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dc.contributor.authorAVU
dc.date.accessioned2018-02-28T11:50:41Z
dc.date.available2018-02-28T11:50:41Z
dc.date.issued2018-02-28
dc.identifier.urihttp://oer.avu.org/handle/123456789/717
dc.description.abstract

It is well recognized that African educational institutions are facing enormous pressure to increase access to education and training. The cost of accommodating an increasing number of students in educational institutions is also high. Affordable and quality solutions are what are required. While many governments have recently agreed to work towards the Sustainable Development Goals (SDGs), especially the Education-oriented SDG4, the cost of supporting access to quality learning materials may make it difficult to meet these goals within the required time frame.

Some scholars came together under the aegis of UNESCO to specifically address this issue. They were part of the Open Educational Resources (OER) movement focused especially on the licenses protecting learning materials (including courses, modules, audio/visual materials as well as textbooks to name a few). There was global consensus on how licenses can be reviewed so that these learning objects are easily available for re-using and re-purposing without offending copyrights. This movement slowly gathered momentum until the Paris OER Declaration of 2012 gave it unprecedented prominence as well as a legitimate place in the effort towards sustainable development. In fact, OERs are seen as having the potential of answering many of access and quality challenges that are barriers to the SDGs. OERs potentially can provide governments, institutions, and individuals with access to some of the best instructional materials available globally. It follows that these materials can be adapted to fit contextual and cultural requirements. However, what are the means through which they can be culturally contextualized?

en_US
dc.language.isoenen_US
dc.titleMake what is hers mine: Cultural Appropriation and contextualization of OERsen_US
dc.typeArticleen_US


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