7 chapter1 by OOE SPU

Current Status of OER in ASEAN | Chapter 1

Chapter 1 Current Status of Open Educational Resources in ASEAN Avelino A. Mejia, Jr.

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Current Status of OER in ASEAN | Chapter 1

Table of Contents INTRODUCTION ............................................................................................................................................6 Background ...............................................................................................................................................6 Key Issues..................................................................................................................................................8 Research Questions ................................................................................................................................9 Objectives .............................................................................................................................................. 10 Methodology ......................................................................................................................................... 11 REPORT ON THE CURRENT STATUS OF OER IN ASEAN ..................................................................... 14 Southeast Asia â&#x20AC;&#x201C; an overview............................................................................................................ 14 Brunei Darussalam ............................................................................................................................... 33 Cambodia............................................................................................................................................... 39 Indonesia................................................................................................................................................ 43 Lao PDR .................................................................................................................................................. 50 Malaysia.................................................................................................................................................. 53 Myanmar ................................................................................................................................................ 57 Philippines ............................................................................................................................................. 62 Singapore ............................................................................................................................................... 66 Thailand ................................................................................................................................................. 67 Vietnam .................................................................................................................................................. 70 Regionalization of OER ............................................................................................................................ 74 Conclusion and Recommendations ..................................................................................................... 77

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Current Status of OER in ASEAN | Chapter 1

Abbreviations ACU

ASEAN Cyber University

ACU-OER

ASEAN Cyber University - Open Educational Resources

APTIKOM

Association of Computing and Informatics Colleges and Universities

ASEAN

Association of Southeast Asian Nations

ASSC

ASEAN Socio-Cultural Community

AUF

Agence Universitaire de la Francophonie

Creative Commons

CDRI

Cambodia Development Research Institute

CHED

Commission on Higher Education (Philippines)

CLMV

Cambodia, Lao PDR, Myanmar, Vietnam

CMU

Chiang Mai University

COL

Commonwealth of Learning

DepEd

Department of Education (Philippine)

EIFL

Electronic Information for Libraries

GDP

Gross Domestic Product

GUM

Gadja Mada University

HDI

Human Development Index

HEI/s

Higher Education Institution/s

ICT

Information and Communications Technology

IDI

ICT Development Index

INHERENT

Indonesian Higher Education Network Chapter 1 - 3/86

Current Status of OER in ASEAN | Chapter 1 IP

Intellectual Property

IRI

Institute of Research and Innovation (Wawasan Open University)

ITB

Bandung Institute of Technology

ITC

Institute of Technology of Cambodia

ITU

International Telecommunication Union

KAPE

Kampuchean Action for Primary Education

KOICA

Korean International Cooperation Agency

LALIC

Laos Library and Information Consortium

LDCs

Least Developed Countries

MIT

Massachusetts Institute of Technology

MODeL

Massive Open Distance e-Learning

MOEC

Ministry of Education and Culture (Indonesia)

MoEYS

Ministry of Education, Youth and Sport

NEH

New Education Highway

NRI

Networked Readiness Index

Open Access

OER

Open Educational Resources

PT Telkom

Indonesian Telephone Company

Pustekkom

ICT Centre for Education

RDTC

Resource Distribution and Training Centres

ROAD

Directory of Open Access Scholarly Resources

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Current Status of OER in ASEAN | Chapter 1 ROER4D

Research on Open Educational Resources for Development

SDEM

Strategic Dialogue of Education Ministers

SEAMEO

Southeast Asian Ministers of Education Organization

SEAMEO INNOTECH SEAMEO Regional Center for Educational Innovation and Technology TCU

Thailand Cyber University

TEIs

Teacher Education Institutions

TESDA

Technical Education and Skills Development Authority

University of Indonesia

UNDP

United Nations Development Programme

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNESCO SEACLLSD UNESCO Southeast Asia Center of Lifelong Learning for Development UPOU

University of the Philippines Open University

Universitas Terbuka

VOER

Vietnam Open Educational Resources

VVOB

Flemish Association for Development Cooperation and Technical Assistance

WEF

World Economic Forum

WIPO

World Intellectual Property Office

WOU

Wawasan Open University

WSIS

World Summit on Information Society

YUDE

Yangon University of Distance Education

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Current Status of OER in ASEAN | Chapter 1

INTRODUCTION Background The last five years of the 20th century saw the arrival of the Internet, the World Wide Web and accompanying Information and Communications Technology (ICT) that consequently made – and continue to make – profound and lasting impacts on all aspects of life, including education. While using ICT for educational purposes was not uncommon during the early years of personal computing, the application of technology in education particularly in sharing educational resources was still a novelty and largely unexplored. The interconnection of computers irrevocably changed how ICT is used in education and enabled convenient access to, and sharing of ICT-based teaching and learning resources. In 2001, the Massachusetts Institute of Technology (MIT) made its course materials widely available online and effectively ushered in similar initiatives on sharing educational resources. The same year saw the coining of the term “Open Educational Resources” (OER) at the 2002 Forum on Open Courseware (UNESCO, 2002, p. 24). From here onwards, OER came to be defined as “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes. “ The 2003 World Summit on Information Society (WSIS) anticipated OER as a key element in an Information Society where “everyone can create, access, utilize and share information and knowledge” (World Summit on Information Society, 2003). The 2012 World OER Congress organized by the UNESCO produced the 2012 Paris OER Declaration, in which countries were encouraged to strengthen commitments on OER. Included in the Declaration are recommendations to “encourage research on OER” and “facilitate finding, retrieving and sharing of OER” (UNESCO, 2012). OER has come a long way and is continuing to evolve with the emergence of other ICT-based educational innovations. Like the rest of the world, education in the Southeast Asian sub-region was profoundly affected by the technological advancements at the onset of the 21st century. This coincided with the envisioning by the Association of Southeast Asian Nations (ASEAN) of the ASEAN Community in 2003 (ASEAN, n.d.). Launched in 2015, the ASEAN Community embodies the Chapter 1 - 6/86

Current Status of OER in ASEAN | Chapter 1 original goal of the Association to improve the lives of its peoples and communities and similarly recognizes the importance of education in realizing this goal. The ASEAN SocioCultural Community (ASSC), one of the three community pillars of the ASEAN Community, mentions the cooperation of ASEAN member states on education, among other areas, for promoting a better quality of life for its peoples and communities. Included in the strategic measures of its key result areas are to “harness the use of (ICT). . . to connect with the regional and global community” (ASEAN, 2016, p. 5) as well as “enhance the competitiveness of ASEAN human resources through the use of ICT” (ASEAN, 2016, p. 19). In order for ASEAN member states to deliver these strategic measures, a higher level of cooperation and synergy among ASEAN member states in education and human resource development is essential. In April 2016, the Southeast Asian Ministers of Education Organization (SEAMEO) organized the second Strategic Dialogue for Education Ministers (SDEM), which included a roundtable session on the agenda of SEAMEO for the period 2016-2018. In this session, Bro. Armin Luistro, at the time the incumbent Secretary of the Department of Education (DepEd) of the Philippines, stressed the need to “harvest resources that are currently available but may not be accessible to individual countries” and that “resources available should be shared to all” (SEAMEO INNOTECH, 2016, p. 61). His message alluded to the potential role of Open Educational Resources (OER) in increasing access to quality and equitable education in Southeast Asia. The DepEd Secretary also emphasized the need to move away from thinking solely about individual countries if these educational efforts are to be implemented (ASEAN, 2016, p. 62). On September 2016, leaders of ASEAN member states adopted the Vientiane Declaration on the Adoption of the Master Plan on ASEAN Connectivity 2025, the vision of which is “to achieve a seamlessly and comprehensively connected and integrated ASEAN that will promote competitiveness, inclusiveness, and a greater sense of Community” (ASEAN, 2016, p. 9) One of the five strategic areas of the Declaration is on digital innovation, where one of the strategic objectives is to “improve open data use in ASEAN member states” (ASEAN, 2016, p. 50) and one of the key initiatives is to “establish an ASEAN open data network” (ASEAN, 2016, p. 53). While the Master Plan did not specifically point out the importance of OER, it has recognized the economic impact of disruptive technologies, with an estimated equivalent of USD 36 to Chapter 1 - 7/86

Current Status of OER in ASEAN | Chapter 1 53 billion impact on education in ASEAN member states by the year 2030 (ASEAN, 2016, p. 49).

Key Issues Despite OER having gained traction and international acceptance, information on OER in Southeast Asian countries remains largely unidentified, loosely collected and structured. In recent years, efforts have been made to gather information on policies governing OER around the world, such as the OER Policy Registry 1 (Creative Commons) and the Survey on Governmentsâ&#x20AC;&#x2122; OER Policies (UNESCO and Commonwealth of Learning). However, findings on Southeast Asia were largely absent, if not ambiguous. What further compounds the issue is that most of the ASEAN member states are developing countries and hence do not yet have the technological and human resource capacity to effectively and optimally use ICT in education let alone establish mechanisms for OER access, use, and production. Within the context of developing countries, non-government and private producers of educational content are naturally inclined to withhold support for the OER movement in order to protect professional and business interests. Some ASEAN governments may already have nominally supported OER but might not have allocated already scarce resources in order to take more concrete steps. While each ASEAN member state understandably have to address a slew of other concerns it deems more important, the full potential of OER to increase access, improve quality and equity of education has been unintentionally sidelined and remains largely unrealized. With the growth and maturation of the ASEAN Community, OER will become even more instrumental in the regionalization of education and human resource development in the subregion. As of now, the ASEAN Community is still on its nascent stage, as member states collectively learn the ropes and determine the appropriate course of action.

https://wiki.creativecommons.org/wiki/OER_Policy_Registry

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Current Status of OER in ASEAN | Chapter 1

Research Questions The main research question on the current status of OER in ASEAN consist of secondary questions, as follows: 1) What are the policies governing OER in ASEAN member states? 2) What OER are available in ASEAN member states? 3) How are OER being made available to academe and students in ASEAN member states? 4) How do academe and students use OER? 5) What are the barrier to accessing, using, sharing and creating OER? 6) What steps have been undertaken towards the regionalization of OER in ASEAN? As such, determining the current status of OER in ASEAN is not limited to a mapping of content available in the region. The OER ecosystem consist of users, content and context (Foundations for OER Strategy Development, 2015) which consequently structure the research questions, indicated in Table 1: TABLE 1. STRUCTURE OF RESEARCH QUESTIONS USING OER ECOSYSTEM ELEMENTS Users awareness of OER and the motivation to use it

How do academe and students use OER? What OER are available in ASEAN member states?

Content OER content that users want â&#x20AC;&#x201C; and the tools to find, use, How are OER being made available to Current Status and adapt it academe, teachers and students in of OER in ASEAN ASEAN member states? What are the policies governing OER in ASEAN member states? Context community and systemic What are the barriers to accessing, support that will sustain OER customizing, creating, and sharing OER? Chapter 1 - 9/86

Current Status of OER in ASEAN | Chapter 1 What steps have been taken towards the regionalization of OER in ASEAN?

Objectives The research, being one of three cooperative research sub-topics for the ASEAN Cyber University â&#x20AC;&#x201C; Open Educational Resources (ACU-OER) project between the ACU Project Secretariat (ACUS) and ASEAN University Network, intends to activate the ACU-OER for the common use of ASEAN member states. In particular, the objectives will address the research questions: 1) 2) 3) 4) 5)

Determine the current status of OER in ASEAN Identify the policies governing OER in ASEAN member states Generate an inventory of available OER in ASEAN member states Identify OER access points for academe and students in ASEAN member states Determine the academe and student application and usage of OER in ASEAN member states 6) Determine and analyze the factors that inhibit accessing, using, sharing and creating OER in ASEAN member states 7) Identify initiatives on OER regionalization in ASEAN The research intends to further align the ACU-OER project with the ASEAN context, towards further building knowledge and better understanding of OER in ASEAN member states. The research seeks to contribute to realizing the potential of OER in improving education and human resource development in Southeast Asia, as well as to jumpstart cooperation and synergy in using OER in ASEAN.

