Skip to document
Welcome to StudocuSign in to access the best study resources
Guest user
0followers
Upload
HomeMy LibraryAsk AI
  • You don't have any recent items yet.
My Library
  • You don't have any courses yet.
  • You don't have any books yet.
  • You don't have any Studylists yet.

Policy IOER

policy
Course

Business studies (BA111)

999+ Documents
Students shared 2187 documents in this course
Academic year: 2022/2023
Uploaded by:
Anonymous Student
This document has been uploaded by a student, just like you, who decided to remain anonymous.
Technische Universiteit Delft

Recommended for you

Comments

Please sign in or register to post comments.

Students also viewed

Related documents

Preview text

National Inclusive Open Educational Resources Policy is made available under a

Creative Commons Attribution 4 International (CC BY-SA 4) License:

creativecommons/licenses/by/4.0.

For the avoidance of doubt, by applying this license the Department of Higher

Education Malaysia, Ministry of Higher Education Malaysia does not waive any

privileges or immunities from claims that they may be entitled to assert, nor does

Department of Higher Education Malaysia, Ministry of Higher Education Malaysia

submit itself to the jurisdiction, court, legal processes or laws of any jurisdiction.

Published in 202 2

Published by:

Academic Excellence Division

Department of Higher Education Malaysia

Ministry of Higher Education Malaysia

No. 2, Tower 2, Street P5/6, Precinct 5

62000 Putrajaya, Malaysia

jpt.mohe.gov

e ISBN 978-967-2828-16- 7

National Inclusive Open Educational Resources Policy

9789672828167

TABLE OF CONTENTS

FOREWORD:
MINISTER OF HIGHER EDUCATION MALAYSIA
ASSISTANT DIRECTOR-GENERAL
FOR COMMUNICATION AND INFORMATION
UNESCO
EXECUTIVE SUMMARY
NATIONAL INCLUSIVE OPEN EDUCATIONAL
RESOURCES POLICY : PREAMBLE
POLICY DECLARATION
APPENDIX
ACKNOWLEDGMENT
5
7
9
11
19
26
36

To achieve this, the inclusive Open Educational Resources (iOER) has been produced as a national policy statement to provide direction in the design, development and use of iOER. It drives to increase access and support quality T&L in Malaysia’s higher education under a creative commons license which involves content, activities and resources that fit and can be adapted to everyone’s unique needs, with no or minimal barriers. I would like to take this opportunity to express my gratitude to everyone who has contributed to the development of the National IOER Policy. I would also like to congratulate the Department of Higher Education on the publication of this book in effort of driving academic excellence through flexibility in Malaysia’s higher education ecosystem.

Thank you.

6

DR. TAWFIK JELASSI

Assistant Director-General for Communication and

Information UNESCO

UNESCO believes that the universal access to information through quality education contributes to peace, sustainable social and economic development, and intercultural dialogue. In many countries, Open Educational Resources (OER) have demonstrated their value in supporting inclusive access to education and in improving the quality of learning outcomes. Thus, OER are a powerful enabler for accelerating progress towards Goal 4 on quality education in the 2030 Agenda for Sustainable Development.

The National Inclusive Open Educational Resources Policy (iOER) was established as a response to the need for ensuring inclusive learning opportunities that benefit all learners, including those that are differently-abled, in Malaysia. This innovative policy is aligned with the implementation of the 2019 UNESCO Recommendation on OER adopted by UNESCO’s General Conference at its 40th session. This international normative instrument calls upon all Member States to (i) build capacity of stakeholders to create access, use, adapt and redistribute OER; (ii) develop supportive policy; (iii) encourage inclusive and equitable quality OER; (iv) nurture the creation of sustainability models for OER; and (v) to facilitate further international cooperation.

This Recommendation defines OER as learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others. Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute educational materials.

The publication of this iOER Policy supports the OER Recommendation’s call for the creation, access, re-use, re-purpose, adaptation, and redistribution of inclusive and equitable quality OER for all learners, irrespective of, inter alia, age, gender, physical ability, and socio- economic status, as well as those in vulnerable situations.

7

EXECUTIVE SUMMARY

During the 40th session of the UNESCO General Conference in 2019, UNESCO Member States adopted the UNESCO OER Recommendation by consensus. This Recommendation is the only existing normative instrument in the area of technologies and education in UNESCO and calls on the Member States to undertake actions in the following five areas:

i. building capacity of stakeholders to create, access, re-use, adapt and redistribute OER;

ii. developing supportive policy;

iii. encouraging inclusive and equitable quality OER;

iv. nurturing the creation of sustainability models for OER, and

v. facilitating international cooperation.

