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This latest report produced by OECD’s Centre for Educational Research and Innovation (CERI) directly builds on the centre’s previous activities, which resulted in an initial publication on open education resources (OER) in 2007. This time around, after developing a questionnaire, the expert group responsible for the report invited participating countries to consider the policy implications of the expansion of OER, its benefits and associated challenges.
Responses from 34 OECD member countries were analysed. Almost all countries indicated that they are in one way or another active in the area of OER, whether through specific projects and programmes or through the initiatives of institutions or individuals. The most frequently cited policy reason for OER activity is the desire to increase access to high-quality learning materials. Contrary to conventional understanding that situates OER mainly on the post-secondary educational level, OER activity seems to be spread across the whole educational spectrum. Many countries indicate that the use of licensing is well distributed. Nevertheless, precise information in this regard is generally lacking.OECD