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Current Status of OER in ASEAN | Chapter 1

Methodology A combination of methods have been employed in addressing the research questions, ensuring that all relevant angles are considered to realize the research objectives. 1) An analysis of existing documents relevant to the research topic has been performed. The review covered materials on ICT profile; government policies on OER; existing OER repositories; existing research on OER in ASEAN member states; and inter-OER initiatives. Included in the research are relevant data from OER Hub (http://www.oerhub.net), a project supported by the Hewlett Foundation and located at The Open University (UK), which has endeavored to strengthen the case for OER. From 2013 to 2015, OER Hub gathered data from more than 7,000 OER users â&#x20AC;&#x201C; educators, formal and non-formal learners, and librarians - across the globe about what they think and how they see the role of OER in teaching and learning (OER Hub, n.d.). True to the spirit of OER, the OER Hub has released the data set under a Creative Commons-Attribution (CC-BY) 4.0 license, which entitles the user to freely reproduce, share and use the data in transformed or remixed versions. While the survey can be disaggregated by the available categories (role, gender, country of residence, academic qualification), an additional category on geographical region2 has been included in this research in order to make the findings more relevant to ASEAN member states. Even as the bulk of respondents come from the geographical regions of Europe and Northern America, the OER Hub survey drew considerable response from other parts of the world, including ASEAN, as indicated in Table 2:

Based on the geographical region and composition, United Nations Statistics Division (http://unstats.un.org/unsd/methods/m49/m49regin.htm)

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Current Status of OER in ASEAN | Chapter 1 TABLE 2. OER HUB SURVEY RESPONDENTS (ROLES) Geographic Region

Educator

Africa 159 Asia* 185 Europe 458 Latin America and 98 the Caribbean Northern America 799 Oceania 43 ASEAN 56 Total 1798 *separate entry for ASEAN

Formal learner 87 230 723 119

Informal learner 170 339 1203 139

821 62 73 2115

1259 101 78 3289

Librarian

Total

15 1 105 -

431 755 2489 356

94 1 216

2973 207 207 7418

2) An online survey has been conducted to complement the document analysis in gathering quantitative and qualitative data. The survey was intended to gather OER information through respondents from each of the ten member states of ASEAN. The respondents as identified are knowledgeable in ICT in education and OER in their respective countries: TABLE 3. RESPONDENTS TO THE ONLINE SURVEY ASEAN member Respondent state Brunei Darussalam Cambodia Mr. Kimheng Sok Indonesia

Prof. Daryono

Position/Title Lecturer

Organization -

Institute of Technology of Cambodia Dean, Faculty of Social & Political Universitas Science Terbuka Chapter 1 - 12/86

Current Status of OER in ASEAN | Chapter 1 ASEAN member state Lao PDR

Malaysia

Myanmar

Respondent

Position/Title

Dokeo Phothachit

Director General for Human Resource Development

Winnie Er

Senior Lecturer, Faculty of Accountancy and Management

Dr. Hla Tint

Philippines Dr. Patricia Arinto

Chairperson, Centre for Learning and Teaching Former Rector

Dean, Faculty of Education (University of the Philippines Open University)

Singapore Thailand

Faculty Regent Dr. Thanomporn Director, Information Technology Laohajaratsang Service Center

Vietnam

Dr. Thai Than Tung

Organization Ministry of Education and Sports Universiti Tunku Abdul Rahman

Yangon University of Distance Education University of the Philippines

Chiangmai University

Vice Dean, Faculty of Information Hanoi Open Technology University

The documents analyses and online survey were intended to articulate on the research questions and gather data on: government policies of OER (availability, salient points); availability of OER (producer/creator, course/subject, type, media, language); accessibility and

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Current Status of OER in ASEAN | Chapter 1 usage of OER (access points, frequency of access and usage, perception of academe and students).

REPORT ON THE CURRENT STATUS OF OER IN ASEAN Southeast Asia To say that Southeast Asia is diverse is an understatement; its countries and peoples – close to 625 million of them – are diverse in terms of geography, culture, socioeconomics, and education. For one, the number of languages spoken in this part of the world – 1, 247 (Ethnologue, n.d.) – is a testament to its cultural diversity. Southeast Asian countries are just as scattered in the spectrum of economics and development. On one end, Singapore has emerged as a developed country and a global economic powerhouse; on the other, Least Developed Countries in the sub-region – Cambodia, Lao PDR, Myanmar – are just emerging from decades of political turmoil and catching up with its neighboring countries. The Networked Readiness Index (NRI) of the World Economic Forum (WEF) can be used to gauge the performance of ASEAN member states in leveraging ICT for socioeconomic development (Baller, Dutta, & Lanvin, 2016, p. v). The NRI uses 53 indicators to measure the ability of countries to benefit from emerging ICTs and thus take advantage of the opportunities afforded by it (World Summit on Information Society, 2003, p. v). The NRI consists of four subindexes and corresponding pillars: 1) Environment subindex – infrastructure, affordability and skills; 2) Readiness subindex – political and regulatory environment, business and innovation environment; 3) Usage subindex – individual usage, business usage, government usage; 4) Impact subindex – economic impacts, social impacts (Baller, Dutta, & Lanvin, 2016, p. xi). Tables 4 and 5 list subindex rank and value for each of the ASEAN countries:

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Current Status of OER in ASEAN | Chapter 1

TABLE 4. ASEAN RANKING ON NRI ENVIRONMENT SUBINDEX, READINESS SUBINDEX Environment subindex ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam

Readiness subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

119 62 93 21 133 89 1 54 86

8 4 7 2 9 6 1 3 5

3.4 4.1 3.8 5.1 3.0 3.8 6.0 4.2 3.8

100 81 107 73 118 92 16 62 82

7 4 8 3 9 6 1 2 5

4.1 4.6 3.9 4.8 3.1 4.4 6.1 4.9 4.6

TABLE 5. ASEAN RANKING ON NRI USAGE SUBINDEX, IMPACT SUBINDEX Usage subindex ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR

Impact subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

110 78 117

7 5 8

3.1 3.8 2.9

117 78 104

8 6 7

2.9 3.5 3.1

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Current Status of OER in ASEAN | Chapter 1 Usage subindex ASEAN member state Malaysia Myanmar Philippines Singapore Thailand Vietnam

Impact subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

30 137 66 1 63 81

2 9 4 1 3 6

5.1 2.3 3.9 6.0 4.0 3.7

30 135 62 1 65 76

2 9 3 1 4 5

4.6 2.4 3.8 6.1 3.7 3.6

Overall, Singapore tops the NRI not only among ASEAN countries but worldwide. As shown in Table 6, the NRI and subindex rankings in ASEAN are not uniform across the board, except for Singapore and Myanmar. For instance, the impact subindex ranking (ASEAN) of the Philippines is 2 spots higher than its NRI rank (ASEAN). As such, the country is able to optimize its ICT resources, limited as they are, to generate innovations and contribute to societal progress. TABLE 6. NRI VALUE, WORLD AND ASEAN RANK OF ASEAN MEMBER STATES ASEAN member state

NRI value

Singapore Malaysia Thailand Indonesia Philippines Vietnam Lao PDR

6.0 4.9 4.2 4.0 4.0 3.9 3.4

NRI Environ Readines NRI Usage Impact 2016 ment s Rank subindex subindex Rank subindex subindex (ASEAN Rank Rank (out of Rank Rank ) (ASEAN) (ASEAN 139) (ASEAN) (ASEAN) 1 1 1 1 1 1 31 2 2 3 2 2 62 3 3 2 3 4 73 4 4 4 5 6 77 5 6 6 4 3 79 6 5 5 6 5 104 7 7 8 8 7 Chapter 1 - 16/86

Current Status of OER in ASEAN | Chapter 1 ASEAN member state Cambodia Myanmar Brunei Darussalam

NRI value 3.4 2.7 -

NRI Environ Readines NRI Usage Impact 2016 ment s Rank subindex subindex Rank subindex subindex (ASEAN Rank Rank (out of Rank Rank ) (ASEAN) (ASEAN 139) (ASEAN) (ASEAN) 109 8 8 7 7 8 133 9 9 9 9 9 -

Select indicators of the NRI can approximate the status of education in each ASEAN country. The indicators on quality of education, quality of math and science education, and Internet access in schools for ASEAN member states are listed in Table 7.

TABLE 7. NRI VALUE AND RANK OF ASEAN MEMBER STATES ON SELECTED EDUCATION INDICATORS ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam

Quality of Education Quality of math Internet access in System & science education schools Value Rank Rank Value Rank Rank Value Rank Rank (1-7) /139 /ASEAN (1-7) /139 /ASEAN (1-7) /139 /ASEAN 3.2 4.3 3.2 5.4 2.5 4.5 5.8 3.6 3.5

100 41 100 6 127 31 3 74 78

7 4 7 2 8 3 1 5 6

3.2 4.4 3.2 5.3 2.8 4.1 6.4 3.9 4.2

111 52 112 12 127 67 1 79 65

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7 3 8 2 9 5 1 6 4

3.5 4.8 3.5 5.5 2.3 4.5 6.3 4.6 4.6

106 43 106 26 135 58 2 54 57

7 3 7 2 8 6 1 4 5

Current Status of OER in ASEAN | Chapter 1 The disparity among ASEAN member states is similarly evident in education. Singapore and Myanmar are literally at both ends of the spectrum, ranking 3rd and 127th in terms of education system quality. The disparity similarly extends to the use of technology in education, as reflected in the school Internet access indicator. Results of the COL-UNESCO survey on government OER policies and activities provide a viable approximation of the status of OER in ASEAN member states, as six countries from Southeast Asia - Brunei Darussalam, Indonesia, Malaysia, Philippines, Thailand, and Vietnam 3 participated in the aforementioned survey (Hoosen, 2012, p. 2). Respondents from Asia and the Pacific indicated the nature and extent of OER activity, being usually initiated by institutions and engaged individuals and through publicly-funded OER projects or programmes. Learning resources in Asia Pacific are for the most part publicly funded.

TABLE 8. SOURCE OF OER IN ASIA-PACIFIC

Yes, through initiatives by institutions and engaged individuals Yes, through specific projects or programmes with public funding Yes, through government initiatives including specific measures and initiatives Yes, through specific projects or programmes with private funding No Yes, otherwise 3

Asia and the Pacific 52% 52% 39% 26% 13% 17%

Other respondents from Asia and the Pacific include: Australia, Peopleâ&#x20AC;&#x2122;s Republic of China, Cook Islands, Federally Administered Tribal Areas (FATA) Pakistan, Indonesia, Iran, Mongolia, New Zealand, Republic of Kazakhstan, Republic of Korea, Sri Lanka, Uzbekistan, Vanuatu.

