Impact of International Organizations on Governmental OER Policies
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Transcript of Impact of International Organizations on Governmental OER Policies
Impact of International Organizations on Governmental OER Policies
PhD Research Presentation, Open Education Global Conference, 22-24 April 2015, Banff, Alberta, Canada
Twitter: @igor_lesko
Unless otherwise noted, Impact of International Organizations on Governmental OER Policies by Igor Lesko is licensed under a Creative Commons Attribution 4.0 International License.
Acknowledgement PhD research made possible with support of the Global
OER Graduate Network (GO-GN)
http://oer-unescochair-ounl.ning.com/
&
The William and Flora Hewlett Foundation
- Registered PhD researcher at Open Universiteit (OU NL)- 2014-2018
- Member of GO-GN
- Working for the Open Education Consortium (former OCW Consortium) – www.oeconsortium.org since 2010
- Supervisory Team:
- Prof. Dr. Fred Mulder - Dr. Cable Green - Dr. Dominic Orr
Aim of the PhD Research
Explore how International Organizations (IOs) are influencing Governmental OER Policies around the world.
IOs & Governmental OER Policy examples
http://conference.ocwconsortium.org/2014/ai1ec_event/openingupslovenia/?instance_id=446 & http://www.ouslovenia.net/
www.openscot.net
http://www.che.ac.za/media_and_publications/legislation/white-paper-post-school-education-and-training (p. 54).
http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1389115469384&uri=CELEX:52013DC0654
http://goo.gl/OVHiF http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/implementing-the-paris-oer-declaration/
PhD Research Questions
• What OER policy instruments can be identified as being used by different IOs?
• What impact do IO OER policy instruments have on provincial, state
and national Governmental OER policies?
• What recommendations, if implemented, would lead to IO OER policy instruments more effectively supporting governmental OER policies?
Note: Impact of IOs will be examined during different stages of the governmental OER policy process and will include policy
development, adoption and implementation stages.
Courses of Action by Governments = Public Policy Instruments
Regulations
• Legislation (Sticks)
Econom
ic Means
• Provisioning of or taking away of resources (Carrots)
Information
• Transfer of knowledge: (Sermons)
(Bemelmans-Videc et al.; 1998)
Context: Why Focusing on Governmental OER Policies?
• In the context of widespread budget cuts, growing demand for education, and rising cost of education, governments are searching for new and innovative ways to address the growing demand for post-secondary education while making education more affordable, accessible, more responsive to the demands of the knowledge economy, and effective.
• Governments around the world have been proposing strategies or approving policies related to OER (Brazil, Canada, India, Indonesia, Netherlands, Scotland, Slovenia, South Africa, USA, etc.).
Context: Why Focusing on Governmental OER Policies ?
OER policies (at provincial, state and/or national levels) are needed in order to advance mainstreaming and uptake of OER practices
(openness in education agenda)
(Mulder, 2013; Bossu et al., 2012)
Why Focusing on Impact of International Organizations (IOs) on Governmental OER Policies ?
• IOs increasingly seen as policy actors as opposed to just policy advisors or mediators (Henry et al., 2001).
• National policymaking is still largely mediated by national politics and traditions
However • It is increasingly linked to globalized policy discourses, pressures
from Inter-governmental Organizations (IGOs), International nongovernmental Organizations (INGOs) and/or global policy networks (Rizvi and Lingard, 2010).
Why Focusing on Impact of International Organizations (IOs) on Governmental OER Policies ?
While there appears to be consensus about the influence of IOs on national policy making little is known about whether and how these IO’s
influences translate into concrete national policies or how they influence national policy making in general (Shahjahan, 2012;
Christensen, 2006).
PhD Research investigates IOs’ influences on governmental policies in the context of OER.
OER Policy Instruments – International Organizations (Working Definition)
Such OER policy instruments might include the following:
• Producing policy reports• Providing policy advice/support or analytical assistance• Sponsoring or organizing local, regional and international meetings/conferences • Organizing policy forums • Capacity building/training programs• Organizing specialized initiatives/programs• (Implementing Paris OER Dec) • Advocacy or awareness raising activities • Carrying out research activities• Publishing thematic reviews, working papers, case studies • Issuing guidelines or codes of practice • Issuing declarations and recommendations, (e g. Paris OER Declaration)• Enacting policies at IOs• Funding initiatives
Note: Policy instruments applicable to IGOs and INGOs were informed by a review of numerous resources (Balzer and Martenas 2004; Shuller and Vincent-Lancrin, 2009; Christensen, 2006). The wording of some policy instruments was modified in an attempt to create a more generic set of policy instruments that would be relevant to both IGOs and INGOs.