The OER Recommendation 2019 supports the mainstreaming of OERs to assist all 193 member states in the engendering of inclusive knowledge societies with the long-term objective of achieving the 2030 sustainable development agenda with reference to the Sustainable Development Goal (SDG) 4 (Quality education), SDG 5 (Gender equality), SDG 9 (Industry, innovation and infrastructure), SDG 10 (Reduced inequalities within and across countries), SDG 16 (Peace, justice and strong institutions) and SDG 17 (Partnerships for the goals). This Recommendation(portal.unesco/en/ev.phpURL_ID=49556&URL_DO=DO_TOPIC &URL_SECTION=201) makes it incumbent upon all member states to adopt the present recommendation of the OER, recommends that Member States apply the provisions of the recommendation by taking appropriate measurable action, which include the establishment of legislative frameworks within their respective national laws and acts, in conformity with the constitutional practice and governing structures of each State, to give effect to within their jurisdictions to the principle of this recommendation. Member States must endeavor to bring the OER Recommendation 2019 to the attention of the authorities responsible for training (learning and development), education and research, in the case of Malaysia, the relevant ministries and departments of education and higher education and consult with the relevant stakeholders concerned with learning and education. Member states will be required to

9

report to the General Conference of UNESCO, at such dates and in such manner as shall be determined, on the action taken in pursuance of this recommendation. The OER Recommendation 2019 highlight the need for the incorporation of the recommendations as stated in this draft policy on inclusive open educational resources (iOER) as one of the critical components which can serve to drive the national agenda on OER in the current global direction and ensure that Malaysia remains on par with other member States.

10

xi. Malaysia Education Act (1996) Article 40 and 41. xii. Malaysian Copyright Act (1987) (Act 322). xiii. Learning for All: Guidelines on the Inclusion of Learners with Disabilities in Open and Distance Learning, 2018. xiv. National e-Learning Policy (DePAN), 2015 xv. Malaysia Education Blueprint 2015-2025 (Higher Education) xvi. Malaysia Education Blueprint 2013- 2025 xvii. Action Plan for Persons with Disabilities 2016-

Malaysia aspires to improve access by making available higher education to relevant populations and ensuring quality and equity regardless of ability, geography, age, gender, or socioeconomic background.

The term Open Educational Resources (OER) as adopted by UNESCO Member States in The OER Recommendation 2019 - “Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others. Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute educational materials”. The UNESCO OER Recommendation 2019 provides an internationally adopted normative framework to take actions to support OER development in 5 areas of action, namely;

i. building capacity of stakeholders to create, access, re-use, adapt and redistribute OER; ii. developing supportive policy; iii. encouraging inclusive and equitable quality OER; iv. nurturing the creation of sustainability models for OER, and v. facilitating international cooperation.

12

Since 16/06/1958, Malaysia has been a Permanent Delegate to UNESCO. The Commonwealth of Learning report entitled “Towards National Policy Guidelines on Open Educational Resources in Malaysia” was published in 2017. The report emphasized the importance of open educational resources (OER) for improving equality in education. OER are a worthwhile option to make education more accessible, affordable, shareable and reusable. The adoption, expansion and enculturation of OER with the aid of information and communication technology in Malaysian education will transform educational practices through the effective use of educational resources available with open licenses. Several higher education institutions in Malaysia have joined the OER movement. However, there is not yet widespread understanding about OER and open licenses due to the lack of specific guidelines. In Malaysia, the National eLearning Policy (DePAN 2) focuses on open courseware, and it is important to develop specific guidelines for the same.

With the support of the Commonwealth of Learning, the Universiti Sains Islam Malaysia (USIM) conducted this study and organized a national consultation to develop draft guidelines that may be adopted by the appropriate education ministries in Malaysia. Malaysia was selected as a host country for Asia Regional Consultation (ARC), held on 1st and 2nd December 2016, to gather OER experts and policy makers from more than 100 countries, organized by the Commonwealth of Learning in cooperation with UNESCO, to compile recommendations for the adoption of inclusive OER. The objectives of the ARC were:

i. to raise regional awareness about the importance of OER and its relationship to SDG4,

ii. to provide a hands-on experience for all participants to establish personal OER knowledge,

iii. to explore mechanisms to facilitate the mainstreaming of OER,

iv. to identify strategies and solutions

v. to overcome the challenges or barriers to mainstreaming OER;

vi. to agree on inputs that factor into the planning of the 2nd World OER Congress.

The objective of identifying strategies and solutions to overcoming the challenges or barriers to the mainstreaming of OER is of specific relevance to the iOER policy as individuals with disabilities are likely to face multiple challenges when they try to access content which has been developed without due attention to the different classes of learners.

13

  1. OER Integration: A logical and systematic approach to the “five Rs” (Hilton, Wiley, Stein & Johnson, 2010) 2 of reusing, revising, remixing, redistributing and retaining of OER.

  2. OER Sharing: Making OER freely accessible, in editable formats, in online repositories.

  3. Inclusivity: Inclusivity refers to provision of any services or facilities that include learners in formal and non-formal education contexts irrespective of, inter alia, age, gender, different types of disabilities, and socio-economic status, as well as gifted learners and those in vulnerable situations, indigenous peoples, those in remote rural areas (including nomadic populations), people residing in areas affected by conflicts and natural disasters, ethnic minorities, migrants, refugees, and displaced persons. In all instances, gender equality should be ensured, and particular attention paid to equity and inclusion for learners who are especially disadvantaged due to multiple and intersecting forms of discrimination and other marginalized settings.