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Current Status of OER in ASEAN | Chapter 1 TABLE 9. EXTENT OF LEARNING MATERIALS PRODUCED OR PAID FOR BY PUBLIC FUNDS Asia and the Pacific 8.7% 65.2% 4.3% 0.0% 8.7% 13.0%

Exclusively To a large extent To a minor extent Not at all Do not know No response

Likewise, 46 per cent of the Asia-Pacific respondents indicated that public-funded learning materials are available in digital format – second only to Europe and North America (48 per cent). The public-funded learning materials are being made available as OER, as 52 per cent of respondents from Asia and the Pacific have indicated (1st out of 5 regions). In terms of the nature and extent of OER policies, 57 per cent of respondents from Asia and the Pacific indicated the presence of an OER strategy or policy, higher than the other geographic region. However, only 26 per cent of Asia-Pacific countries have indicated in their policies the specific license that should be used for OER. In terms of copyright law, 8 of 10 ASEAN countries are enforcing the Berne Convention for the Protection of Literary and Artistic Works, which provides creators/authors the extent of rights on their work (WIPO, n.d.). Contracting parties to the Convention have the prerogative to allow for the fair use of works for teaching (WIPO, 1979). Further, the Berne Convention has special provisions for developing countries in using copyrighted work, where it “permits developing countries to implement non-voluntary licenses for translation and reproduction of works in certain cases, in connection with educational activities” (WIPO, 1979). The WIPO Copyright Treaty, a “special agreement under the Berne Convention which deals with the protection of works and the rights of their authors in the digital environment” (WIPO, n.d.), is being enforced by four ASEAN countries (WIPO, n.d.). Details of contracting ASEAN countries for the Berne Convention and WIPO Copyright Treaty are listed in Table 10: Chapter 1 - 19/86

Current Status of OER in ASEAN | Chapter 1 TABLE 10. STATUS OF INTERNATIONAL COPYRIGHT LAWS IN ASEAN ASEAN member Berne Convention WIPO Copyright Treaty (1996) state Signature Instrument In Force Signature Instrument In Force Brunei Darussalam Accession: August 30, May 30, 2006 2006 Cambodia Indonesia Accession: September December Ratification: March 6, June 5, 5, 1997 20, 1996 June 5, 2002 1997 1997 Lao PDR Accession: March 14, December 2012 14, 2011 Malaysia Accession: October 1, Accession: December June 28, 1990 September 27, 2012 1990 27, 2012 Myanmar Philippines June 29, August 1, Accession: October 1950 1951 July 4, 4, 2002 2002 Singapore Accession: December Accession: April 17, September 21, 1998 January 17, 2005 21, 1998 2005 Thailand Accession: July 17, June 17, 1931 1931 Vietnam July 26, October 2004 26, 2004 6 out 10 ASEAN member states have a Creative Commons affiliated institution, which support and promote Creative Commons, an alternative licensing approach that provides open Chapter 1 - 20/86

Current Status of OER in ASEAN | Chapter 1 licenses for digital materials and avoid automatic restrictions from copyright (Butcher, 2011, p. 48). While the CC licenses can be used anywhere in the world, the CC affiliates support and promote CC activities in their respective countries, including OER initiatives.

TABLE 11. CREATIVE COMMONS AFFILIATES IN ASEAN Most ASEAN CC Recent member Affiliat Status Affiliated Institution License state e Version Brunei Darussala m Cambodi a Indonesia CC Active 3.0 Wikimedia Indonesia Indones ia Lao PDR Malaysia CC Active 2.5 Multimedia Development Malaysi Corporation a (governmental body) Myanmar Philippine CC Active 3.0 Arellano University School s Philippi of Law (academic nes institution) Singapore CC Active 3.0 Centre for Asia Pacific Singapo Technology Law & Policy re (academic institution) Thailand CC Active 3.0 Dharmniti Law Office (law Thailan firm) d Chapter 1 - 21/86

Homepage -

http://creativecommo ns.or.id https://wiki.creativeco mmons.org/wiki/Malay sia http://creativecommo ns.org/international/ph / https://creativecomm onssingapore.wordpres s.com/ http://www.thai-pr.net

Current Status of OER in ASEAN | Chapter 1 Most ASEAN CC Recent member Affiliat Status License state e Version Vietnam CC Active 3.0 Vietnam

Affiliated Institution

Homepage

Vietnam Association of Young Scientists and Engineers (governmental body)

http://beta.ccvietnam. vn/home

In the case of Indonesia, for instance, the blog section of the Creative Commons website reported that the Indonesian Copyright Office has exempted CC licenses from mandatory recording in its general list of Copyright License Agreement (Sudharto & Fathoni, 2016). Prior to this, authors in Indonesia who use the CC license are required to report to the Copyright Office in order for the license to take effect, which effectively negates the ease of use of CC licenses in the country. The advocacy efforts of CC Indonesia contributed to the exemption of CC licenses from this rule, which will be amended and enacted by December 2016 or January 2017 (Sudharto & Fathoni, 2016). Data from the OER Hub survey provides a profile of OER users in ASEAN member states and how OER is being used by teachers and learners in the region. Respondents from ASEAN countries are mostly encouraged to use OER because mostly because it gives them an opportunity to study at no cost. The possibility of distance learning is also a come-on, as materials can be conveniently accessed online. ASEAN respondents are also encouraged by their desire to learn.

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Current Status of OER in ASEAN | Chapter 1

Myanmar

Malaysia

Philippines

Singapore

Thailand

Vietnam

Total

Lao PDR

The opportunity to study at no cost The materials can be studied online A desire to have a learning experience/study a course The materials can be accessed at any time The materials can be used flexibly For personal development The chance to try university-level content before signing up To gain a qualification/credits for further study For professional development To gain confidence or self-esteem To improve employment prospects

Indonesia

Brunei Darussalam Cambodia

TABLE 12. FACTORS INFLUENCING DECISION TO USE OER

11 9 10 4 10 3

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Lao PDR

Myanmar

Malaysia

Philippines

Singapore

Thailand

Vietnam

Total

A need to find information (but not to study a course) For leisure or enjoyment In connection with voluntary work or caring responsibilities As a replacement for college or university education

Indonesia

Brunei Darussalam Cambodia

Current Status of OER in ASEAN | Chapter 1

9 2

0 0

7 3

8 3

2 0

0 2

1 3

27 15

As many as 129 ASEAN respondents indicated what factors they consider in deciding which OER to use. Relevance to intended purpose is takes precedence, while description of OER and ease of access download follow suit.

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Current Status of OER in ASEAN | Chapter 1 The resource being relevant to my particular interests/needs

A description of learning objectives or outcomes being provided

The resource being easy to download

A detailed description of the resource content being provided

Evidence of interest in that resource (e.g. lots of downloads)

The resource being created by a reputable/trusted author

Use of interactive or multimedia content (e.g. video)

Positive user ratings or comments about the resource

The length/complexity of the resource

Personal recommendation

The resource being recently created, uploaded or updated

Having previously used this resource successfully

The resource having an open license allowing adaptation

The resource having an open license

Being required to use a resource for a project or study task

The resource featuring a catchy title or attractive image(s)

The resource having previously been used with students

109

16 0

113 20

40 Yes

100

3 1. FACTORS IN SELECTING OER Respondents indicated which subjects OER are usually used, with the top three subjects being Science, Computing & Information Science, and Psychology and Philosophy (Table 13). On the other hand, respondents from ASEAN member states identified Economics, Business & Management, Psychology & Philosophy, and Computing & Information Science as the top 3 subjects where OER are usually used as shown in Table 14.

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120

Current Status of OER in ASEAN | Chapter 1 TABLE 13. SUBJECTS WHERE OER IS USUALLY USED (GEOGRAPHIC REGIONS)

Subject

Science Computing & Information Science Psychology & Philosophy Economics, Business & Management Math Languages and Linguistics History & Geography Social Science Arts Literature Applied science & engineering Education Studies Health & Social Care Medicine

Geographical Region Latin Total % America Northern Africa Asia Europe Oceania ASEAN & the America Caribbean 94 162 426 104 750 61 41 1638 10.7% 80 134 391 104 542 45 42 1338 8.7%

133

401

517

1277

8.3%

177

299

464

1212

7.9%

71 47

96 156

279 388

78 113

598 405

41 35

39 40

1202 1184

7.8% 7.7%

345

494

1081

7.0%

46 27 19 35

107 107 92 114

311 324 282 220

69 76 70 76

458 375 415 350

33 31 31 24

39 33 32 28

1063 973 941 847

6.9% 6.3% 6.1% 5.5%

195

266

708

4.6%

177

233

567

3.7%

117

227

488

3.2%

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Current Status of OER in ASEAN | Chapter 1

Subject

Religious Studies Physical Education Special Education Total %

Geographical Region Latin Total % America Northern Africa Asia Europe Oceania ASEAN & the America Caribbean 16 58 102 22 216 10 19 443 2.9% 9

104

222

1.4%

165

1.1%

1139 7.4%

6487 42.3%

504 3.3%

650 1706 4337 4.2% 11.1% 28.3%

526 15349 3.4%

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

62 11.8%

55 10.5%

8.0%

1 1 1 1 1 0

6 2 4 4 5 6

0 1 1 0 0 0

9 8 9 9 5 7

0 0 1 1 0 0

14 12 9 10 11 7

6 5 7 7 6 7

2 6 3 4 4 2

3 5 4 3 1 3

41 40 39 39 33 32

7.8% 7.6% 7.4% 7.4% 6.3% 6.1%

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Total

Lao PDR

Economics, Business & Management Psychology & Philosophy Computing & Information Science Science Languages & Linguistics Social Science Math Arts Literature

Indonesia

Subject

Cambodia

TABLE 14. SUBJECT WHERE OER IS USUALLY USED (ASEAN)

Myanmar

Philippines

Singapore

Thailand

1 1 1 1 1 1 1

3 5 4 2 2 0 0

1 0 0 0 0 0 0

8 3 4 3 2 2 1

0 0 0 0 0 0 0

7 11 9 6 4 3 2

4 0 0 1 0 3 0

2 5 0 0 1 0 1

2 1 1 2 2 0 1

Total

Malaysia

Vietnam

Lao PDR

Applied science & engineering Education Studies History & Geography Religious Studies Health & Social Care Medicine Physical Education Special Education

Indonesia

Subject

Cambodia

Current Status of OER in ASEAN | Chapter 1

5.3%

28 26 19 15 12 9 6

5.3% 4.9% 3.6% 2.9% 2.3% 1.7% 1.1%

The types of OER that are most often used by learner-respondents from ASEAN member states include open textbooks, videos, tutorials, lectures, quizzes, course (full and partial), and images. There are less instances of other OER types (podcasts, infographics, games, lesson plans, data sets, learning tools, instruments, & software plug-ins). Table 15 lists the number of instances the aforementioned OER types are used in each ASEAN member state.

Data Sets Learning tools, instruments Total & software plug-ins

1 7

3 19

0 1

26 142

2 24

0 1

7 173

Videos

ASEAN member state

Audio podcasts Images Infographics Games Lectures Lesson plans Tutorials Quizzes Full courses Parts of a course Open Textbooks

TABLE 15. TYPES OF OER USED BY LEARNERS

Cambodia Indonesia

3 16

Lao PDR Malaysia

2 19

0 1 1

2 1 6 1 1 8

1 1 1 0 5

1 7 0 7

3 1 4 0 1 8

0 1 0 2

3 1 3 0 2 0

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3 1 0 0 1 6

3 1 3 1 1 2

3 1 3 1 1 9

Myanmar Philippines

1 31 15

0 1 8 2

0 2 2 6

0 1 3 6

0 1 3 3

Singapore

0 5

2 2 7 1 7 8

Thailand

Vietnam Total

11 9 108 5 2

9 8 2

8 4 7

6 4 3

9 9 8

Data Sets Learning tools, instruments Total & software plug-ins

Videos

ASEAN member state

Audio podcasts Images Infographics Games Lectures Lesson plans Tutorials Quizzes Full courses Parts of a course Open Textbooks

Current Status of OER in ASEAN | Chapter 1

3 2 6 1 2 8

3 2 6 9

1 2 2 9

4 39

0 1

0 3

16 273

114

2 2 7 1 6 8

0 1 1

9 9 8

6 8 4

7 8 1

1 0 6 8 4

11 128

0 4

0 6

91 926

Respondents from ASEAN member states specified YouTube as the top repository used, followed by other websites and applications (TEDTalks, Khan Academy, Saylor, MIT and iTunes, among others; see Table 16). This suggests that ASEAN respondents consume video more than other formats, as the top three repositories (You Tube, TEDTalks, Khan Academy) all contain video materials.