Inter-governmental Organizations(IGOs) included in the Research
Commonwealth of Learning (COL)
European Commission (EC)
Organization for Economic Cooperation and Development (OECD)
Organization Internationale de la Francophonie (OIF)
Organization of the American States (OAS)
United Nations Education, Scientific and Cultural Organization (UNESCO)
World Bank (WB)
International nongovernmental Organizations(INGOs) included in the Research
Creative Commons
OER Africa
OER Asia
Open Education Consortium
Open Policy Network
Foundations Included in the Research
Gates Foundation
Hewlett Foundation
International Development Research Centre
Open Society Foundation
Qatar Foundation
Saylor Foundation
Shuttleworth Foundation
Governments Included in the Research
1st Phase
Brazil Canada (Alberta and BC)
France India
Indonesia Mongolia
Netherlands Oman
Poland Scotland
Slovenia South Africa
USA (Washington + California)
2nd Phase (TBD)
Colombia China
Kenya New Zealand
Turkey
Governmental OER Policies & the Influence of IOs(CERI/OECD Survey of Governments) I
• Since 2014, Centre for Educational Research and Innovation (CERI) at the OECD has been investigating the potential and impact of OER to improve teaching and learning.
• A comprehensive report entitled, ‘Open Educational Resources – a catalyst for innovation’ will be published in 2015.
• As part of this process, CERI/OECD carried out a survey, in 2014, with governments around the world about their policy support for OER. This was followed by a policy seminar in January 2015 to discuss policy support options for OER.
• Two questions about the influence of IOs and in what ways were included in the survey
– Survey distributed to OECD member countries (34) and Key Partner countries (5)
Governmental OER Policies & the Influence of IOs(CERI/OECD Survey of Governments) II
Governmental Policy?
Countries
YES Austria, Belgium (Flemish community), Brazil, Canada, China, Czech Republic, Denmark, Estonia, Germany, Finland, France, Indonesia, Israel, Island, Italy, Netherlands, Norway, Poland, Portugal, Slovenia, South Korea, Spain, Turkey, United Kingdom, United States of America
NO Australia, Japan, Luxembourg, Latvia, New Zealand, Slovakia, Sweden, Switzerland
Source: CERI/OECD government survey – in forthcoming report
• Number of responses: 33 • 25 indicate that they have governmental policy to support OER production and
use.
Governmental OER Policies & the Influence of IOs(CERI/OECD Survey of Governments) III
Source: CERI/OECD government survey – in forthcoming report
11 out of 25 countries report a combination of indirect funding, codes of practice and information campaigns.
0 2 4 6 8 10 12 14 16 18 20
Indirect funding programmes
Codes of practice/guidelines onproduction and/or use of OER
Direct funding programmes forthe production of OER
Information campaigns directed atpromoting the production
and use of OER
Regulations or legislationsupporting the use of OER
Number of countries stating that they use policy instrument
Governmental OER Policies & the Influence of IOs(CERI/OECD Survey of Governments) IV
Influence of Organizations on the design and/or implementation of governmental OER interventions
Organizations National
(4)
International
(4)
National & International
(2)
Type or organizations
MinistriesLocal
experts/universities
EC, OECD, UNESCO + Chairs,
CC, OEC
Type of influence/ Policy instruments
used
Funding, information campaigns, declarations, recommendations, guidelines, policy advice, policy reports, etc.
Source: CERI/OECD government survey – in forthcoming report
10 countries responded to the questions: Czech Republic, the Netherlands, Slovenia, Denmark, Spain, Belgium, Finland, Israel, Portugal, Canada
What can we learn from this?(methodological considerations…)
Research Methodology I
With respect to International Organizations and Foundations:• Initial work: desktop research, identifying an initial set of OER policy
instruments, developing interview protocols. • Interviewing representatives from the IGOs, INGOs, and
Foundations on their OER policy instruments and associated impact.
• Interview analysis, validation, and dissemination of outcomes (including reports and journal articles).
