OER Regional Consultations

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  • Home
  • About
  • Surveys
  • OER Regional Consultations
    • News
    • Venues & Dates >
      • Asia
      • Europe
      • Middle East and North Africa
      • Africa
      • Latin America and Caribbean
      • Pacific
  • 2nd World OER Congress
  • Resources & Documents

Surveys

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Government Survey

Governments play a major role in shaping the educational landscape in their country. It is a primary responsibility of the government to provide policy and strategic directions to education at all levels and ensure access to quality education for their citizens.

With the Sustainable Development Goals adopted by the international community and the governments — where Goal 4 focuses on achieving quality education and lifelong learning for all by 2030 — it is significant to understand governments’ preparedness and strategy to support the OER movement. The international community asserted also the role of OER to improve the quality of, and access to, textbooks and other forms of learning content in the Qingdao Declaration 2015, and committed to develop “sector-wide strategies and capacity building programmes to fully realise the potential of OERs to expand access to lifelong learning opportunities and achieve quality education” (UNESCO, 2015).

Therefore, the survey was timely and focused on: the presence of policies and strategies that support OER; activities around the creation, use, and sharing of OER; and barriers to mainstream OER as perceived by the government representatives. The survey was sent by COL and UNESCO to ministries responsible for education in all UNESCO and COL Member States. It was also made available to COL Focal Points and to National Delegations in UNESCO. In total, 102 responses were received from governments from the five regions.

​Government responses by region:
REGION
RESPONSES
​COUNTRIES
AFRICA
28
Botswana, Burundi, Cabo Verde, Cameroon, Chad, Côte d’Ivoire, Democratic Republic of Congo, Equatorial Guinea, Ghana, Kenya, Lesotho, Madagascar, Malawi,
Mali, Mauritius, Mozambique, Namibia, Nigeria, Rwanda, Senegal, Seychelles, Sierra Leone, South Africa, Swaziland, Tanzania, Togo, Uganda, Zambia
MIDDLE EAST AND NORTH AFRICA
12
​Algeria, Bahrain, Djibouti, Egypt, Kuwait, Mauritania, Morocco, Palestine, Qatar, Saudi Arabia, Sudan, Syria
ASIA AND PACIFIC
28
Australia, Bangladesh, Brunei, China, Fiji, India, Indonesia, Iran, Kiribati, Kyrgyzstan,
Lao PDR, Malaysia, Maldives, Marshall Islands, Nepal, Pakistan, Palau, Papua New
Guinea, Philippines, Samoa, Solomon Island, Sri Lanka, Thailand, Timor-Leste,
Tonga, Uzbekistan, Vanuatu, Vietnam
EUROPE AND NORTH AMERICA
21
Armenia, Azerbaijan, Belgium, Bulgaria, Cyprus, Estonia, Finland, France, Georgia,
Latvia, Lithuania, Malta, Netherlands, Poland, Romania, Russian Federation, Slovakia, Slovenia, Spain, Turkey, United States of America
LATIN AMERICA AND CARIBBEAN
13
​Antigua and Barbuda, Bahamas, Barbados, Belize, Chile, Colombia, Costa Rica,
Dominica, Ecuador, Grenada, Jamaica, Mexico, Peru, St. Lucia, St. Vincent & The
Grenadines, Trinidad and Tobago

Stakeholder Survey

The objective of the stakeholder survey was to understand levels of awareness and involvement of stakeholders in the use and adaptation of OER. In 2012, the survey was limited to government and no attempt was made to collect data from stakeholders. Therefore, the 2017 surveys were a step towards understanding the involvement of the OER community and the stakeholders in mainstreaming adoption and use of OER. The survey was posted online and publicised through social media and COL networks. In total, 759 responses were received. After a check and cleaning of the data, 638 valid stakeholder responses were used for the analysis.

As the survey was open to anyone who was keen to participate, the stakeholder sample is highly variable across regions (e.g., some countries have only one respondent; others have up to 72). Thus, data from stakeholder surveys provided only a snapshot of OER activities across the regions from the perspective of the stakeholders, and can be treated as a population survey.

​Stakeholder responses by region:
REGION
RESPONSES
​COUNTRIES
Africa
144
Botswana, Equatorial Guinea, Ethiopia, Ghana, Kenya, Lesotho, Malawi, Mauritius,
Mozambique, Namibia, Niger, Nigeria, Rwanda, Seychelles, South Africa, Swaziland,
Tanzania, Togo, Uganda, Zambia, Zimbabwe
Middle East and North Africa
26
Algeria, Egypt, Jordan, Lebanon, Morocco, Oman, Palestine, Qatar, Saudi Arabia,
Sudan, Syria, Tunisia
Asia and Pacific
253
Australia, Bangladesh, Bhutan, Brunei, China, Fiji, India, Indonesia, Iran, Japan,
Kazakhstan, Kiribati, Malaysia, Mongolia, Myanmar, Nepal, New Zealand, Pakistan,
Palau, Papua New Guinea, Philippines, Samoa, South Korea, Sri Lanka, Thailand,
Tonga, Tuvalu, Vietnam
Europe and North America
145
Andorra, Belgium, Bulgaria, Canada, Croatia, Cyprus, Denmark, Finland, France,
Georgia, Germany, Greece, Iceland, Israel, Italy, Latvia, Macedonia, Malta,
Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Slovenia, Spain,
Sweden, Switzerland, Turkey, United Kingdom, United States of America
Latin America and Caribbean
70
​Antigua and Barbuda, Argentina, Barbados, Bolivia, Belize, Brazil, Chile, Costa Rica,
Dominica, Ecuador, Grenada, Guatemala, Honduras, Jamaica, Mexico, St Lucia,
Suriname, Trinidad and Tobago, Uruguay, Venezuela

​Organized by the Commonwealth of Learning in partnership with UNESCO, 
the Slovenian Ministry of Education, Science and Sport, the Slovenian National Commission for UNESCO and the UNESCO Chair on Open Technologies for OER and Open Learning (Jožef Stefan Institute, Slovenia) with the generous support of The William and Flora Hewlett Foundation.
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​Commonwealth of Learning
4710 Kingsway, Suite 2500
Burnaby V5H 4M2
British Columbia, Canada
Phone: +1 604 775 8200
​Fax: +1 604 775 8210

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​Creative Commons Attribution 4.0
​International License
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