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Current Status of OER in ASEAN | Chapter 1

YouTube

TEDtalks

Merlot

OpenLearn

Khan Academy

Jorum

Curriki

Connexions

CK12

Wikibooks

MIT

Creative Commons

Saylor

Total

ASEAN Member State Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam Total

iTunes

TABLE 16. REPOSITORIES USED

0 2 0 5 1 11 7 1 7 34

3 6 0 17 2 24 18 15 12 97

0 8 1 13 3 21 13 8 8 75

0 0 0 0 0 0 0 0 0 0

0 0 0 1 3 10 3 2 1 20

3 4 0 10 3 19 10 6 9 64

0 0 0 0 0 0 0 0 0 0

0 0 0 1 0 0 0 0 0 1

0 0 0 1 0 1 0 0 0 2

0 0 0 1 2 1 0 0 0 4

2 2 0 1 1 8 2 2 1 19

0 6 0 1 2 7 8 5 6 35

0 0 0 1 0 3 0 0 1 5

3 9 1 7 5 17 7 5 7 61

11 37 2 59 22 122 68 44 52 417

Out of 111 instances of using OER, respondents from Southeast Asia indicated 50 instances of adapting OER to fit needs, and 24 instances of creating OER for studying or teaching (Figure 2). This suggests that OER users in Southeast Asia are accessing readily available OER for teaching and learning instead of creating OER from scratch. Fewer still are Southeast Asian users who contribute to OER metadata.

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Current Status of OER in ASEAN | Chapter 1 I have adapted OER to fit my needs

I have created OERfor study or teaching

I have added comments to a repository suggesting ways of using a resource I have added comments to a repository regarding the quality of a resource

14 11

I have added a resource to a repository

I have created resources myself and published them on an open license

3 0

5 10 15 20 25 30 35 40 45 50

FIGURE 2. USAGE OF OER (ASEAN MEMBER STATES)

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Current Status of OER in ASEAN | Chapter 1 Some of the challenges encountered by ASEAN respondents in using OER are shown in Figure 3. The top challenges are related to the relevance, quality, and ease of locating OER. On the contrary, respondents do not consider the appropriate use of OER, lack of institutional support, and resources not being aligned to be posing challenges in using OER.

Finding resources of sufficiently high quality Finding resources that are up-to-date Not having enough time to look for suitable… Not having connections with OER-using peers Not being skilled enough to edit resources Getting work colleagues/managers to accept the… Resources not being aligned with professional… Not knowing how to use the resources in the…

57 55 51 44 37 36 36 30 29 24 19 19 10 7 5 3 25 0

Yes

67 69 73 80 87 88 88 94 95 100 79

105 101 105 106 40

100

120

FIGURE 3. CHALLENGES IN USING OER (ASEAN MEMBER STATES)

80 respondents from ASEAN countries support their OER-based learning through a combination of techniques that may be ICT-based or otherwise. The first three activities (study notes, calendar, blogs) are individual activities, followed by discussions (face-to-face, online) that is interactive in nature.

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Current Status of OER in ASEAN | Chapter 1 Writing my own study notes

Use of a study calendar/plan

Writing or reading blogs

Discussion with others in person

Discussion in online forums

Use of additional resources such as CDs, books, video

Use of digital note-taking applications (e.g. Google Docs)

Use of a learning journal/diary

Discussion with others via social networks (e.g. Facebook)

Consulting and/or editing wikis (e.g. Wikipedia)

Informal study groups

Discussion via videochat (e.g. Skype)

Discussion via microblogging (e.g. Twitter, Tumblr)

6 0

74 10

20 Yes

FIGURE 4. TECHNIQUES USED TO SUPPORT LEARNING WITH OER Some of the positive impact of OER studies as identified by ASEAN respondents include: increase in interest on subjects taught, gained confidence, and increased satisfaction with the learning experience. The impact of OER from the perspective of ASEAN respondents are qualitative for the most part, as shown in Figure 5.

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Current Status of OER in ASEAN | Chapter 1 Increased interest in the subjects taught

Gaining confidence

Increased satisfaction with the learning experience

Increased enthusiasm for future study

Becoming interested in a wider range of subjects than before

Having increased independence and self-reliance

Increased experimentation with new ways of learning

Increased participation in class discussions

Increased engagement with lesson content

Being more likely to complete my course of study

Grades improving

Increased collaboration with my peers

8 0

27 5

10 Yes

FIGURE 5. OER IMPACT IN FORMAL STUDIES Out of 224 educator-respondents from ASEAN member states, about half agree (84) and strongly agree (20) to the proposed hypotheses on the benefits of using OER to educators. However, about one-third of the respondents (72) are still undecided on the hypotheses.

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Current Status of OER in ASEAN | Chapter 1 TABLE 17. RATING OF HYPOTHETICAL BENEFITS OF OER TO EDUCATORS (ASEAN MEMBER STATES)

I have broadened my coverage of the curriculum I use a broader range of teaching and learning methods I have improved my skills in information and communication technologies I make use of a wider range of multimedia I make more use of culturally diverse resources I have a more up-to-date knowledge of my subject area I reflect more on the way that I teach I more frequently compare my own teaching with others I collaborate more with colleagues

strongly disagree neither agree strongly disagree agree agree nor disagree 3 1 8 12 2 3

3 3

2 4

9 9

9 7

3 2

2 29

4 19

9 72

5 84

1 20

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Current Status of OER in ASEAN | Chapter 1 Educator-respondents from ASEAN countries also gauged the hypotheses on the benefits of OER to learners, with 103 agreeing and 54 strongly agreeing to the proposed hypotheses.

Disagree

Neither agree nor disagree

Agree

Strongly agree

Increases learners' participation in class discussions Increases learners' interest in the subjects taught Increases learners' satisfaction with the learning experience Leads to improved student grades Builds learners' confidence Develops learners' increased independence and self-reliance Allows me to better accommodate diverse learners' needs Increases learners' engagement with lesson content Increases learners' experimentation with new ways of learning Increases collaboration and/or peer-support amongst learners Increases learners enthusiasm for future study Leads to learners becoming interested in a wider range of subjects than before Increases the likelihood of students at risk of withdrawing continuing with their studies

Strongly disagree

TABLE 18. RATING OF HYPOTHETICAL BENEFITS OF USING OER TO LEARNERS (ASEAN MEMBER STATES)

1 2 2

0 0 0

6 3 2

6 7 9

3 6 5

2 2

0 0

3 3

7 8

6 5

103

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Current Status of OER in ASEAN | Chapter 1 Majority of the ASEAN respondents are more likely to engage in ICT-based learning activities. Respondents are also influenced by OER in taking a paid-for course; 43 respondents are less likely to pay for a course after learning with OER. TABLE 19. TENDENCY TO ENGAGE IN LEARNING ACTIVITIES AS A RESULT OF USING OER (ASEAN MEMBER STATES)

Take a free course/study a free OER Take a paid-for course Do further research in the subject you are interested in Download/Use more materials from [repository] Make use of [repository] materials for teaching Share OER with others Recommend open content to others

Less likely 2 43 4

No change 11 45 13

More likely 133 25 124

Don't know 5 28 5

0 13 7 3

16 38 19 15

118 70 107 120

10 18 11 8

Brunei Darussalam Brunei Darussalam is classified as a high-income economy (Fantom & Serajuddin, 2016, p. 41). It is ranked 31st out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.856 (Jahan, 2015, p. 208); this puts Brunei Darussalam in the very high development category. Likewise, HDI education indicators of Brunei Darussalam to be just as favorable; the adult literacy rate (percentage ages 15 and older) is at 95.4 per cent, while the gross enrolment ratio at the tertiary level is at 24.3 per cent. Brunei Darussalam also spends 3.8 per cent of its Gross Domestic Product (GDP) on education (Jahan, 2015, p. 242). The ICT Development Index (IDI) developed by the International Telecommunication Union is intended to â&#x20AC;?monitor and compare developments in information and communication technologyâ&#x20AC;? (ITU, 2016, p. 7). Brunei Darussalam is ranked 77th out of 167 economies in the IDI, good for 3rd rank among ASEAN member countries (ITU, 2016). While its rank went down from three spots (74th in 2015), Brunei has increased its IDI value from 5.25 in 2015 to 5.33 in Chapter 1 - 37/86

Current Status of OER in ASEAN | Chapter 1 2016. The country has high percentages of households with computer (93.40), households with internet access (81.70) and individuals using the internet (71.20). The IDI country card of Brunei Darussalam is summed up in Figure 6 (ITU, 2016):

FIGURE 6. IDI COUNTRY CARD - BRUNEI DARUSSALAM In terms of policy, the OER Policy Registry database does not list Brunei Darussalam as one of the countries with current and proposed open education policies. Hoosen (2012, p.2) reported that Brunei Darussalam participated in the survey on OER policies and activities conducted by the Commonwealth of Learning (COL) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in preparation for the World OER Congress. The World Intellectual Property Office reports that Brunei Darussalam is a member of WIPO since 1994, enforces 7 WIPO-administered treaties, and has 17 national laws on Intellectual Property (WIPO, n.d.). While the Creative Commons (CC) suite of licenses conform to international copyright laws and can be used anywhere in the world, Brunei Darussalam is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.). E-resource@MOE, a service of the Ministry of Education (MOE) of Brunei Darussalam provides access to electronic resources as Open Access (OA) material (UNESCO, n.d.). Further, three Chapter 1 - 38/86

Current Status of OER in ASEAN | Chapter 1 libraries (Dewan Bahasa dan Pustaka Library, Baitulhikmah Digital Library and Brunei Museum Library) are “working to integrate e-resources, information products and services, library automation and digital publishing which would boost the open resources development” (UNESCO, n.d.). There is scant documentation on other OER initiatives in Brunei Darussalam. While OA refers to open research publications rather than teaching and learning resources, OA publications can be perceived as OER among higher education academic staff and students (OER Knowledge Cloud, n.d.). The Directory of Open Access Scholarly Resources4 lists only 2 OA journals from Brunei Darussalam: Brunei International Medical Journal, and the Journal of Applied Research in Education (Directory of Open Access Scholarly Resources, n.d.). The high rate of computer access and Internet use in Brunei Darussalam makes it conducive for the various institutions to plan OER and OA initiatives. Having identified digital libraries and the digital transformation of heritage information as viable areas to develop, the Brunei Government National IT Council (BIT) developed a strategic plan on digitally transforming libraries to serve its academic community – with the University of Brunei Darussalam taking on the digitization (UNESCO, n.d.). The Brunei Darussalam National Accreditation Council is also working on increasing open and distance learning solutions (UNESCO, n.d.).

Cambodia Context Cambodia is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 43). It ranks 143rd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.555 in 2014; this puts Cambodia in the medium human development category. The United Nations Statistics Division also identifies Cambodia as one of the Least Developed Countries (LDCs) (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at 73.9 per cent, while the gross enrolment ratio at the

http://road.issn.org

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Current Status of OER in ASEAN | Chapter 1 tertiary level is only at 15.8 per cent. Cambodia only spends 2.6 per cent of its GDP on education (Jahan, 2015, p. 244). ITU (2016) ranks Cambodia 125 out of 167 economies in the IDI, placing 8th among the ten ASEAN member countries. It went up two spots in the rankings (127th in 2015) and has increased its IDI value from 2.78 in 2015 to 3.12 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 133 subscriptions per 100 inhabitants (ITU, 2016). However, only 19 per cent of individuals are using the Internet (ITU, 2016). The IDI country card of Cambodia is summed up in Figure 7 (ITU, 2016):

FIGURE 7. IDI COUNTRY CARD - CAMBODIA In terms of policy, the OER Policy Registry database does not list Cambodia as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Cambodia is a member of WIPO since 1995, has signed or enforced 7 WIPO-administered treaties, and has 13 national laws on Intellectual Property (IP). While the CC suite of licenses conform to international copyright laws and can be used anywhere in the world,, Cambodia is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.). Chapter 1 - 40/86

Current Status of OER in ASEAN | Chapter 1 Kimheng Sok of the Institute of Technology of Cambodia (ITC), the respondent to the online survey of this research, has identified ITC, Passarelles NumĂŠriques, Enfants du Mekong, Cambodia Development Resource Institute (CDRI), Korean International Cooperation Agency (KOICA), and the Agence Universitaire de la Francophonie (AUF) as organization that support OER in Cambodia. Sok ranked the concerns on OER at the national level, with lack of relevant OER as the primary concern. Second and third are the unavailability of OER in the local language, and limited computer equipment, respectively. At the institutional level, Sok indicated the lack of relevant OER as the primary concern of his institution, followed by limited computer equipment and slow/intermittent Internet connection as second and third most important concern. The complete rankings for Cambodia (national and institutional) are listed in Table 20.

