POERUP country reports


One of the main deliverables to date for our POERUP project  is a set of country reports on OER initiatives. The table above shows the countries included. This blog post provides a summary of some of the key findings:

  • Kuwait General: substantial e-learning and not only from Arab Open University. Schools: none found. HE: e-learning active, try no OER found. CPD: Open Knowledge Zone. OA: Kuwait Foundation for the Advancement of Sciences
  • Qatar: General: Qatar National e-Learning Portal  within ICTQatar context.Schools: none found. HE: some e-learning including from non-Qatar providers but no OER.
  • Oman: General: eOman portal with focus on Knowledge Society. Schools: early e-learning activity, some content being developed. HE: Branch of Arab OU and some other early e-learning.
  • Thailand: Schools: significant e-learning (not OER): virtual schooling, TV as well as internet. HE: substantial e-learning in HE e.g. at Ramkamhaeng University. HE: OER initiatives at: Sukhothai Thammathirat Open University and Thailand Cyber University consortium (TCU). Chulalongkorn University (part of OCW)
  • UK: JISC/HEA OER Programme: Overall funding of more than GPB 13 million from 2009 until the Programme ended in 2012. Massive amount of OER covering a variety of subjects released. SCORE: Support Centre for Open Resources in Education. Provided support to OER-related activities, events, and service until closure in July 2012.
  • France: Digital universities (7 thematic digital universities in 2012, 23,000 resources (video, courses, exercises, MCQ), not all resources are OERs. Other OER initiatives (MOOC ItyPA: first French-speaking MOOC, SILLAGES initiative: multimedia educational contents as OER, preparing students for entrance examination and Exo7: an online math exercises sites for HE students).
  • Romania: OER in government programme (The Government Programme for 2013-16: support the innovative integration of Web2.0 and OER in education). OER in educational policies (The public policies for ICT integration in the pre-university system: promotion the use of open/free resources; development and sharing of resources by teachers).
  • Poland: Digital School Programme (Government investment of Euro 13 million
  • Schools will be computerized and educational materials will be produced and released in CC BY 3.0 licence). No significant OER activities in HE.
  • Australia: Open government (AusGOAL). Free for Education (FFE) movement.  OER for schools: National Digital Learning Resource Network, Scootle. OER for HE: A university consortium to develop an OER protocol; The Australasian Council on Open, Distance and E-learning to promote the uptake of OER; USQ has a formal OER strategy, and joined OCW and OERu,
  • Netherlands: OER available from both educational institutions as from cultural heritage and public broadcast. National program Wikiwijs (Mainstream OER in all educational sectors). HE uptake of interest caused by MOOCs. Some disciplines strong initiatives (Medical education (HE) and Green education (Sec. ed to university).
  • Belgium: National (Klascement, Content for special (needs) education). Leuven University (Ariadne, Cultural studies).
  • Italy: National (Only books with a digital version available are to be adopted. Oilproject (2004): 2200 lessons and 10K students). Regional (Trio Toscane (only free availability, no OER), Several institutional OER projects (HE), Survey 2009 revealed the common problems preventing an uptake of OER (a.o. distrust, no culture of sharing, lack of funding)).
  • Greece: OER activities through all educational sectors. Several OA repositories and an OA harvester. National (Digital school: all textbooks of all educational sectors (e-books)), No institutional initiatives.
  • Mexico: National programmes – e-Mexico (Telesecundaria – providing learning materials for 800,000 students and 23,000 teachers. Edusat - Educational Satellite Television Network - 6 tv, 24 audio channels reaches over 10,000 schools with a total of 20,000 receivers). OER in HE– small but growing (Temoa, developed by ITESM: is a specialized search engine that enables the educational community to search a public bilingual catalogue of Open Educational Resources, to find those educational resources and materials that best meet their needs for teaching).
  • Argentia: National programmes: (Virtual Campus of Public Health available to the public health community - any professional can use it to support his activity and can participate in the virtual classroom, see learning objects, create courses, presentations, or videos (using Moodle Elluminate, MyMLE-Moodle Móvil and eXelearning), and add them to the Campus). OER in HE - Oportunidad Project (Strengthening and sustaining the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing use of open educational practices and resources (OEP & OER)).
