Preliminary findings in spanish7/13/2023 It is necessary therefore to provide support to stakeholders via the use of resources and tools that afford more visibility to these initiatives. Additionally, in 2019, Mexico was awarded the UNESCO OER Implementation Award by the UNESCO/ICDE Chair Open Educational Movement for Latin America International.Īnother challenge faced by Latin American countries is how to showcase more efficiently their OE/OER initiatives to the Global North. However, UNESCO has already urged countries to create such a policy”(L. Castaños, personal communication, February 11, 2021). Finally, Mexico’s two main universities in the country: “The National Autonomous University of Mexico (UNAM), which is a public University, and the Monterrey Institute of Technology and Higher Education (private) have established policies on open educational resources and possibly the National Council of Science and Technology (CONACYT). A national policy is still in process. Chile, for example, does not have a national OE policy per se but it’s important to mention that in 2018 it founded the Open University of Recoleta with a mission supported by an institutional policy based on OER. In stark contrast, “the nature of OER management and extent of policy implementation in Uruguay suggests that it is an enabling environment for current and future open policy development” (Toledo, 2017, p. Thus, while Brazil has managed to establish a national basic education OE policy (Ordinance of the Ministry of Education – 415/2018), Columbia “is more at a nascent stage of OE policy development” (Toledo, 2017, p.121). Despite the fact that many countries in the region show high use and practices of digital resources like remixing of educational materials, lack of knowledge of open licenses, lack of specific policies and funding, lack of country champions (only Brazil and Chile have country champions) awareness-raising and capacity building tend to delay its uptake and remain a challenge to be overcome (OER Regional Consultation, 2017).įurthermore, “each country has its own approach to funding basic and higher education, which impacts national and/or institutional policies geared towards promoting OE in these sectors” (Toledo, 2017, p.121). Initiatives coming from several countries and that can be found on the OER World Map attest to this fact. 10), implementation is steadily increasing. In the context of OE/OER uptake, although most Latin American countries are at an early stage regarding the adoption and mainstreaming of OE/OER (OER Regional Consultation, 2017, p. The findings of phase 1 have also been used as a foundation for phase 2 of the DEI project, which focuses on Latin America lead by GO-GN researchers Viviane Vladimirschi and Carina Bossu. Findings of this first stage informed the initial GO-GN guidelines for DEI. The researchers, GO-GN researcher Judith Pete and Carina Bossu, interviewed 8 experts across the continent and ran a two-day workshop in Nairobi (Kenya). The first phase of GO-GN DEI project had a focus on DEI practices in Open Education in Africa. Read a Spanish language version of this blog postĭiversity, Equity and Inclusion (DEI) has been in the GO-GN’s agenda since it’s foundation in 2013, but it was in 2018 when its first project directly related to DEI was developed.
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