TABLE 20 - RANKING OF OER CONCERNS (CAMBODIA) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 5 5 2 6 4 3 6 4 1

7 3

7 2

OER initiatives in Cambodia do not have any published documents (Dhanarajan, 2014). There is, however, an Open School Program implemented by Open Institute, a not-for-profit and Chapter 1 - 41/86

Current Status of OER in ASEAN | Chapter 1 non-governmental organization, whose mission is to “improve the quality of education through the use of ICT, including the necessary plans, computer programs in Khmer language, curricula, distance learning methodology, training materials, and technology for sustainability”(Open Institute, n.d.).5 The website of the Ministry of Education, Youth and Sport (MoEYS) of the Kingdom of Cambodia6 has posted a couple of links that lead to a couple of OER repositories, which contribute to achieving the results as stated in the ICT in Education Master Plan. The first link (http://krou.moeys.gov.kh/kh/) leads to a page titled “Open Educational Resources” within the MoEYs website, available in Khmer or English. The collection of content in this webpage is categorized into: materials for classroom (categorized according to type of document, educational level, and topic), reference documents for teachers, and useful links. Materials in this page have a Creative Commons CC-BY-NC-SA 3.0 license, except for materials made by or through MoEYS and excluded materials, e.g. publications of MoEYS. The second link ((http://oer.moeys.gov.kh/) leads to the ‘blog’ site OER Cambodia, which features English content authored by the MoEYS, VVOB Cambodia, Intel, World Education Cambodia, Kampuchean Action for Primary Education (KAPE), and Kizuna. OER Cambodia also maintains a social media presence through a Facebook account (www.facebook.com/krou.moeys.gov.kh) The not-for-profit organization Electronic Information for Libraries (EIFL) has a presence in Cambodia since 2003 and has supported the creation of the Cambodia Electronic Information for Libraries Consortium, or Cam-eIFL (Electronic Information for Libraries, n.d.). The partnership has provided access to electronic scholarly resources to 18 member libraries of Cam-eIFL. 45 resources have been negotiated by EIFL, available to institutions at discounted prices. Additionally, Cam-eIFL has supported advocacy on library copyright issues and assisting with copyright questions, as well as piloting an innovating project that helps libraries in Cambodia address the needs of their communities.7 There are currently 2 Cambodian OA

http://open.org.kh/?q=en/open-schools#.WEUckNJ95dg http://www.moeys.gov.kh/kh/ 7 http://www.eifl.net/country/cambodia 6

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Current Status of OER in ASEAN | Chapter 1 journals listed in ROAD (Cambodian Law and Policy Journal, and the Cambodian Journal of Natural History). In the online survey conducted for this research, the respondent from a Cambodian HEI (Mr. Kimheng Sok, ITC) indicated that academic staff and students access OER from either institution-owned computer laboratories or through personal-owned computers or mobile devices. Academic staff do not only access OER for teaching, but also develop OER; this may be the OER produced by academic staff involved with the ACU Project.

Indonesia Indonesia is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 42). UNDP (2015a) ranks the country 110th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.684 in 2014; this puts Indonesia in the medium human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 92.8 per cent, while the gross enrolment ratio at the tertiary level is 31.5 per cent. Indonesia spends 3.6 per cent of its GDP on education (Jahan, 2015, p. 243). ITU (2016) ranks Indonesia 115 out of 167 economies in the IDI, placing 7th among the ten ASEAN member countries. It maintained its spot from the previous year and has increased its IDI value from 3.63 in 2015 to 3.86 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 132.35 subscriptions per 100 inhabitants (ITU, 2016). 21.98 per cent of individuals in Indonesia are using the Internet (ITU, 2016). The IDI country card of Indonesia is summed up in Figure 8 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 8. IDI COUNTRY CARD - INDONESIA Indonesia had a strong showing in the WEF Networked Readiness Index, jumping up to number 73 due to an increased individual usage and affordability (Baller, Dutta, & Lanvin, 2016, p. 29). It is imperative, however, to build more infrastructure; the country dropped seven spots and ranked 105th in infrastructure, as it can barely keep pace with the rise in demand. OER is referred to in the national policy of Indonesia, particularly in the National Education Development Strategy of 2010-2014 (Hoosen, 2012). However, OER policies are still fragmented and that no comprehensive OER policy is in place (Bodrogini & Rinaldi, 2016, p. 107); this is affirmed by online survey respondent from Indonesia, Prof. Daryono of Universitas Terbuka. Daryono also added that the lack of OER policy is very critical, resulting in the absence of knowledge sharing. Nevertheless, OER initiatives have been pioneered by the Indonesian higher education sector through the efforts of the government to â&#x20AC;&#x153;develop open learning resourcesâ&#x20AC;?, as stipulated in the Higher Education Act (as cited in Bodrigini & Rinaldi, 2016, p. 107). The Indonesian Ministry of Education and Culture (MOEC) also has a regulation on distance learning in higher education which strengthens the case for HEIs to engage in OER initiatives (Bodrogini & Rinaldi (2016, p. 107). Chapter 1 - 44/86

Current Status of OER in ASEAN | Chapter 1 The Higher Education Act, however, does not specify an open licensing framework for OER in the country (Bodrigini & Rinaldi, 2016, p. 107). In contrast, intellectual property has been protected through the stipulations in the updated Law of the Republic of Indonesia No. 28 as of September 16, 2014, on Copyright. As in its previous copyright laws, the said law was influenced by international copyright conventions – of which Indonesia, a member of the World Intellectual Property Organization (WIPO), is a signatory of (Bodrogini & Rinaldi, 2016, p. 107). The Indonesian Copyright Law “exempts the non-commercial reproduction and distribution of copyrighted materials through information and technology media from the scope of the author’s exclusive rights” (WIPO, n.d.). This inherently supports the OER philosophy, as it allows for the use of resources for education and research does not infringe on copyright. Bodrogini and Rinaldi (2016, p. 107) reported some HEIs engaging in OER initiatives: Universitas Terbuka (UT), University of Indonesia (UI), Gadjah Mada University (UGM) and Bandung Institute of Technology (ITB), each of which has its own institutional-level OER policy. UT has regulations on open licensing and types of educational materials similar to a Creative Commons license that permits user modification on the condition that users give appropriate credit to the author/licensor (Bodrogini & Rinaldi, 2016, p. 107). The Indonesian OER strategy, developed in 2013, has provisions for an OER ecosystem in the higher education setting. Nizam and Santoso (2013) presented a diagram of the OER strategy, as shown in Figure 9.

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Current Status of OER in ASEAN | Chapter 1

SUPERSTRUCTURE AND POLICIES PEOPLE PROCESS CONTENT TOOLS STAKEHOLDERS EDUCATION KNOWLEDGE APPLICATIONS COMMUNITY DELIVERY ASSETS AND SPECTRUM LITERACY PARADIGM REPOSITORY AND ICT ROLES INFRASTRUCTURE AND RESOURCES

VALUES AND EXPECTATION

TREND ON EDUCATION

GOVERNMENT AND REGULATION

STANDARDS AND QUALITY FIGURE 9. OER STRATEGY OF INDONESIA Nizam & Santoso (2013) identified four external factors which can compel institutions to adopt open education: government and regulation, values and expectation, standards and quality, and trend on education. Combining external factors with internal factors can generate an institutional-level open education ecosystem to facilitate adoption of OER (Nizam & Santoso, 2013). In the online survey for this research, Daryono specified the following as the top three concerns on OER in Indonesia, namely: lack of policies in the country that support OER; limited capacity of academic staff and teachers on using OER, and lack of OER in subject areas needed most by teachers, academic staff, and students/learners. Indonesia has been developing OER, having recognized its potential to overcome challenges in providing education to a country of 250 million people spread across an archipelago of 17,000 islands (Hoosen, 2012, p. 11). A Ministerial Regulation on OER exists, while at the operational level a national repository for publications has been set up, as well as the Indonesian Higher Education Network (INHERENT) which since 2007 has provided a platform for the sharing of open source and open access resources on education and research (Hoosen, 2012, p.11).

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Current Status of OER in ASEAN | Chapter 1 The ICT in education programmes of the Indonesia support its OER strategy. Bodrigini & Rinaldi (2016, pp. 110-113) reported the active involvement on OER initiatives of the Director-General of Higher Education, ICT Centre for Education (Pustekkom), UT, Association of Computing and Informatics Colleges and Universities (APTIKOM), and Creative Commons Indonesia, summarized in Table 22:

TABLE 21. OER INITIATIVES IN INDONESIA OER Initiative Smart Teacher Online (Guru Pintar Online) Internet TV Open Educational Resources (Sumber Pembelajaran Terbuka) Massive Open Online Courses (MOOCs)

Lead Description institution UT Learning resources, references, online forum for teachers UT Streaming audiovisual OER UT Integrated OER portal

7 courses (as of December 2016): ASEAN Studies; Introduction to Moodle; Parenting; Assorted Food Processing; Marketing Management; Distance Education; Public Speaking

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URL http://gurupintar.ac.id

http://itv.ac.id http://www.ut.ac.id/O ER/index.html

http://moocs.ut.ac.id/ #

Current Status of OER in ASEAN | Chapter 1 OER Initiative

Description

URL

E-books programme, started by purchasing all copyright of textbooks from publishers and distributing for use of teachers, learners and the general public.

http://bse.kemdikbud. go.id

An update of the edukasi.net portal; contains 13,000 multimedia learning materials, curriculum, features for virtual class and continuous professional development TV Edukasi (TV E) ICT Centre Portal for educational for streaming TV Education (Pustekko m) Suara Edukasi ICT Centre Portal for educational for streaming radio Education (Pustekko m)

http://belajar.kemdikb ud.go.id

Buku Sekolah Elektronik (BSE)

Rumah Belajar

Lead institution ICT Centre for Education (Pustekko m)

ICT Centre for Education (Pustekko m)

Chapter 1 - 48/86

http://tve.kemdiknas.g o.id/

http://suaraedukasi.ke mdikbud.go.id/

Current Status of OER in ASEAN | Chapter 1 In addition to the aforementioned OER initiatives in Indonesia, The Indonesian Telephone Company (PT Telkom) has provided support to various institutions to mobilize eLearning penetration (Bodrogini & Rinaldi, 2016, p. 113). For this initiative, PT Telkom has worked with the Office for the Research and Application of Technologies, the Association of Indonesian Internet Service Providers, the Network of School Information, Detik.com and ICT Watch (Daryono & Belawati, 2013, p. 254). Daryono reported the online survey that Indonesia OER and UNESCO are organizations that also support OER in the country. Daryono and Prasetyo presented the visitor statistics of various sections of UT’s OER initiatives, as listed in Table 23: TABLE 22. VISITOR STATISTICS, OER INITIATIVES OF UNIVERSITAS TERBUKA OER Type Teacher Forum (Guru Pintar Online) ITV-UT (video streaming) TV Broadcast (learning program) Online Supplemental Materials Digital Resources • e-Textbook Repository • Thesis, dissertation, journal, e-book paper • Seminar proceedings

No. of Visitors (2011-2013) 1,999 18,378 25 111,300 648,755 491, 409 109,221

Additionally, educators in Indonesia believe that learning resources made available in OER portals are useful as supplementary teaching materials despite limited exposure of teachers and students to OER (Bodrogini & Rinaldi, 2016). At UT, Daryono reported that academic staff access OER and customize it for teaching purposes, but do not create new OER. OER in UT is available in physical (print) and digital Chapter 1 - 49/86

Current Status of OER in ASEAN | Chapter 1 (offline and online) formats, and are usually on social sciences, education, economics and science subjects.