Research Methodology II
With respect to Governments:• Intermediate work: desktop research, collecting documented
information on OER policy developments in the selected countries/states/provinces (through the key contacts), identifying the groups of government interviewees (through the key contacts), developing interview protocols, interview training (of the key contacts).
• Interviewing government representatives.• Interview analysis, validation and dissemination of outcomes
(including reports and journal articles).
Key contacts will:– Help identify relevant governmental OER policy developments– Provide support in approaching a group of appropriate and representative
government interviewees – Conduct the interviews with the chosen government representatives in several
countries
Research Methodology III
• Developing recommendations based on lessons learnt in the study.
• Final work: compiling the journal articles that have been published or will be published, composing dissertation, dissertation submission and defense.
Research Methodology – Overall Summary
• Protocolled interviews with representatives from IOs will serve to identify OER policy instruments at IOs level and to explore the intended and observed impact of such instruments on national OER policy making (answering research question 1) – slide 24.
• Protocolled interviews with government representatives will serve to analyze the (perceived) impact of the IO OER policy instruments on governmental OER policies (answering research question 2) – slide 25.
• Based on the findings from research questions 1 and 2 the study will provide recommendations that would lead to IO OER policy instruments more effectively supporting governmental OER policies (answering research question 3) – slide 26.
References
• Balzer, C., and Martens, K. (2004). International higher education and the Bologna process: What part does the European Commission play. epsNet 2004 Plenary conference on political science after the EU enlargement, Prague, June. http://www.epsnet.org/2004/pps/Balzer.pdf.
• Bemelmans-Videc, M.-L., Rist, R. C., & Vedung, E. (Eds.). (1998). Carrots, Sticks, and Sermons: Policy Instruments and Their Evaluation. Transaction Publishers.
• Bossu, C., Bull, D. & Brown, M. (2012): The Open Education Movement in Australia: The Need for Political Leadership. Retrieved from https://oerknowledgecloud.org/?q=node/537/visitors
• Christensen, K. R. (2006). International Nongovernmental Organization: Globalization, Policy Learning and Nation-State. Intl Journal of Public Administration (29): 281-303.
• Dhanarajan, G. & Abeywardena, I.S. (2013). Higher Education and Open Educational Resources in Asia: An Overview: In G. Dhanarajan & D. Porter (Eds.), Open Education Resources: An Asian Perspective (pp. 3-18). Vancouver: COL and OER Asia.
• Henry, M., Lingard, B., Rizvi, F. and Taylor, S. (2001.) The OECD, Globalization and Education Policy, Oxford: Pergamon Press.
References
• Hewlett Foundation (2013), White Paper: Open Educational Resources: Breaking the Lockbox on Education. http://www.hewlett.org/blog/posts/open-educational-resources-breaking-lockbox-education
• Hylén, J., Damme D. Van, Mulder, F. and D’Antoni, S. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
• Mulder, F. (2012). The LOGIC of national strategies for Open Educational Resources. In: Trend Report OER 2012. SURF SIG OER, Utrecht, 72-75. Retrieved from http://www.surf.nl/en/knowledge-and-innovation/knowledge-base/2012/trend-report-on-open-educational-resources-2012.html
• Mulder, F. (2013). The Logic of National Policies and Strategies for Open Educational Resources. IRRODL, 14(2) 96-105. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1536/2505
References
• Ngugi, C. N. & Butcher, N. (2011). Promoting Open and Distance Learning: A Focus on Open Educational Resources. Retrieved from http://events.aau.org/userfiles/file/corevip11/papers/neil_butcher_n_catherine_ngugi_Promoting_ODL.pdf
• OECD (2007), Giving Knowledge for Free: The Emergence of Open Educational Resources, OECD Publishing. http://dx.doi.org/10.1787/9789264032125-en
• Rizvi, F. and Bob, L. (2010). Globalizing Education Policy, New York: Routlege • Shahjahan, R. (2012). The Roles of International Organizations (IOs) in
Globalizing Higher Education Policy. In Smart, J.C. and Paulsen, M.B. (Eds.), Higher Education: Handbook of Theory and Research. DOI 10.1007/978-94-007-2950-6_8. Springer
• Schuller, T. and Vincent-Lancrin, S. (2009). OECD Work in the Internationalization of Higher Education: An Insider Perspective. In Bassett, R.M. and Maldonado, A. (Eds.), International Organizations and higher education policy: Thinking globally, acting locally? (pp. 65-81). New York: Routlege.