What's Happening in OER in Africa

This section provides latest updates to news and events relating to OER in African higher education and will include notices to new policies, research, events/conferences.

Displaying 1 - 37 of 37

Open Education Week – Call for Proposals Now Open

February, 6, 2020

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.

Learners’ Access to Educational Materials in Select Institutions within the Commonwealth

January, 30, 2020

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.

UNESCO General Conference Adopts OER Recommendation

December, 13, 2019

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 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.

Supporting Open Practices with Teachers in Zambia

November, 21, 2019

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.

Creative Commons and access to knowledge

November, 6, 2019

A big barrier to lifelong learning can be the cost of resources. There are worldwide initiatives to change this, though, and it’s helpful to know how to use these resources legally.

One such arrangement is Creative Commons, considered to be the global standard for open licences.

A big barrier to lifelong learning can be the cost of resources. There are worldwide initiatives to change this, though, and it’s helpful to know how to use these resources legally.

One such arrangement is Creative Commons, considered to be the global standard for open licences. These were written by legal experts around the world and dedicated to the public domain. They enable teaching and learning resources to be made available in the public domain. This is usually in their digital form under an open licence and without cost other than the cost of access to the internet. Users of the resources may use, adapt and redistribute them with no or few restrictions.

This article looks at how Creative Commons works, and why it enables access to knowledge.

Guidelines on the development of OER policies

October, 16, 2019

The guidelines describe the whole process for designing and implementing OER policy in seven chapters, each representing a clear phase in the whole process. The chapters introduce the purpose of the phase and provide background information and references with practical examples for illustration. At the end of each chapter, specific tasks are set for the policy-maker, which will help with formulating of the final OER policy. The guidelines start with an introduction to the potential of OER and then ask the policy-maker to determine the vision of the OER policy she or he has in mind. This policy needs a framework, which determines on what level of the education system the policy will be set (scale) and which sector of the education system the policy will cover (focus). This sets out the first part of the theory of change – i.e., it determines what change is envisaged through the policy.

A gap analysis is then necessary to provide a realistic picture of the challenges and the opportunities that the current educational system, its infrastructure, its key members and the overall policy context present for the new OER policy. This can be used as a backdrop for designing the masterplan, which takes the building blocks present in a standard OER policy and specifies them for the specific policy context. These building blocks indicate what is going to be changed. An implementation plan adopts a strategy for how to realise the masterplan effectively and to ensure that all key stakeholders are involved. This phase includes setting up an evidence base and monitoring framework so that the policy can be adjusted during the implementation phase. Finally, the policy developed needs to be launched, so streamlining and checks against the reality of the context should be carried out. This is where the policy-makers have to focus on the outreach of the policy. In this phase, a policy needs to be officially endorsed by someone in an authoritative position – for example, the cabinet, education minister or president of a country – and by educational leaders, to ensure that it can have an impact on the education system. Moreover, it is important to ensure that the policy has been understood by those it is hoping to influence – i.e., the actors and institutions using OER to make teaching and learning better. Finally, a policy should be ambitious and aim to reach the mainstream in the future. Therefore, a review of implementation and its impacts should lead to a discussion of what shape the next-generation policy should take and how the scope and scale of this policy can be extended.

The key readers of this publication are those directly involved in policy design. The aims of these guidelines are to help these people to:

Understand essential subject-matter knowledge on OER through a learning-by-doing process
Develop a set of procedural knowledge on OER policy planning, working through key steps necessary for designing a comprehensive OER policy
Reinforce the contextual knowledge needed to leverage OER in achieving SDG 4 through assessing the policy context and needs for OER, planning institutionalised programmes and drawing up a contextualised masterplan
Ensure the commitment to policy adoption and implementation through integrating stakeholder engagement into the policy-planning process and determining adequate policy endorsement and implementation strategies
Enhance the quality of policy implementation by planning a mechanism for monitoring and evaluation, and working towards an evidence based policy-planning and updating cycle.