  4. Inclusive OER (iOER): Inclusive OER refers to the creation, access, re-use, re- purpose, adaptation and redistribution of inclusive and equitable quality OER for all stakeholders. These would include those learners in formal and non-formal education contexts irrespective of, inter alia, age, gender, different types of disabilities, and socio- economic status, as well as gifted learners and those in vulnerable situations, indigenous peoples, those in remote rural areas (including nomadic populations), people residing in areas affected by conflicts and natural disasters, ethnic minorities, migrants, refugees, and displaced persons. In all instances, gender equality should be ensured, and particular attention paid to equity and inclusion for learners who are especially disadvantaged due to multiple and intersecting forms of discrimination and other marginalized settings.

1 portal.unesco/en/ev.php-URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201. (2019). 2019 UNESCO OER Recommendation. Retrieved from

2 Hilton, J., Analysis: Frameworks for openWiley, D., Stein, J., & Johnson, A. (2010). The five R‘s of openness and ALMS educational resources. Open Learning: The Journal of Open and Distance Learning, 25(1), 37 -44.

15

  1. Institution: Institution refers to the Malaysian governmental bodies, educational providers and institutions from preschool to post-secondary education levels in both public and private sectors and agencies.

  2. Accessibility: Article 9 of the UNCRPD states: ‘To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services, open or provided to the public, both in urban and in rural areas.’ Accessibility is one of the general principles within Article 3 of the UNCRPD.

  3. Assistive Technologies (AT): Assistive Technologies: BATA (2011) suggests that: ‘AT is any item, equipment, hardware, software, product or service which maintains, increases or improves the functional capabilities of individuals of any age, especially those with disabilities, and enables them more easily to communicate, learn, enjoy and live better, more independent lives’ (British Assistive Technology Association (BATA), 2011. Assistive technology services can be defined as any service that directly assists an older adult or individual with a disability in the selection, acquisition, or use of an assistive technology device. This includes: evaluation, acquisition, adaptation / modification, coordination of therapies, training of end users, families and professionals, provision, maintenance, repair and replacement of accessible information technology. (From the US Assistive Technology Act of 1998, as amended).

  4. Disability: Disabilities refer to the condition of learners who are certified by a medical practitioner or psychologist as having - mental/psycho-social disability, visual disability, hearing disability, speech disability, physical disability, learning difficulties or multiple disabilities with any combination of the above mentioned. These disabilities may be permanent or temporary.

16

  1. Open License: “A license that specifies what can and cannot be done with a work (whether sound, text, image or multimedia). It grants permissions and states restrictions. Broadly speaking, an open license is one which grants permission to access, re-use and redistribute a work with few or no restrictions”. 3

  2. Creative Commons (CC): Creative Commons is a non-profit organization that is devoted to expanding the range of creative works available for others to build upon legally and to share. CC licenses are the global standard for openly licensing OER.

  3. Institutional Repository: A set of services offered by an institution “to the members of its community for the management and dissemination of digital materials created by the institution and its community members. It is most essentially an organizational commitment to the stewardship of these digital materials, including long-term preservation where appropriate, as well as organization and access or distribution” 4.

20**_. Knowledge societies:_** Knowledge societies according to UNESCO means societies in which people have the capabilities not just to acquire information but also to transform it into knowledge and understanding, which empowers them to enhance their livelihoods and contribute to the social and economic development of their societies.

3 opendefinition/guide/ 4 Lynch, C. (2003). Institutional Repositories: Infrastructure for Scholarship in the Digital Age, ARL 226, Retrieved from arl/storage/documents/publications/arl -br-226

18

POLICY DECLARATION

The Malaysian governmental bodies, educational providers and institutions from preschool to post-secondary education levels in both public and private sectors and agencies, hereafter referred to as the “institution”, will promote and implement inclusive Open Educational Resources (iOER) that permits no-cost access, re-use, re-purpose, adaptation and redistribution by others within an Open Licensing framework.

The long-term vision of this National Policy on inclusive Open Educational Resources (iOER) is to ensure the adoption of iOER by the institutions to provide quality education and training (learning and development) access to all learners.

The Policy envisions that iOER will be used effectively in education to enable all learners to learn according to their individual learning preferences as well as learning styles and to promote the long-term inclusion into wider society of learners with disabilities, particularly through enhancing their social inclusion and employment opportunities.

1. Policy Statements :

1 The role of the Government shall be to support institutions in promoting the iOER initiative by providing the required policy direction, administrative and financial support.

1 Institutions shall develop their respective policy document to support iOER in alignment with the national iOER policy, taking into consideration their specific needs and resources.

1 Institutions will support, promote, foster and recognize all efforts towards the creation, adoption, adaptation, integration and sharing of iOER in course design, development, quality assurance, delivery and maintenance.

1 Institutions, as publisher and owner of the content, will decide on the content to be published as iOER in consultation with the relevant content providers.

19

Was this document helpful?

Policy IOER

Course: Business studies (BA111)

999+ Documents
Students shared 2187 documents in this course

University: Universiti Teknologi MARA

Was this document helpful?

Students also viewed

Related documents