  • Spain: List of 78 OA initiatives identified (3 modes - Open Access contents on the Internet but authors’ rights honoured, Mixed OA and OER, enabling either the use of copyright, or the use of Creative Commons licenses). OER initiatives using only Creative Commons license. International level (Universia network of 1,1000 Universities located in 15 countries, 10.1 million students, 8 million users and 850,000 university teaching staff, Spain plus Latin American nations. OCW started by Universitat Oberta de Catalunya in 2008, 21 universities now offer OCW in Castillian, but also in Catalan, Galician and English).
  • Portugal: National programmes: (Portal das Escolas: repository of digital contents for teachers and that offers over a thousand digital educational resources - texts, images, videos or music and blogs. Teachers in public education up to 12th grade can upload educational resources into this repository. OER in HE (Repositório Científico de Acesso Aberto de Portugal - used freely by all the scientific and higher education institutions for hosting their repositories, thus integrating them into a coherent system of scientific metadata open access repositories in the country).
  • South Africa: OER policies (The Department of Higher Education and Training has included the development of an Open and Distance Learning (ODL) policy framework in its strategic plan for 2010–2014, which will include OER).Teacher education (All educational resources developed through funded projects must be released under a CC licence). Regional cooperation (The Southern African Development Community is developing an ODL policy and strategic plan for sharing learning materials).
  • Canada: National policy initiatives not possible. Open access policies: Athabasca University, Universities of Ottawa & Toronto/OIS Provincial OER initiatives: BCcampus in British Columbia; Contact North in Ontario. OER initiatives at Athabasca, Manitoba, Thompson Rivers, Royal Roads, Capilano and OCAD Universities. Lack of public funding – a serious threat.
  • New Zealand: National policy guidance (Government Open Access and Licensing framework (NZGOAL)). Schools sector (OER portals via Wikieducator). Tertiary education (OARINZ: open access research repository (Ako Aotearoa website), OER university – 8 NZ institutions, Otago Polytechnic has an OER policy).
  • Norway: General: strong development of e-learning. Schools: several initiatives including: Norwegian Broadcasting Corporation, Norwegian Centre for Science Education, Ovttas: for Sami schools. HE: Not much except Universities of Oslo and Stavanger.
  • Denmark: General: Significant e-learning but little distance learning. Schools: Some major initiatives: EMU – main public portal, Danish Public Broadcasting: “Academy”, University of Copenhagen portal for schools. HE: A bit at Aarhus University.
  • Sweden: General: substantial e-learning and distance learning in HE; and some virtual schools. Schools: a few including: Länkskafferiet, National Library of Sweden Open Access. HE: OERSverige and a similar one for South Sweden universities.
  • Finland: Long history of e-learning but not massified. Years of good collaboration in EU projects. Schools Initiatives: LeMill, YLE, and Edu.fi. HE: seems to be not much though note Helsinki Metropolia University (AS) in OCW.
  • Hungary: Strong in Open Access, quite strong in e-learning & distance learning, not in OER. Schools: OER activities in Sulinet. HE: activities under way at U Miskolc and Eötvös Loránd U. Grass-roots activities by students.
  • US: General: massive deployment of e-L and DL across HE, colleges and schools (NB Re.ViCa, VISCED, Sloan-C, WCET reports). HQ/core of many OER-related organisations. Schools: Free textbook movement is key driver; but only one OER Virtual School? HE: OCW and the MOOCs, but lots more. Business models emerging faster for free/low-cost HE – UNow, UoPeople, Coursera, Ameritas, edX, US HEIs in OER U, WGU use of OER, etc.

More information can be found on the POERUP wiki.

3 Responses to “POERUP country reports”

  1. Don Olcott Jr Says:

    Absolutely critical work . . . most importantly for linking researchers on OER across nations. There is power in numbers.

  2. Gráinne Says:

    Thanks Don! I totally agree! It is a great project and a great team. The country reports give a real rich overview of the current state of play of OER internationally. The next stage - in-depth research into seven key OER communities using Social Network Analysis should be fascinating! Watch this space!

  3. [EDEN-News] POERUP Newsletter – Issue 2 | Virtual School Meanderings Says:

    […] of exemplary cases – the different types of in-place / emerging policies are analysed. This blog post provides a summary of some of the key findings of these […]

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