1. OpenCourseWare/Open Educational
Resources & potential for higher education in
developing countries
Fred Mulder
OU/ UNESCO Chair in OER
Joost Groot Kormelink
TU Delft
Presentation
Nuffic
27 /3 / 2012

2. Part II:
Examples of (linkages) OER/OCW in higher
education in developing countries
• India
• Vietnam
• TESSA
• OER Health Africa
• Bandung – Delft – Watermanagement
• Voluntary Services around OCW
2

3. India national policy
• Development of
Citation:
OER by selected
institutes
• Accompanying
measures: staff
training etc.
Presentatie VU

4. Vietnam OCW in HE,
cooperation with U.S.A
(http://www.vocw.edu.vn/)
4

5. Source: http://www.slideshare.net/OCWConsortium/history-of-the-vietnam-
opencourseware
5

6. Vietnam Cantho University
Source: www.slideshare.net/OCWConsortium/ocw-at-ctu-tran-
thanh-dien
6

7. Teacher Education Sub-Sahara Africa; http://www.tessafrica.net/
cooperation with Open University UK
7

8. 8

9. http://www.oerafrica.org/, cooperation with Michigan University
9

10. 10

11. 11

12. 12

13. 13

14. TU Delft Drinking Water Engineering
Education/Open CourseWare, step 1 (2007)
Objectives to participate in OCW pilot:
• Attract more (international) students
• Addition to existing lecturing program
• Lectures are available independent
of time and place
14

15. Step 2: EVD-grant: cooperation with ITB - Bandung on
the basis of OCW & study visits (2010)
15

16. Step 3: Ambition for the future..
Presentatie VU Pagina 16

17. On the basis of OCW- courses:
SP
Presentatie VU Pagina 17

18. Idea: voluntary learning services around OCW (1)
• More and more initiatives from ‘OER to OEP’
(open educational practices), for example
http://mitx.mit.edu/
• Informal communities for learners around OER already
exist, for example http://p2pu.org/nl/
18

19. Next step: voluntary learning services around OCW
= UNESCO action line
Model we propose (start: additional to ongoing
linkages?):
• Curricula of the Southern partner is leading.
• The southern partner is responsible for grading and quality
assurance.
• Selected courses which are part of the regular curricula are being
provided on the basis of OCW/OER by academic teaching
community (North-South).
• The Northern expert does not receive a remuneration for his/her
contribution to the provision of the course.
19

20. Some challenges to be taken into consideration…..
Pagina 20

21. Part III:
Discussions

22. Discussion:
potential OCW/OER for capacity building programs Nuffic
- What are the opportunities?
- What is required for OCW/OER in terms of capacity
building?
- What should be the scale of the project?
- What are the main challenges/problems to be solved?
- Are Dutch institutes ready for this approach?
- Can we add voluntary learning services to linkages?
The opposite of open is closed
The opposite of connected is isolated
We can share and educate as never before

23. Thank you for your attention
fred.mulder@ou.nl
j.b.j.grootkormelink@tudelft.nl