernmental Meeting for the Draft Recommendation in Paris in May 2019, to which all member states of UNESCO were invited and 150 delegates from 100 countries participated. OER Africa was able to attend and contribute to the meeting as an invited expert observer, though UNESCO procedures require that changes to a draft Recommendation can only be made with agreement by all member state representatives.
 
At the May 2019 meeting, the final text of the OER Recommendation was approved by consensus by all Member States and thereafter prepared for formal submission to the 4th UNESCO General Conference in November, 2019, where it was adopted. As the UNESCO website notes, 
'Recommendations are instruments in which ‘the General Conference formulates principles and norms for the international regulation of any particular question and invites Member States to take whatever legislative or other steps may be required in conformity with the constitutional practice of each State and the nature of the question under consideration to apply the principles and norms aforesaid within their respective territories’ (Article 1 (b)). These are therefore norms which are not subject to ratification but which Member States are invited to apply. Emanating from the Organization's supreme governing body and hence possessing great authority, recommendations are intended to influence the development of national laws and practices.'
 
Thus, while not legally binding, Recommendations are important documents within UNESCO and member states are obliged to report to the General Conference on their progress in implementing them. Given this, adoption of the OER Recommendation is a major achievement and one which OER Africa is proud to have contributed.
 
Since the Recommendation was approved, there have inevitably been some criticisms of the final text that was adopted (see, for example, critiques by David Wiley and Stephen Downes). These critiques tend to focus on compromises that were made during the drafting process of the Recommendation that may have the consequence of allowing some ‘closed’ practices to creep into implementation of the Recommendation by governments. While there is technical validity to these critiques, our view at OER Africa is that the OER Recommendation is important for the spirit of what it encourages governments to do, rather than in its specific technical details. As Recommendations are not legally binding on states, those governments that wish to undermine that spirit are more likely to do so by ignoring the OER Recommendation than by seeking to subvert its intent. And the compromises made were an essential part of the process of securing the necessary consensus to adoption of the final OER Recommendation (as we saw clearly during the Intergovernmental Meeting in May, 2019 where the final text was agreed). Consequently, as OER Africa, we believe that these technical limitations are relatively minor in the overall movement towards openness that adoption of the UNESCO OER Recommendation represents. Thus, we are excited to continue our work, and to continue supporting UNESCO and its government in implementing their work, in our joint efforts to harness open licensing to improve access to high quality education for all Africans.