Seminar on Open Education Resources at UNISA

August, 23, 2019

The UNESCO Chair on Open and Distance Learning (ODL) at UNISA organised a seminar on Open Education Resources for staff in the university, held on 12th June, 2019. Ephraim Mhlanga and Kirsty von Gogh from Saide and Neil Butcher & Associates respectively facilitated the workshop, which was attended by about 25 participants.

The UNESCO Chair on Open and Distance Learning (ODL) at UNISA organised a seminar on Open Education Resources for staff in the university, held on 12th June, 2019. The seminar took place at the Muckleneuk Campus in Pretoria. Known for its seminal work on OER Africa, an initiative that supports using and creating OER in Africa, Saide was invited to facilitate this workshop. Ephraim Mhlanga and Kirsty von Gogh from Saide and Neil Butcher & Associates respectively facilitated the workshop, which was attended by about 25 participants.

The workshop started with a joint presentation from the two facilitators, which focused on familiarising participants with OER and their potential value in expanding access by reducing the cost of learning materials. In the presentation, workshop facilitators brought home the point that OER are different from commercial products in that anyone can legally and freely copy, use, adapt, and re-share them without any need to pay royalties or licence fees, or request permission. They also informed participants that OER are a whole range of educational materials that include textbooks, curricula, syllabi, lecture notes, assignments, tests, projects, audio, video, and animation. By way of illustration, the presentation also gave specific examples of OER that were developed by some African universities with the support of OER Africa. These examples were mainly in Health Sciences, Agriculture, and use of ICTs in education.

In addition to discussing the concept of OER and their potential value in education, the facilitators also highlighted major international developments and events associated with OER. These were:

The World Open Educational Resources Congress (2012), organised by the Commonwealth of Learning (COL) and UNESCO with the generous support of the William and Flora Hewlett Foundation which attracted over 400 participants from 70 countries. The purpose of this Congress was explained to participants, which was to support government support for OER. The Congress adopted the Paris OER Declaration which encouraged governments to openly license educational materials developed with public funds.
The second World OER Congress that was hosted by the Government of Slovenia in Ljubjana, Slovenia on 18–20 Sept 2017, which aimed at making the transition from commitment to action. Participants were informed that at this conference, the global community identified strategies to harness the potential of OER for achieving inclusive and equitable quality education and lifelong learning for all by 2030.
2019 UNESCO OER recommendations, which provide an opportunity for the open education community to work with national governments to help them understand and implement open education recommendations in their countries.

It was also important to inform participants of how COL and UNESCO are collaborating in the field of OER for advocacy, capacity building, and policy development in order to put into effect the Paris OER Declaration.

Finally, workshop facilitators highlighted how Saide’s African Storybook initiative is making a difference in terms of promoting literacy. Participants were interested to hear about the initiative. Almost all storybooks are written by the African communities that use the storybooks. The storybooks reflect contexts and interests of the people who use them. Saide is responsible for the quality assurance process, and digital publishing makes it possible to have continuous improvement.

The session closed with an informative discussion on OER matters concerning participants, and discussion around Unisa’s OER policy and its implementation.

OER, student efficacy, and user perceptions

August, 23, 2019

This study by John Hilton III synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER.

Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This study by John Hilton III synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER.

COL President and CEO delivers keynote at Pan-Africa distance education conference

August, 5, 2019

COL President and CEO Professor Asha Kanwar delivered a keynote at the eighth Distance Education and Teachers’ Training in Africa (DETA) Conference at the University of Lagos, Nigeria on 24 July 2019.

COL President and CEO Professor Asha Kanwar delivered a keynote address at the eighth Distance Education and Teachers’ Training in Africa (DETA) Conference at the University of Lagos, Nigeria on 24 July 2019.

In her address, ‘Educating the African Learner in an Era of Crises: What are the options?’ Professor Kanwar explored five crises that impact education: climate change, migration and displacement, out-of-school youth, the ‘learning crises’ and the challenge of pedagogy.