Lao PDR Lao PDR is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 45). The country is ranked country 141st out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.575 in 2014; this puts Lao PDR in the medium human development category (Jahan, 2015). The United Nations Statistics Division (n.d.) also identifies Lao PDR as one of the Least Developed Countries (LDCs) (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at 72.7 per cent, while the gross enrolment ratio at the tertiary level is only at 17.7 per cent. Lao PDR only spends 2.6 per cent of its GDP on education (ITU, 2016). ITU (2016) ranks Lao PDR 144th out of 167 economies in the IDI, placing last (10th) among the ten ASEAN member countries. It maintained its rank from the previous year, but has increased its IDI value from 2.21 to to 2.45 in 2016. Access and use of ICT in the country is still low; only 18.20 per cent of individuals in Lao PDR are using the internet (ITU, 2016). The IDI country card of Lao PDR is summed up in Figure 10 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 10. IDI COUNTRY CARD - LAO PDR In terms of policy, the OER Policy Registry database does not list Lao PDR as one of the countries with current and proposed open education policies; this was affirmed by Dockeo Phothachit of the Lao PDR Ministry of Education and Sports, who responded in the online survey for this research. WIPO (n.d.). Phothachit noted, however, that the Education Law and Education and Sport Development Plan 2016-2020 are supporting OER in the country. According to Phothachit, the Education Law encourages the development of educational technologies to support work, demand and standards of the Ministry of Education and Sports. Lao PDR has been a member of WIPO since 1995, has enforced 5 WIPO-administered treaties, and has 22 national laws on Intellectual Property. While the Creative Commons suite of licenses conform to international copyright laws and can be used anywhere in the world), Lao PDR is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.). Phothachit indicated the top three concerns on OER in Lao PDR (limited capacity of academic staff, low quality of OER, lack of relevant OER) as well as in the institutional/university level (lack of relevant OER, slow/intermittent Internet connection, limited capacity of academic Chapter 1 - 51/86

Current Status of OER in ASEAN | Chapter 1 staff). The complete ranking of concerns for Lao PDR (national and institutional) is listed in Table 24. TABLE 23. RANKING OF OER CONCERNS (LAO PDR) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 2 6 6 4 7 2 1 3 3

5 4

5 7

Dhanarajan (2014) reported there does not seem to be any documented initiative on OER in Lao PDR. What it has are initiatives related to Open Access; similar to Cambodia and Myanmar, the notfor-profit organization EIFL has a presence in Lao PDR and since 2003 and has supported the creation of the Laos Library and Information Consortium (LALIC), which in turn provides access to scholarly e-resources to its 20 members (Electronic Information for Libraries, n.d.). There are 46 licensed e-resources that have been negotiated by EIFL for LALIC members. While the e-resources are not entirely free, these are available at discounted prices. In addition to providing training and support service on copyright, EIFL has also supported awareness workshops which gave way to an open access repository at the National University of Laos (Electronic Information for Libraries, n.d.).

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Current Status of OER in ASEAN | Chapter 1 Malaysia Malaysia is classified as an upper middle income economy (Fantom & Serajuddin, 2016, p. 45). It ranks 62nd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.779; this puts Malaysia in the high human development category. Fantom & Serajuddin (2016. 45) reports the adult literacy rate (percentage ages 15 and older) at 93.1 per cent, while the gross enrolment ratio at the tertiary level is at 37.2 per cent. Malaysia spends 5.9 per cent of its GDP on education. ITU (2016) ranks Malaysia 61st out of 167 economies in the IDI, second-best among the ten ASEAN member countries. It jumped up five spots in the rankings (from 66th in 2015) and has increased its IDI value from 5.64 in 2015 to 6.22 in 2016. The ICT access and use in Malaysia is favorable; 71.06 per cent of individuals are using the Internet (ITU, 2016). The IDI country card of Malaysia is summed up in Figure 11 (ITU, 2016):

FIGURE 11. IDI COUNTRY CARD - MALAYSIA Malaysia was prominently featured in the 2016 Global Information Technology Report of WEF. Not only has it moved up in the rankings (from 32nd in 2015 to 31st in 2016), more Malaysians Chapter 1 - 53/86

Current Status of OER in ASEAN | Chapter 1 are going online, now at two-thirds of its population (Baller, S., Dutta, S., & Lanvin, B. 2016 p. 27). Mobile broadband connectivity is also on the uptick, closing in at the 60% mark. While internet bandwidth has increased, broadband prices have dropped. The government and business sectors have embraced technology readily, and consequently puts the digital economy of Malaysia in a significantly better position ((Baller, S., Dutta, S., & Lanvin, B. 2016, pp. 27-28). In terms of policy, Hoosen (2012, p. 12) reported that Malaysia participated in COL-UNESCO survey on OER policies and activities. The response of Malaysia to the survey indicated that its Ministry of Higher Education would start establishing a working group which will develop OER-related policies, in order for open-sharing among institutions to be sustained (Hoosen, 2012, p. 20). However, the OER Policy Registry database currently does not list Malaysia as one of the countries with current and proposed open education policies. This was affirmed by Winnie Er of Universiti Tunku Abdul Rahman, online survey respondent of this research. Er added that there is an OER policy among members of oer@ipta.my, an association of public HEIs in Malaysia. This association of public HEIs, alongside COL and the Malaysian Ministry of Education (MOE), supports OER initiatives in the country. MOE implicitly encourages OER through the Malaysian Education Blueprint 2015-2025 (Er). OER is positioned for increased adoption through the Malaysian Education Blueprint which emphasizes e-learning and MOOCs (Er). WIPO (n.d.) reports that Malaysia is a member of WIPO since 1989, has signed or enforced 8 WIPO-administered treaties, and has 17 national laws on Intellectual Property (IP). Malaysia has the governmental body Multimedia Development Corporation as its Creative Commons affiliate which supports CC initiatives in the country (Creative Commons, n.d.). At the institutional level, Wawasan Open University (WOU) along with other higher education institutions have articulated policy frameworks on OER. The WOU-OER Policy declares that â&#x20AC;&#x153;WOU promote and implement the creation, reuse, remix, repurpose and redistribution of Open Educational Resources (OER) within an Open Licensing frameworkâ&#x20AC;? (Wawasan Open University, 2012a). Further, the policy statements of WOU mandates its officials and staff to support the OER initiatives and philosophy of the university. Its policy objectives are to be Chapter 1 - 54/86

Current Status of OER in ASEAN | Chapter 1 achieved by implementing strategic objectives on using OER for its courseware, making a selection of its content available as OER, facilitating OER adoption via staff training and incentives, and developing a university-level copyright policy. WOU has adopted the CC-BYNC-SA license as its open license (Wawasan Open University, 2012b, p. 4). Er ranked the concerns on OER at the national level, with lack of relevant materials, unavailability of OER in the local language, and limited number of computers/mobile devices as the top three concerns. On the other hand, Er ranked the lack of relevant OER, limited number of computers/mobile devices, and slow/intermittent Internet connection as the three top concerns of University Tunku Abdul Rahman. The complete ranking for Malaysia, at both national and institutional levels, are listed in Table 25: TABLE 24. RANKING OF OER CONCERNS (MALAYSIA) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

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National Institutional Level Level 5 5 2 6 4 3 6 4 1

7 3

7 2

Current Status of OER in ASEAN | Chapter 1 As of 2014, there are 11 higher education institutions in Malaysia that have OER-related initiatives. Dhanarajan (2014, p. 29) lists these institutions in Table 26: TABLE 25. MALAYSIAN INSTITUTIONS WITH OER INITIATIVES Institution Universiti Technology Malaysia Universiti Kebansaan Malaysia Universiti Sains Malaysia Universiti Putra Malaysia Universiti Institute Technology Mara International Islamic Universiti of Malaysia Universiti Malaysia Sabah Universiti Malaysia Sarawak Universiti Sains Islam Malaysia Wawasan Open University Universiti Terbuka Malaysia

URL http://www.utm.my http://www.ukm.my http://www.usm.my http://www.upm.my http://www.UiTM.my http://www.iium.my http://www.ums.my http://www.unimas.my http://www.usim.edu.my http://wou.edu.my/ www.oerasia.org http://www.oum.edu.my

The Institute of Research and Innovation (IRI) of WOU in coordination with the International Development and Research Centre of Canada (IDRC), has created the OERAsia (www.oerasia.org), a multi-purpose website for OER “information, views, opinions, research studies, knowledge resources, and guidelines and toolkits on good practices in OER in the Asian region” (Liew, 2016, p. 122). Wawasan Open University (WOU), having recognized the economic factors that influence the rising cost of higher education in Malaysia, has endeavored in developing OER in 2012 and using it innovatively. Learning from its initial foray into OER, WOU is developing courseware from materials with Creative Commons licenses (Liew, 2016, p. 119). As such, WOU does not need to develop materials from scratch; using readily available OER as courseware building blocks, the usual 12-18 month cycle of “stand-alone” course material development as well Chapter 1 - 56/86

Current Status of OER in ASEAN | Chapter 1 as related costs are significantly reduced (Liew, 2016, p. 119). WOU ensures that the OER used for its course ware are of high quality and relevant to its courses through a rigorous review and assessment. As WOU has adopted the CC Attribution – Non-Commercial – Share Alike (CC-BY-NC-SA) for its Open University License (Wawasan Open University, 2012b, p. 4), the courseware it produces adopts the same license – thus making the courseware freely available for re-use, repurpose and redistribution as long as it is used non-commercially and proper attribution is given to the author. Er reported that academic staff at Universiti Tunku Abdul Rahman access OER for teaching purposes, but do not engage in customization of existing OER and creation of new OER. OER in the Universiti Tunku Abdul Rahman is available in physical and digital (offline and online) copies and can be accessed through any computing form factor (computer, mobile devices) owned by the university or the user. OER used in the university is usually in business or social science subjects; Er added that OER on actuarial science and accounting are quite rare.

