Open Education: What About Africa? Open Government Partnership Africa 2016
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Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
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Open Education: What About Africa? Open Government Partnership Africa 2016
- 1. Open Education- What about Africa? Gino Fransman: GO_GN PhD Researcher Nelson Mandela Metropolitan University Glenda Cox: GO_GN PhD Researcher University of Cape Town
- 2. Who we are •Gino Fransman •Coordinator – Academic Literacies and Writing/ Academic Development Professional in the Centre for Teaching, Learning & Media (CTLM) at Nelson Mandela Metropolitan University (NMMU)
- 3. Who we are •Glenda Cox •Senior Lecturer, Centre for Innovation in Learning and Teaching at the University of Cape Town
- 4. •Stuff about the Network… •I have some images, of course http://go-gn.net/
- 5. ● develop and explore new knowledge in the broad OER field linked to a variety of disciplines ● provide a solid foundation for the introduction and implementation of OER innovations ● monitor and evaluate the outcomes of institutional, national and international OER initiatives ● increase evidence and guidance for OER in practice.
- 6. Today’s Session 1. The future in context. 2. What about Africa? 3. What is Open Education and Open Educational Resources? 4. Africa - Opening Up Education for Sustainable Development. 5. Recommendations
- 8. …characterized by a range of new technologies that are fusing the physical, digital and biological worlds, impacting all disciplines, economies and industries, and even challenging ideas about what it means to be human.
- 10. World Economic Forum 2015 Incheon, Korea 58 million children out of school 781 million adults are illiterate
- 11. Global challenges in Higher Education Increasing demand for education and insufficient institutions Increasing cost of Higher education and text books Increasing Competition Variable quality in teaching Asymmetries of power and wealth and curriculum from the Global North favoured over the Global south 11
- 12. What about Africa? Where is Africa located in the transitioning?
- 13. The case has been made before in Africa …education influences social welfare through its indirect effects on health, fertility, and life expectancy and helps to increase the profitability of other forms of social and physical investment… (1988 Africa Leadership Forum) http://www.africaleadership.org/rc/the%20challenge%20of%20education%20in%20africa.pdf
- 14. The focus for this session What are opportunities for Open Education to challenge barriers to African education? Who is doing what? How can we do more?
- 15. How do we link technology and education?
- 17. Why Open Education matters:
- 19. Open Education is part of the “Open Movement” Open Governance
- 20. Open Content / Open educational resources (OER) / Open Courseware are educational materials which are discoverable online and openly licensed that can be: Shared Shared freely and openly to be… Used Improved Redistributed … used by anyone to …… adapt / repurpose/ improve under some type of license in order to … … redistribute and share again.
- 21. Question: is the meaning of ‘Open’ clear?
- 22. What are the enablers of Open Education?
- 23. In 2015 over 1 billion works were licenced under Creative Commons
- 24. A collection of exclusive rights, given to creators and authors to protect their original works Definition of copyright
- 25. •May not reproduce •Fair use / Fair dealing for classroom use •Permission / royalty payments for reproduction •May not use on the Internet All rights reserved
- 27. Traditional © designed for old distribution models The problem:
- 28. Alternative copyright licensing Previously copyright was binary: All rights retained or public domain Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved Public Domain Copyright© Public Domain Some rights reserved Copyright©
- 29. Summary - Open Licenses
- 30. Where can we find Open Education Resources?
- 33. Vision of Open Education
- 34. Education in Africa Opening Up Sustainable Development •Various institutional repositories: African Virtual University also UWC/ UCT / UNISA •Projects on Open Textbooks •OER Africa - organisation •Creative Commons Africa membership: SA, Ethiopia, Kenya, Rwanda,Nigeria, Tanzania and Uganda (New site to be launched soon)
- 35. Challenges for South Africa • Crisis in Basic education • Skills shortage/’persistent human Capital gap” (Taylor, 2011) Higher education: high school graduates of varied ability Higher education institutions quality variable 35
- 36. Open Textbooks for Basic and Secondary education Across Mathematics and Science subjects Grades 4-12 high-quality, curriculum-aligned Open Educational Resources Launched in 2012: distributed 2.5 m copies 2016 +10,000,000 copies distributed
- 37. 37
- 38. •Educational Technology for Effective Teaching: A Handbook for Educators •16 units covering different aspects of educational technology as a field of study. •Educational technology is a combined application of three major sciences for classroom activities. •Physical Sciences, Social Sciences, and Managerial Sciences
- 39. Inter-Governmental Organisations, International funders & Open Education •UNESCO – support for OER in higher education Paris OER Declaration Slovenia 2017: 5 year review •Commonwealth of Learning – higher ed focus, distance learning focus •European Commission- Policy work •OECD OECD OER Catalyst Report •Hewlett Foundation •Mellon Foundation
- 40. National University of Nigeria(UNESCO OER, European Union, Hewlett Foundation)
- 41. Research on OER for Development (ROER4D) funded by IDRC and DFID
- 42. The OER Health Initiative (Funded by Hewlett)
- 44. What are the barriers to adoption of OER in Africa?