OER Africa AfLIA Webinars Series for Librarians

April, 29, 2019

On Wednesday 3 April, 2019, Neil Butcher of OER Africa conducted a webinar for librarians, hosted by the African Library & Information Associations & Institutions (AfLIA). The webinar was the first in a series of three on open education resources (OER) for librarians.

On Wednesday 3 April 2019, Neil Butcher of OER Africa conducted a webinar for librarians, hosted by the African Library & Information Associations & Institutions (AfLIA). The webinar was the first in a series of three on open education resources (OER) for librarians. In the webinar, Butcher introduced librarians to OERs, and described the Creative Commons licences licensing conditions. Butcher explained that librarians need to spend time understanding the licences to be able to explain them to library users, so that these users can get maximum value from OERs and also create and share their own work. Butcher discussed the opportunities presented to librarians, students, and academics through the use of OER, as well as various OER repositories to be found online. These OER repositories provide a platform for content creators to show African content to the world, and ensure that African content creators are active in global knowledge networks. Butcher presented examples of African OERs in practice, and explained how institutional policies on OER use and Internet access are essential for African academic libraries. The webinar was well received, and over 100 librarians participated.

In Webinar 2 in the series, held on 17 April 2019, Lisbeth Levey introduced Open Access (OA) publishing and licensing models. Lisbeth described how to determine reputable OA publishers. Dr Tony Lelliott explained how OER and OA intersect, and how good research can help educators prepare up-to-date and relevant learning materials. He identified African institutional repositories and discussed the importance of institutional OA policies and repository management. By the end of this webinar, librarians understood the ramifications of high-cost journal subscriptions, how they can help researchers identify high-quality OA journals, and how to manage institutional repositories. Librarians should be able to situate themselves as champions of OA within the university community. Webinar participants responded with many questions for the presenters, indicating deep engagement with the topic.

Webinar 3, on 2 May 2019, closed out the series by contemplating the implications of OER for librarians. In the first two webinars, librarians learned how to find and assess openly licenced resources. In the final webinar, presented by Kirsty von Gogh, librarians discovered how to integrate what they learned about openly licences resources into their work. With access to openly licenced resources, librarians need to establish processes for managing this content and to find ways of supporting academics and students to access and use high-quality research and resources.

For more on the webinars series, visit: http://web.aflia.net/open-educational-resources-oer-webinar-series-for-african-librarians/

The webinars are available on youtube: https://www.youtube.com/channel/UCPaQeggWf7gVPSkLhYl9_8g

Understanding the Impact of OER: Achievements and Challenges

April, 23, 2019

This new publication has been put together by the OER Africa team in partnership with UNESCO IITE. The aim of the research was to shed light on economic and pedagogical value of investing in OER.

Finding Open Content - New OER Africa resource

April, 4, 2019

Simple, short tutorial to acquire the skills necessary to search for open content, decipher Creative Commons rights and permissions and evaluate the usefulness of OER for new purposes.

UCT Professor Awarded UNESCO OER Chair

March, 14, 2019

OER Africa would like to congratulate Associate Professor Cheryl Hodgkinson-Williams on her appointment as a UNESCO Chair in Open Education and Social Justice. The UNESCO Chairs Programme serves as a think tank and bridge-builder between academia, civil society and local communities, as well as researchers and policymakers.

Understanding Open Educational Resources

January, 25, 2019

This free online course on OER from the Commonwealth of Learning has recently been updated. It is interactive and on completion you can download a certificate of participation.

Achieving the Dream's OER Degree Initiative - Year 2 Report

October, 12, 2018

Participant Experiences and Financial Impacts: Findings from Year 2 of Achieving the Dream’s OER Degree Initiative.