Myanmar Myanmar is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 46). It is ranked 148th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.536 in 2014; this puts Lao PDR in the low human development category. The United Nations Statistics Division (n.d.) also identifies Myanmar as a Least Developed Country (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at a high 92.6 per cent; however, the gross enrolment ratio at the tertiary level is only at 13.4 per cent. Myanmar only spends 0.8 per cent of its GDP on education. ITU (2016) ranks Myanmar 140th out of 167 economies in the IDI, last among the ten ASEAN member countries. It leapfrogged 13 spots in the rankings (from 153rd in 2015) and has increased its IDI value from 1.95 in 2015 to 2.54 in 2016. ICT access and use in Myanmar is still low, as manifested in the 21.80 percentage of individuals are using the Internet (ITU, 2016). The IDI country card of Myanmar is summed up in Figure 12 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 12. IDI COUNTRY CARD - MYANMAR Policies on OER, open access and open licensing are not yet in place (Dhanarajan, 2014, p. 30). This was affirmed by online survey respondent Dr. Hla Tint of Yangon University of Distance Education (YUDE). The OER Policy Registry database does not list Myanmar as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Myanmar is a member of WIPO since 2001, has 20 national laws on Intellectual Property (IP), but only enforces 1 WIPO-administered treaty. Tint reports that OER is subject to national copyright laws, and Creative Commons is not used in the country. While the CC suite of licenses conform to international copyright laws and can be used anywhere in the world, Myanmar is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.). Documented initiatives on digital educational resources are few and far between. Tint reports that the Ministry of Education supports the educational materials of every student in primary and secondary levels, and added that may support OER initiatives in Myanmar. An example of an OER initiative in Myanmar is the ELibrary Myanmar Project of the not-for-profit organization Electronic Information for Libraries (EIFL). Launched in December 2013, it has provided access to more than 40 e-resources (international journals, databases and e-books) Chapter 1 - 58/86

Current Status of OER in ASEAN | Chapter 1 it has licensed to 7 universities in Myanmar8 (EIFL, n.d.). The ELibrary Myanmar Project will be implemented until December 2017, as plans to sustain the gains of the project are explored, such as the “development of a training consortium” and “training on open access, the changing landscape of scholarly communication, and copyright.” (Electronic Information for Libraries, n.d.). Another OER initiative is the New Education Highway (NEH) 9 project launched in early 2013. NEH is an American non-profit organization whose work in Myanmar includes the “use of open educational resources” to “provide access to affordable quality education, and information to communities with limited Internet access and/or trained educators.” (New Education Highway, n.d.). The NEH website states the operational model of the project, where NEH provides the ICT equipment (laptops), teacher training and course materials to educational institutions. Its offline learning resource portal, the NEH Learning Interface 2.0, is installed in the laptops. Table 27 lists some of the resources included in the offline portal (New Education Highway, n.d.). TABLE 26. OFFLINE RESOURCES MADE AVAILABLE BY NEW EDUCATION HIGHWAY (MYANMAR) Resource AIDSvideos.org Climate Change Course EngVid

Foreign Service Institute (FSI) Language Courses 8 9

Description HIV education videos Free video-based climate change course; many of the videos are open Videos on English as Second Language (ESL); not open, but granted a limited licence by EngVid Language courses in German, Spanish, French, Japanese, Chinese, Korean;

Online location http://aidsvideos.org http://www.climatechangecourse.org

www.EngVid.com

www.fsi-language-courses.org

As of May 2015. http://www.neweducationhighway.org

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Current Status of OER in ASEAN | Chapter 1 Resource

Description mostly in public domain, except for Korean (used with special permission) Khan Academy Videos on math, science, economics, finance, humanities, computer programming LibreOffice Open-source office productivity suite, installed in all laptops LibriVox Audiobooks, including: children’s stories, classics and autobiographies (public domain) MIT Open Video course on “The CourseWare Challenge of World Poverty” New Jersey Institute Course on Accounting of Technology Open Yale Courses University courses in Financial Markets, Game Theory, Environmental Politics and Law, European Civilization, The American Revolution, The Civil War and Reconstruction Era, The Early Middle Ages, Global Problems of Population Growth, Political Philosophy, and Foundations of Modern Social Theory

Online location

https://khanacademy.org

http://libreoffice.org

http://librivox.org

http://ocw.mit.edu/index.htm

http://ocw.njit.edu/index.php http://oyc.yale.edu

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Current Status of OER in ASEAN | Chapter 1 Resource Project Gutenberg

Description 100 e-books, including classics and autobiographies Stanford University The Geography of the World Podcasts Cultures (map-based course) TED talks 200 TED and TEDx talks on History, Health, Conflict Resolution, Leadership and Management, Public Speaking, Environmental Science, and Womenâ&#x20AC;&#x2122;s Studies The Public Speaking Open course on public Project speaking The WikiPremed Comprehensive, videoMCAT Course based course teaching the Medical College Admission Test University of Oxford Critical Reasoning for Beginners (podcast series)

Online location http://www.gutenberg.org http://itunes.stanford.edu http://www.ted.com/talks

http://www.publicspeakingproject.org http://www.wikipremed.com

www.philosophy.ox.ac.uk/podcasts

In the case of YUDE, Tint reported that the university subsidizes the educational materials; students need not pay more than USD 15 annually for their course materials. The video lectures of YUDE are also made available for students and the general public via Internet streaming. While these are not outright OER initiatives, the objective of providing free or lowcost materials is achieved. In the online survey, Tint regarded the following concerns on OER adoption in Myanmar that need to be addressed: slow/intermittent Internet connection; limited capacity of academic staff and teachers on using OER; lack of OER on subject areas needed most by teachers, academic staff, students/learners; lack of policies in the country that support OER. The same concerns apply to YUDE, except for limited capacity of academic staff on using OER. Chapter 1 - 61/86

Current Status of OER in ASEAN | Chapter 1 Tint reported that YUDE academic staff access and create their own OER. The OER is available in both print and offline digital copies, and can be accessed using any computing form factor (computer, mobile device). At YUDE, Tint reported that OER is usually used in science, humanities, law and economics courses.

Philippines The Philippines is classified by the World Bank as a lower middle income economy (Fantom & Serajuddin, 2016, p. 47). UNDP ranks the country 115th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.668 in 2014; this puts the Philippines in the medium human development category (Jahan, 2015). UNDP reports the adult literacy rate (percentage ages 15 and older) at 95.4 per cent, while the gross enrolment ratio at the tertiary level is at 28.2 per cent. The Philippines spends 3.4 per cent of its GDP on education (Jahan, 2015). ITU (2016) ranks Philippines 107th out of 167 economies in the IDI, 6th among the ten ASEAN member countries. It went down 1 spot in the rankings (from 106th in 2015) but has increased its IDI value from 3.97 in 2015 to 4.28 in 2016. 40.70 per cent of individuals are using the Internet (ITU, 2016). Additionally, infrastructure remains to be a challenge that has yet to be fully addressed. According to Mr. Eliseo Rio Jr., Undersecretary of the newly-formed Philippine Department of Information and Communications Technology, the Philippines has only less than 20,000 cell sites, even lagging behind Vietnam (55,000) and Lao PDR (30,000) (Javier, 2016). The IDI country card of Philippines is summed up in Figure 13 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 13. IDI COUNTRY CARD - PHILIPPINES In terms of policy, the OER Policy Registry database does not list the Philippines as one of the countries with current and proposed open education policies; this is also affirmed by online survey respondent Dr. Patricia Arinto (University of the Philippines Open University [UPOU]). While there are policies regarding access to IT services, it is not known whether these support OER initiatives in the country (Arinto). Hoosen (2012 p. 2) reported that the Philippines participated in the 2012 COL-UNESCO survey on OER policies and activities. Further, Hoosen (2012, p. 7) stated that the Philippines, having started to create its own OER, has planned for an OER policy at the tertiary level. Republic Act No. 10650, also known as the Open Distance Learning Act, was passed in July 2014. The law, while not particularly on OER, institutionalized ODL in tertiary education and embodies the philosophy of open education as a means to increasing access to quality higher education in the country. The University of the Philippines Open University (UPOU) has been assigned to support and lend its ODL expertise to the government agencies responsible for higher education, namely the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). At the institutional level, UPOU has a policy on using OER for all course packages and make UPOU course packages available similarly available as OER (Arinto). UPOU also has an OER Chapter 1 - 63/86

Current Status of OER in ASEAN | Chapter 1 research project on the impact on cost and quality of course materials, funded by the International Development Research Centre (IDRC). SEAMEO INNOTECH conducted an OER Policy Forum in partnership with UNESCO, the Commission on Higher Education (CHED) of the Philippines and the UNESCO Southeast Asia Center of Lifelong Learning for Development (SEACLLSD) (SEAMEO Regional Center for Educational Innovation and Technology) (SEAMEO INNOTECH, 2015). The forum was intended to â&#x20AC;&#x153;draft a policy reform that would support and promote the use of OERâ&#x20AC;?; by the end of the forum, an OER policy and master plan was drafted and included in a memorandum of agreement that can progress into national law (SEAMEO INNOTECH, 2015). It was the first time the Philippine government had several of its agencies gather, discuss and plan on OER (UNESCO, n.d.). The forum programme includes sessions on: global trends of the development and implementation of OER polices, essentials of OER in relation to open licensing, on-going OER initiatives in different areas of the education system of the Philippines, and workshops for the planning and drafting of the OER policy (UNESCO, n.d.). As follow up to the policy forum, a workshop was organized to convert the memorandum of agreement into a joint circular which would support the institution-level OER policy to be crafted by respective agencies, namely: the Department of Education (DepEd), CHED, TESDA, and UPOU. OER master plans and detailed action agenda were also prepared by each of the aforementioned agencies, which was included in the joint circular (SEAMEO INNOTECH, 2016). WIPO (n.d.) reports that Philippines is a member of WIPO since 1980, has signed or enforced 10 WIPO-administered treaties, and has 51 national laws on Intellectual Property (IP). The Philippines has a Creative Commons affiliated institution in the Arellano University School of Law which can support the adoption of CC licenses in the country (Creative Commons, n.d.). Arinto identified the three foremost concerns in OER adoption in the Philippines as limited capacity of academic staff/teachers, slow/intermittent Internet connection, and unavailability of OER in local languages. At the institutional level, top concerns in OER adoption include limited capacity of academic staff, slow/intermittent Internet connection, and lack of OER on relevant subject areas. The complete ranking of OER concerns for the Philippines (national and institutional levels) is listed in Table 28: Chapter 1 - 64/86

Current Status of OER in ASEAN | Chapter 1 TABLE 27. RANKING OF OER CONCERNS (PHILIPPINES) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 6 4 3 7 2 2 1 1 7

4 5

6 5

Organizations that support OER in the Philippines include DepEd, CHED, TESDA and UNESCO. UPOU is developing OER for General Education courses for use by Philippine HEIs and for preservice education courses on technology for teaching and learning (Arinto). This OER initiative of UPOU is supported by CHED. UPOU also has a Massive Open and Distance e-learning (MODeL) initiative in cooperation with various partners. Arinto indicated via the online survey that UPOU academic staff using OER by accessing, customizing and creating OER. Digital OER can be accessed by academic staff and students via any computing form factor (computer, mobile device). The OER policy mandates the university to use OER for its course packages and make these available as OER, thus making OER available across all subjects of UPOU.

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Current Status of OER in ASEAN | Chapter 1 Singapore Singapore is classified by the World Bank as high income economy (Fantom & Serajuddin, 2016, p. 48). UNDP (2015a) ranks the country 11th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.912 in 2014; this puts Singapore in the very high human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 96.4 per cent. Singapore spends 2.9 per cent of its GDP on education (Jahan, 2015). ITU (2016) ranks Singapore 20th out of 167 economies in the IDI, and the top rank among the ten ASEAN member countries. It went down 1 spot in the rankings (from 19th in 2015) but has increased its IDI value from 7.88 in 2015 to 7.95 in 2016. ICT access and use in Singapore is very high, as reflected in the IDI country card of Singapore summed up in Figure 14 (ITU, 2016).

FIGURE 14. IDI COUNTRY CARD - SINGAPORE In terms of policy, the OER Policy Registry database does not list Singapore as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Singapore is a member of WIPO since 1990, has signed or enforced 14 WIPO-administered Chapter 1 - 66/86

Current Status of OER in ASEAN | Chapter 1 treaties, and has 15 national laws on Intellectual Property (IP). Creative Commons has an affiliated institution in Singapore in the Centre for Asia Pacific Technology Law & Policy, which is helping in creating licenses specific to Singapore from unported (Creative Commons, n.d.). There does not seem to be any documentation of OER initiatives in Singapore.

