%0	Journal Article
%A	Abeywardena, Ishan
%A	Karunanayaka, Shironica
%A	Nkwenti, Michael
%A	Tladi, Lekopanye
%C	Athabasca, Alberta, Botswana
%C	Cameroon
%C	Sri Lanka
%D	2018
%I	AU Press
%J	The International Review of Research in Open and Distributed Learning
%K	Botswana
%K	Cameroon
%K	OER
%K	OER policy development
%K	Open Educational Resources
%K	Sri Lanka
%P	71-88
%R	http://dx.doi.org/10.19173/irrodl.v19i2.3415
%T	A collaborative approach to OER policy and guidelines development in the Commonwealth: The case of Botswana, Cameroon, and Sri Lanka
%U	http://www.irrodl.org/index.php/irrodl/article/view/3415
%V	19
%X	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.
%8	04/2018
%@	1492-3831
%*	yes
%>	https://www.oerknowledgecloud.org/archive/3415-27044-1-PB.pdf