Participant Experiences and Financial Impacts: Findings from Year 2 of Achieving the Dream’s OER Degree Initiative. This report expands on last year’s report with updated course and enrollment data as well as new findings about students’ perceptions of their OER courses and the institutional costs and actual student savings of OER degree pathways.

PEBL Project

October, 5, 2018

We are excited to announce that the Partnership for Enhanced and Blended Learning project, a collaborative project to develop blended learning courses with university partners across East Africa, will be using our platform to showcase these OER.

We are excited to announce that the Partnership for Enhanced and Blended Learning (PEBL) Project, a collaborative project to develop blended learning courses with university partners across East Africa, will be using our platform to showcase these OER.

UCT MOOCs Make International Impact

September, 27, 2018

As the University of Cape Town’s (UCT) 14-strong portfolio of open online courses continues impacting internationally, six have been singled out as world class by global MOOC monitoring website Class Central, based on participants’ reviews.

2018 Open Education Global Conference

August, 7, 2018

Open Praxis has partnered with the Open Education Consortium for the publication of selected papers among those presented in the 2018 Open Education Global Conference.

For a fifth consecutive year, Open Praxis has partnered with the Open Education Consortium for the publication of selected papers among those presented in the 2018 Open Education Global Conference. The conference theme was Transforming Education Through Open Approaches. This latest issue is now available on the Open Praxis website.

Latest JL4D Features 3 Articles on OER Research in Africa

July, 25, 2018

The latest JL4D features three articles on OER Research in Africa, including "Learning for Development in the Context of South Africa

The latest JL4D features three articles on OER Research in Africa, including "Learning for Development in the Context of South Africa: Considerations for Open Education Resources in Improving Higher Education Outcomes" by Narend Baijnath CEO of the Council on Higher Education. Kirk Perris of the Commonwealth of Learning reviews the CILT research "Adoption and Impact of OER in the Global South".

African Virtual University Releases Hundreds of New Open Educational Resources

July, 24, 2018

The African Virtual University (AVU) has released 1,335 Open Educational Resources (OERs) under the Creative Commons license CC BY 2.5.

The African Virtual University (AVU) has released 1,335 Open Educational Resources (OERs) under the Creative Commons license CC BY 2.5. The new materials include 234 open textbooks or modules, 83 videos and 945 learning objects extracted from the modules. All resources are freely available online at OER@AVU http://oer.avu.org, an initiative launched in 2011 with some 288 open resources. OER@AVU has been a great contribution to the African and global OER communities; as of July 2018, it hosts a total of 1,623 resources available in English, French and Portuguese.

Digital Fluency Course at e/merge 2018 - 17 July

July, 5, 2018

Saide's OER Africa consultant, Brenda Mallinson, will be running a session together with Shadrack Mbogela from the Open University of Tanzania on "Exploring the Digital Fluency course for Academic staff Professional Development" at the e/merge Online Festival. The workshop was a live stream session on Tuesday 17th July (15:00-17:00) and the materials will be open for at least a week afterwards for participants to engage with the DF courses on the OUT Moodle.

Ten Key Facts About OERs

June, 13, 2018

Discover ten key facts about open educational resources (OERs) in an easy to digest format. Each fact is supplemented with links to worldwide resources extending and deepening the core idea.

Discover ten key facts about open educational resources (OERs) in an easy to digest format. Each fact is supplemented with links to worldwide resources extending and deepening the core idea. Learn how OERs help make quality learning accessible, relevant and equitable. Ten Key Facts About OERs is the second in a series by Contact North on current and emerging tools influencing and shaping online learning such as Blended Learning, Learning Analytics, Artificial Intelligence, and Online Proctoring.

Professional Development in a Digital Age

June, 5, 2018

Exploring Aspects of Digital Fluency for Blended Teaching and Learning. Workshop presentation by Brenda Mallinson to The First Annual Teaching and Learning Conference 2018 at North West University, South Africa. The workshop was on the digital fluency course developed together with the Open University of Tanzania.

