analysis of the contextual factors for developing national oer policy
TRANSCRIPT
Analysis of the contextual factors for developing national OER policy
Hye-Kyung YANGKERIS
Republic of Korea
Hye-Kyung Yang An exploratory study of developing a national OER framework
Contents
1. Rationale and Background 1. Rationale and Background
2. Research Outline 2. Research Outline
3. National OER Framework 3. National OER Framework
4. Application of case countries 4. Application of case countries
5. Conclusion and the way forward 5. Conclusion and the way forward
Hye-Kyung Yang An exploratory study of developing a national OER framework
Rationale and background
An exploratory study of
developing
a national
OER
Policy framework
Hye-Kyung Yang An exploratory study of developing a national OER framework
Research Outline
Methodology• Literature study
OER policy issues and priorities (UNESCO, OECD)
national ICT policy framework (KERIS)
international statistical data (GER, DOI, E-readiness, ARWU)
• Exploratory synthesis and interpretation
• Verification of Framework
Three exemplary case countries : India, Netherlands, Korea
Policy document (OECD, Country Reports)
Study visit (India)
Hye-Kyung Yang An exploratory study of developing a national OER framework
Research Outline
Scope and Limitation of the study
• National level issues
• ICT policy and higher education policy
• Factors and Components of OER policy
• Verification : limited countries with national OER policy
Hye-Kyung Yang An exploratory study of developing a national OER framework
ICT development stage : ISI- DOI
Regions DOI less than 0.50 DOI more than 0.50
Arab States 15 4
Central Asia 9 -
Central & Eastern Europe 7 13
East Asia & the Pacific 15 7
Latin America & the Caribbean 24 9
North America & Western Europe - 23
South & West Asia 8 -
Sub-Saharan Africa 42 1
Total number of countries 120 57
Hye-Kyung Yang An exploratory study of developing a national OER framework
GER in tertiary education
RegionsGER≤ 15% 15%
<GER≤30%30% <GER≤45%
45% <GER≤65%
GER >65%
Arab States 4 7 5 2 -
Central Asia 1 3 2 2 -
Central & Eastern Europe - 2 6 3 7
East Asia & the Pacific 5 6 2 2 3
LA & C 6 9 7 2 2
NA & WE 2 - 2 9 9
South & West Asia 6 1 - - -
Sub-Saharan Africa 30 2 - - -
Total number of countries 54 30 24 20 21
Hye-Kyung Yang An exploratory study of developing a national OER framework
GER and DOIy = 0.0055x + 0.2435
R2 = 0.6021
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
0.0 20.0 40.0 60.0 80.0 100.0
GER
DO
IGER and ISI-DOI
Hye-Kyung Yang An exploratory study of developing a national OER framework
GER and ISI-DOI
Group1 :
higher GER > 65% and
lower DOI<0.50
CEE (Ukraine)
Group2 : higher GER > 65% andhigher DOI >= 0.50
CEE (Russian Federation, Latvia, Lithuania, Slovenia, Hungary, Estonia)
EA&P (New Zealand, Korea, Australia)
LA & C (Argentina)
NA&WE (Italy, Spain, Norway, Denmark, Sweden, USA, Greece, Finland,
Monaco, Iceland)
Group3 : lower GER < 65% and
lower DOI < 0.50
AS (14), CEE (4), CA (8)
EA & P (10), LA & C (19)
SWA (6), SSA (31)
Group4 : lower GER < 65% andhigher DOI >= 0.50
AS (Kuwait, Qatar, UAE, Bahrain)
CEE (Turkey, Slovakia, Bulgaria, Romania, Czech, Poland)
EA & P (Japan, Brunei, Macao, Malaysia)
LA & C (Trinidad and Tobago, Jamaica, Chile)
NA & WE (Malta, Switzerland, Austria, France, Portugal, Israel, Ireland, UK,
Netherlands, Belgium, Luxembourg, Cyprus)
SSA (Mauritius)
Hye-Kyung Yang An exploratory study of developing a national OER framework
Contextual Factors and OER policy
Category Group1 Group2 Group3 Group4
GER High High Low Low
DOI Low High Low High
OER policy options
Access of OER
Quality of HE
Equity of OER
Quality of HE
Access of OER
HE expansion
Equity of OER
HE expansion
OER policy components
Infrastructure
QA
Legal-Framework
Organization-Structure
QA
Interoperability
Sustainability
Infrastructure
Organization-
Structure
Organization-
Structure
Interoperability
Hye-Kyung Yang An exploratory study of developing a national OER framework
Policy Issues and OER Components
OECD UNESCO/IIEP KERIS this study
Promote lifelong learning
Issue guidelines
Policies
Awareness raisingPolicy Organizational -
StructureCapacity Development HRD
Digital learning resourcesQuality AssuranceAccessibility
InfrastructureQuality -Assurance
InfrastructureEducational- Content
Copyright legislation
Copyright Legal -FrameworkOpen access
Open content license
FundingFinancing, Sustainability Sustainability
Public-private partnerships
Open content standardsStandardizationInformation -Service
Interoperability
Hye-Kyung Yang An exploratory study of developing a national OER framework
OER Components and Contextual FactorsContextual Factors
Lower DOI Higher DOI Lower GER Higher GER
Infrastructure
-Build backbone network
-Rural area ICT penetration
-Community learning centers
-Price policy for education
-Broadband development
-Upgrade infrastructure
-Technical support- -
Organizational Structure
-OER policy with national e-strategy
-PPP-
OER policy with
distance learning-
Legal Framework
- - --Copyright guideline
-Open license policy
Quality Assurance
- - -
-Quality guidelines
-online peer review
Sustainability - Public funding mechanism - Public funding mechanism
Interoperability -
-National OER repository
-Open Source S/W
-National standard
- -
Hye-Kyung Yang An exploratory study of developing a national OER framework
Policy Framework and case countries
Countries India Netherlands Korea
Contextual factorsLower DOI &Lower GER
Higher DOI &Lower GER
Higher DOI &Higher GER
Sector-policy Factors Access & Equity ExcellenceExcellence
Quality
OER Components
Infrastructure Organization Structure Interoperability
Organization Structure Sustainability Legal framework
Interoperability Quality Assurance Organization Structure
Interoperability Quality Assurance
Sustainability
Major emphasis of OER policy
Expand networkBuild OER partnership
Standard Platform
Leadership of OUNLBusiness Model
Competitive Prize
National StandardCopyright Guidelines
Business Model
Hye-Kyung Yang An exploratory study of developing a national OER framework
Conclusion and the way forward
ConclusionThe suggested national OER policy framework seems to be valid based on the analysis of the three case countries.
Implication of the study• Contextual factors of national OER policy• Sector priorities and OER policy• Relevant policy components
The way forward• OER policy with many interrelated issues• Simplifica tion of more complex interplay of factors• Further empirical verification of different country cases• Exploration of supplementary variables