The OER World Map platform facilitates access to materials and knowledge to promote OEP, acting as a source of information for everyone interested in Open Education. One of its newest developments is the OE Policy Registry, which aims not only to record the current policies in open education but to become the knowledge hub to support the wider OE community in developing OE policies, helping them to locate and bench-learn from existing policies and the people and organisations which have developed and promoted them.
Much discussion of the need for open education policy has occurred at the supranational level. In some cases, nations and subnational governments have taken up the challenge of incorporating policy to enable open resources and practices into education policymaking agendas. What is less clear, and less straightforward to investigate, is the extent to which individual institutions are developing policies to support openness.
This session reports on the current state of OE policies internationally, based on the OE Policy Registry dataset. Through engagement with the data held in the Policy Registry it has been possible to collect and examine a wide range of policy documents and sketch some key features of the OE policy landscape. Further auditing of this dataset is needed, in order that the registry can be used effectively to support policy benchlearning by OE advocates, researchers and policymakers.
The session will cover the initial findings of a research project conducted using this dataset, and additionally, inputs gained during a series of workshops designed to support OE policy co-creation. We will present key features of the OE Policy Registry to support
– OE advocates seeking to support and enhance practice through policy
– Policymakers at institutional and governmental levels
– Researchers interested in OE policy
For these user groups, several different use-cases are addressed and presented:
– Policymakers can showcase and find good practice policy exemplars, which they can adapt and reuse within their context.
– OER advocates and advocacy networks can connect with each other, so that they can exchange experiences and cooperate in joint projects.
– Researchers can collect data on policy activities in different educational sectors and geographical areas, gaining a deeper understanding of the functioning of OE ecosystems and develop strategies for mainstreaming.
Atenas, J., Havemann, L., Nascimbeni, F., Villar-Onrubia, D., & Orlic, D. (2019). Fostering Openness in Education: Considerations for Sustainable Policy-Making. Open Praxis, 11(2), 167-183. http://dx.doi.org/10.5944/openpraxis.11.2.947
Inamorato dos Santos, A., Punie, Y. & Castaño Muñoz, J. (2016). Opening up Education: A Support Framework for Higher Education Institutions, JRC – EUR – Scientific and Technical Research Reports. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/opening-education-support-framework-higher-education-institutions
Inamorato dos Santos, A., Nascimbeni, F., Bacsich, P., Atenas, J., Aceto, S. Burgos, D., & Punie, Y. (2017). Policy Approaches to Open Education – Case Studies from 28 EU Member States. https://ec.europa.eu/jrc/en/publication/policy-approaches-open-education-case-studies-28-eu-member-states-openedu-policies
Atenas, J., & Havemann, L. (2019). On the trail of OE policy co-creation. http://dx.doi.org/10.5281/zenodo.2654899