@article {
	attachments = {3415-27044-1-PB.pdf},
	title = {A collaborative approach to OER policy and guidelines development in the Commonwealth: The case of Botswana, Cameroon, and Sri Lanka},
	author = {Abeywardena, Ishan and Karunanayaka, Shironica and Nkwenti, Michael and Tladi, Lekopanye},
	abstract = {Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.},
	year = {2018},
	month = {04/2018},
	publisher = {AU Press},
	journal = {The International Review of Research in Open and Distributed Learning},
	volume = {19},
	issue = {2},
	pages = {71-88},
	address = {Athabasca, Alberta},
	country = {Botswana},
	doi = {http://dx.doi.org/10.19173/irrodl.v19i2.3415},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/3415},
	issn = {1492-3831},
	refereed = {yes},
	keywords = {Botswana, Cameroon, OER, OER policy development, Open Educational Resources, Sri Lanka},
}