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International Organisations (IOs) have been advancing the international OER policy agenda since 2002 (See the final report from a Forum [17] facilitated by UNESCO in 2002 during which the term OER was coined). In this respect, IOs have been issuing OER declarations, recommendations, and providing policy support, policy advice, awareness raising ...
[1] [2] At this point, the Open Educational Resources (OER) movement was a decade old, the term having been coined in another meeting at UNESCO in 2002. [2] The congress wrote and, on 22 June, formally adopted a ten-point declaration calling on states to realise the benefits of open education.
A large part of the early work on open educational resources was funded by universities and foundations such as the William and Flora Hewlett Foundation, [51] which was the main financial supporter of open educational resources in the early years and has spent more than $110 million in the 2002 to 2010 period, of which more than $14 million ...
The International Council for Open and Distance Education (ICDE): "Open Educational Practices are defined as practices which support the production, use and reuse of high quality open educational resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their ...
Open educational resources policy; Open-door academic policy; United Kingdom Accreditation Service; 2011 Commonwealth of Learning and UNESCO Guidelines on Open Educational Resources in Higher Education; 2011 Commonwealth of Learning and UNESCO A Basic Guide to Open Educational Resources
In 2011, ISKME won the Award for Bodies which Influence Policy from the Open Educational Quality Initiative (OPAL), [13] a consortium that includes UNESCO, the International Council for Open and Distance Education, the European Foundation for Quality in e-Learning, and several European universities.
The OER4Schools programme started in August 2009 with a pilot phase, that was completed in May 2010. Through this pilot, the programme assessed the feasibility of providing Open Educational Resources (OER) to ICT- and Internet-equipped primary schools in Zambia, and of supporting interactive forms of subject pedagogy with the new resources.
The resulting Paris OER Declaration (2012) reaffrmed the shared commitment of international organizations, governments, and institutions to promoting the open licensing and free sharing of publicly- funded content, the development of national policies and strategies on OER, capacity-building, and open research.