LSE Press Open Access Publishing Platform for Social Sciences

May, 23, 2018

London School of Economics Press has launched the latest in a succession of new university press initiatives and one that will support the development of high-quality, academic-led, open access publications in the social sciences. Kieran Booluck provides details of the first LSE Press journal and outlines plans for the press to pursue more innovative publications and experiment with new types of content.

A Collaborative Approach to OER Policy and Guidelines Development in the Commonwealth: The Case of Botswana, Cameroon, and Sri Lanka

May, 2, 2018

COL has identified the development of OER as a potential answer to the challenges of access to relevant learning resources to ensure inclusive and equitable quality education. Provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon involving provincial/regional education policymakers.

Open Pedagogy Notebook

April, 19, 2018

The Open Pedagogy Notebook has been set up by Rajiv Jhangiani from Kwantlen Polytechnic University in British Columbia and Robin deRosa from the Plymouth State University in New Hampshire. They are encouraging online submissions of examples of open pedagogical practices from practioners throughout the world.

Adoption and Impact of OER in the Global South

April, 12, 2018

This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia.

Self-Publishing Guide: BC Open Textbook

April, 12, 2018

The BCcampus Open Education Self-Publishing Guide is a reference for individuals or groups wanting to write and self-publish an open textbook. This guide provides details on the preparation, planning, writing, publication, and maintenance of an open textbook. This looks like a very useful resource for the OER Africa partners.

A Guide to Good OER Stewardship

April, 12, 2018

An important new resource has just been timeously released during Open Education Week. The question of “what makes a good actor or not” in OER is one that Lisa Petrides, founder and CEO of the Institute for the Study of Knowledge Management in Education, has addressed in a new guide for OER stewardship.

10 Years After International Accord, 5 Ways Education Will Become More Open in the Next Decade

January, 23, 2018

Ten Year's since the Cape Town Declaration, Melissa Hagemann of the Open Society Foundation reflects on OER developments.

OER in and as MOOCs

November, 14, 2017

The ROER4D project being managed through the University of Cape Town is releasing chapters from their forthcoming online publication. In this chapter the authors report on an investigation into the production and rollout of four MOOCs at UCT in South Africa, and on the experiences of the educators involved in their production.

OpenMed Consortium Course Materials Review

July, 11, 2017

The OpenMed Consortium has recently released materials that form part of a capacity building course entitled "Open Education Fundamentals and Approaches - A Learning Journey to Open Up Teaching in Higher Education". Neil Butcher provides a review.

Launching OER Degree Pathways

July, 5, 2017

Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons is a formative evaluation report prepared by SRI International that was released in June, 2017. It is a preliminary report that shares findings from initial surveys and interviews of an initiative to launch ‘OER degrees’ in 38 community colleges across the United States of America, which is being led by Achieving the Dream.

2nd World OER Congress

May, 13, 2016

Jenny Glennie and Neil Butcher recently attended the 2nd World OER Congress in Slovenia. South Africa was represented by the Honourable Minister Angie Motshekga, Minister of the Department of Basic Education. Ministers present reaffirmed their committment of the important role of OERs in the attached Ministerial Statement.

Supporting Distance Learners

April, 21, 2016

We have created a PDF of our Supporting Distance Learners online resource that will be used at a workshop to be conducted at the University of Lesotho which others may find useful too.

OER Policy Development Toolkit for Higher Education

April, 21, 2016

Amanda Coolidge, Senior Manager , Open Education at BC Campus, and Daniel De Marte, Chief Academic Officer at Tidewater Community College have released an interactive toolkit to support institutions develop open policies. The toolkit is licensed CC BY and institutions are free to reuse it, remix it, revise it, and/or redistribute it.

OER Policy Video Series Released

April, 21, 2016

Everyone talks about OER Policy, but what does it mean? What do OER policies look like in practice? How do they impact OER initiatives? How does our government and our world perceive Open policy?

OER Africa Menu

Search form

What's Happening in OER in Africa