- 45. Barriers to OER Adoption Lack of awareness Lack of infrastructure Concerns about relevance of materials Concerns about copyright Concerns about quality Lack of policy Lack of recognition Concerns about the financial models
- 47. Employability and work assessments, more and more require, focus upon Collaboration Representation Group work Abilities to solve problems in short-term, fragmented and problem-based engagements Diversity/ Global Citizenship: contract/ project based work Engagement: Transliteracy Graduate Attributes for the 21st Century
- 48. Educate governments about Open Education Educate teachers about Open Education Support the creation of OER in Africa We are keen to engage organisations on practical ways to take this forward Recommendations
- 49. Recommendations •Publishing: Copyright vs Open •Supporting Open: • NRF in SA recently included support funding for research into Open, materials to be shared openly • UCT staff support grant for research into Open Elevate the teaching profession – Open Scholarship/ Sharing/ Collaboration Prioritise access to Open resources
- 50. Recommendations •Equitable distribution of opportunities to education • Policy reformulation or creation? Funding innovation in education on the continent Prioritising Open sharing to encourage ‘next-step’ growth Funding Research/ Engaging user experiences/ Sharing Experiences • Open policy debates between stakeholders on all levels: shared, inclusive, intentional • Opening Up debates in Education for Sustainable Development
- 51. Recommendations •National Action Plans •Open Education (US / Slovakia) •OGP and OE - Gondol/ Allen (2015) • Inclusion of Open Education within NAPs
- 52. Invitation to attend: •asked him to do so already.
- 54. Gino Fransman Gino.Fransman@nmmu.ac.za @ginofransman https://za.linkedin.com/in/ginofransman Open Education- What about Africa? by G Fransman & G Cox is licensed under a Creative Commons Attribution 4.0 International License. Glenda Cox Glenda.Cox@uct.ac.za @glencox
Hinweis der Redaktion
- Could be omitted.
- repeat concepts
- The key aspect of an OER is that it is both discoverable online – so that people can find it AND openly licensed - so that people can legally make use of it. OER includes texts, different forms of media, ideas, as well as documented teaching strategies/techniques or practices. Advocates of openness would suggest that the value in OER is in its potential to support learning in many ways and in many contexts.
- https://stateof.creativecommons.org/report/
- We work to do this because it’s not always so easy, legal, or scalable when it comes to copyright law, which governs how you can share copies of content both on and offline.
- There is a growing problem which you may already be aware of – the fact that copyright law is having trouble keeping up with technological change, especially with a technological advancement called the Internet. Today more than ever before we can share copies of materials, whether they are textbooks, songs, videos, or emails, with the click of a button. But the law, which was designed before this was possible, says most of this is pretty much illegal unless you ask for express permission each and every time.
- One of the key initiatives enabling the legal sharing and re-working of materials has been the development of alternative licensing systems. Previously copyright was binary: All rights retained or public domain. Now alternative licensing options such as the GNU General Public License (http://www.gnu.org/licenses/gpl.html) and Creative Commons provide a range of options where some rights are reserved.
- https://stateof.creativecommons.org/
- More than 250 institutions and afflilated organistations
- This slide title necessary once we’ve satisfied the above items,
- Poor performance compared to comparator countries eg. 2007 Sample of Grade 6 reading and maths in the bottom half of 15 African countries In terms of equity _gross inequalities with poorer kids receiving inferior schooling. Higher Education Ill prepared first year entrants Poor throughput rates: low graduation rates ( partially influenced by UNISA the largest institution- rate of 9% in 2008. The total undergraduate rate was at 16% in 2009!
- In Africa we have the newly developed OER Africa specifically catering for OER for African Academics
- African content for Africans for local context and to share our expertise globally