Thailand Thailand is classified by the World Bank as an upper middle income economy (Fantom & Serajuddin, 2016, p. 49). UNDP ranks the country 93rd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.912 in 2014; this puts Thailand in the high human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 96.4 per cent. Thailand spends 7.6 per cent of its GDP on education ( (Jahan, 2015). ITU (2016) ranks Thailand 82nd out of 167 economies in the IDI, good for 4th among the ten ASEAN member countries. It went down 3 spots in the rankings (from 79th in 2015) but has increased its IDI value from 5.05 in 2015 to 5.15 in 2016. One major achievement of Thailand is its significant improvement in households with access to the Internet (Baller, S., Dutta, S., & Lanvin, B., 2016, p. 57). In 2014, the Thailand government officially declared its adoption of a policy framework on digital economy; the policy framework integrates a proposal for the formation of a national broadband committee as well as a connectivity plans that intends to establish a broadband network connecting all residences to the Internet (ITU, 2015, p. 88) However, Baller et al. (2016, p. 190) added that majority of Internet users are those who have attained a certain level of education, following a similar trend in other developing countries. The IDI country card of Thailand is reflected in Figure 15 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 15. IDI COUNTRY CARD (THAILAND) In terms of policy, Hoosen (2012 p. 2) reported that the Thailand participated in COL-UNESCO survey on OER policies and activities. The OER Policy Registry database does not list Thailand as one of the countries with current and proposed open education policies. While there is no OER policy, there are references to OER in the education policies of Thailand; The Distance Learning Foundation has also engaged with an OER strategy (Hoosen, 2012, p. 12). A policy on open access exists, but the lack of a national OER policy restricts the participation of educational institutions and their academic staff in OER initiatives (Sarvi, Dhanarajan, & Pillay, 2015). Survey respondent Dr. Thanomporn Laohajaratsang of Chiang Mai University (CMU) indicated the National Education Reform Policy of Thailand to be supportive of OER. At the institutional level, CMU has its OER policy within its Information Security Guidelines, supported by policies on student development (Global Students and 21st Century Skills). On the other hand, TCU has yet to craft its OER policy essential in carrying out its mandate to increase access to lifelong learning (Sarvi, Dhanarajan, & Pillay, 2015). WIPO (n.d.) reports that Thailand is a member of WIPO since 1989, enforces 4 WIPOadministered treaties, and has 19 national laws on Intellectual Property. Creative Commons has an affiliated institution in Thailand in the Dharmniti Law Office, and working with Chapter 1 - 68/86

Current Status of OER in ASEAN | Chapter 1 ChangeFusion Institute and Sirindhorn International Institute of Technology to create licenses specific to Thailand from unported Creative Commons licenses, promote these licenses and a â&#x20AC;&#x153;free culture of copyrighted work in Thai societyâ&#x20AC;? (Creative Commons, n.d.). Hoosen (2012, p.12) reported the Creative Commons license Attribution-NonCommercial-NoDerivatives (BYNC-ND) is being used for OER in Thailand. While this CC license allows for the reproduction of a resource on the condition that credit is appropriately given to the author and that the resource is not used for commercial purposes, the license restricts the distribution of a customized version of a resource. Laohajaratsang identified the three foremost concerns in OER adoption in Thailand as lack of relevant OER, lack of policy, and low quality of available OER. CMU also has the same top concerns on adopting OER. The complete ranking of OER concerns for national and institutional level is listed in Table 29: TABLE 28. RANKING OF OER CONCERNS (THAILAND) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 3 3 4 5 7 7 5 4 1

2 6

Laohajaratsang indicated the National Science and Technology Development Agency (NSTDA) has National OER Development initiative. On the other hand, The Thailand Cyber University (TCU) has been engaged in training e-learning professionals on using OER, (Sarvi, Dhanarajan, Chapter 1 - 69/86

Current Status of OER in ASEAN | Chapter 1 & Pillay, 2015). There are 811 courses offered by the Thailand Cyber University (TCU) which come from state-funded HEIs of the country, and can be openly accessed. TCU has used OER in developing its courses, recognizing how OER can expedite course development. By using OER, TCU has gained marginal cost savings. The experience of adopting OER has its share of benefits and challenges; while it has been an enriching and empowering experience to skilled ICT users, many teaching staff still lack appropriate skills. Additionally, searching for relevant OER has been time consuming (Sarvi, Dhanarajan, & Pillay, 2015). Laohajaratsang indicated that the academic staff of CMU access OER for teaching purposes and do not customize existing OER and create new ones. Digital OER can be accessed through any computing form factor (computers, mobile devices). OER is usually used in Information Technology, Science and English subjects.

Vietnam Vietnam is classified by the World Bank as a lower middle income economy (Fantom & Serajuddin, 2016). UNDP ranks the country 116th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.666 (Jahan, 2015); this puts Vietnam in the medium human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 93.5 per cent, while the gross enrolment ratio at the tertiary level is at 24.6 per cent. Vietnam spends 6.3 per cent of its GDP on education. ITU (2016) ranks Vietnam 105th out of 167 economies in the IDI, fifth among the ten ASEAN member countries. It dropped 1 spot in the rankings (from 104th in 2015) and has increased its IDI value from 4.02 in 2015 to 4.29 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 133 subscriptions per 100 inhabitants (ITU, 2016). About half of its population is using the Internet at 52.72 per cent, possibly aided by the affordable fixedbroadband services (Baller, Dutta, & Lanvin, 2016, p. 126). The IDI country card of Vietnam is summed up in Figure 16 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 16. IDI COUNTRY CARD - VIETNAM In terms of policy, the OER Policy Registry database does not list Vietnam as one of the countries with current and proposed open education policies. Hoosen (2012 p. 2) reported that the Vietnam participated in COL-UNESCO survey on OER policies and activities. The response from Vietnam on this survey articulated on its further engagement with OER, the desire of its policy makers are indicated in the verbatim list as follows (as cited from Hoosen, 2012, p. 20):

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Current Status of OER in ASEAN | Chapter 1 • To provide a solid infrastructure and appropriate tools as well as technical support and training for the development of OER in Vietnam; • To develop high quality course content based on available OER from leading universities in the world; • To provide the OER community with courses that have Vietnamspecific content that considers the Vietnamese culture; • To provide new methods for the development of sample course materials; • To establish a Vietnamese OER users’ community and encourage participants to contribute and share knowledge; and • To encourage networking with the international OER communities.

Dr. Thai Than Tung, the online survey respondent from Vietnam, indicated that an OER policy is already in place in Vietnam: Building Infrastructure of OER for Higher Education. Further, a national policy on building up community and technology solution is also in place to support the OER national policy. At the institutional level, Hanoi Open University has no institutionallevel OER policy. However, there are institutional policies on e-learning and course content development. Tung identified the three foremost concerns in OER adoption in Vietnam as lack of policy, limited OER competencies, and availability of OER in the local language. At the institutional level, Tung identified limited competencies, availability of OER in the local language, and lack of relevant OER as three immediate concerns in OER adoption. Tung added that building an OER community and involving universities and organizations involved in OER as other concerns. The complete ranking of OER concerns for national and institutional level is listed in Table 30 below:

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Current Status of OER in ASEAN | Chapter 1 TABLE 29 - RANKING OF OER CONCERNS (VIETNAM) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 4 4 3 2 6 6 2 1 5

1 7

5 7

WIPO (n.d.) reports that Vietnam is a member of WIPO since 1976, enforces 10 WIPOadministered treaties, and has 17 national laws on Intellectual Property. Creative Commons has an affiliated institution in Vietnam through the Vietnam Association of Young Scientists and Engineers, which support OER initiatives in the country (Creative Commons, n.d.). Organizations that support OER initiatives in the country include the Ministry of Science and Technology, Ministry of Education and Training, and UNESCO. Tung also indicated that there are initiatives in Vietnam that acquires licenses from authors, as well as the translation of available resources into local languages. Hoosen (2012, p. 7) reported that universities in Vietnam appeared to be engaged in various initiatives on Open Course Ware (OCW) and are working with institutions from other countries. An example of such collaboration is the Vietnam OER (VOER)10 programme launched in 2008. The Vietnam Foundation, an NGO working with the United States (US) National Academies and backed by the US academic community, is behind the VOER programme. The VOER was

http://voer.edu.vn/

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Current Status of OER in ASEAN | Chapter 1 established to “serve as a central resource for Vietnamese professors, faculty, students and self-learners in higher education” (VOER, n.d.). Content is made available through Hanoi Spring, an open source software, and classified as: a) module, or “a small subject or a completed part of a complex topic”; and b) collection, a set of modules organized to form a book / textbook. VOER hosts 22,180 modules and 518 collections from 8,493 authors 11. In addition to providing access to content uploaded in the VOER platform, content from foreign providers are also made available. Educational materials can also be uploaded by teachers and learners alike. Courses can be created by customizing and combining available modules through a built-in course authoring tool. Content collections are downloadable and thus can be accessed even without an Internet connection. On the other hand, the online platform encourages interaction and collaboration through features such as discussion forums, comments, and notes. In the online survey of this research, Tung indicated the existence of OER initiatives in Hanoi Open University (HOU), particularly in making e-learning materials available as OER. This initiative is being carried out despite the absence of an institutional-level OER policy. Academic staff at HOU not only access OER for teaching, but also customize existing OER as well as create new OER. OER is usually used on information technology, law, economics and tourism subjects. Tung indicated that HOU academic staff access, customize and create OER. Digital OER is accessible in all computing form factors (computer, mobile devices) of the university or the user. Regionalization of OER A number of organizations have international OER initiatives, part of which covers the ASEAN region. UNESCO Bangkok, which serves as the Regional Bureau for Education in Asia and the Pacific, has established the Resource Distribution and Training Centres (RDTC) network. Established in 2013, the RDTC network is intended to support the efforts of UNESCO Bangkok on educational resources - the distribution of educational resources and build capacity towards sound pedagogical use of these resources (UNESCO Bangkok, n.d.). The RDTC network 11

As of October 22, 2016.

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Current Status of OER in ASEAN | Chapter 1 currently has a membership of 24 teacher education institutions12 (TEIs) in Asia-Pacific, with 11 official members from ASEAN member states, as shown in Table 31 below: TABLE 30. MEMBER INSTITUTIONS OF THE RDTC NETWORK (UNESCO) ASEAN Member State Malaysia Malaysia Philippines Philippines Philippines Philippines Philippines Philippines Philippines Thailand Thailand

Institution (TEI) Tun Datu Tuanku Haji Bujang College Universiti Tunku Abdul Rahman College of Education, Mindanao State University-Iligan Institute of Technology College of Education, University of the Philippines Knowledge Community, Inc. University of Santo Tomas - Educational Technology Center College of Education, University of the East De La Salle University College of Teacher Education, Mariano Marcos State University Faculty of Education, Suan Sunandha Rajabhat University Information Technology Service Center, Chiang Mai University

Additionally, two TEIs from Myanmar have unofficial status as part of the RDTC network (Mandalay University of Foreign Languages; Yangon University of Foreign Languages). UNESCO Bangkok reported a total of 38,720 CD-ROMs of educational resources distributed in 2014-2015 12

The full list of RDTC network members is available at http://www.unescobkk.org/en/education/ict/ict-ineducation-projects/training-of-teachers/rdtc/distribution/?utm_source=t

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Current Status of OER in ASEAN | Chapter 1 through the RDTC network (UNESCO Bangkok, 2016). Additionally, 204 training activities were organized that benefitted 12,300 in-service and pre-service teachers (UNESCO Bangkok, November). Through partnerships among its members within and between countries, the RDTC network went beyond resource distribution and training. This was best exemplified through communities of practice, joint research on the impact of RDTCs, and active participation in the development and implementation of a training guidebook on digital educational resources (UNESCO Bangkok, 2016). From 2012 to 2015, UNESCO Bangkok engaged in the K-Science project, an educational television contents sharing project in the Asia-Pacific Region (UNESCO, n.d.). The project, supported by the Korean TV channel YTN Science, made high-quality science education television programs available to Asia-Pacific countries. Selected science education TV programs of YTN Science were provided with English sub-title translations. TV channel project participants broadcasted the programs as they were or provided local language translations. For purposes of the K-Science project, the selected YTN Science programs have been licensed as Creative Commons-Attribution-NonCommercial-ShareAlike to facilitate distribution and translation. Among ASEAN countries, 4 countries participated in the K-Science project (Lao PDR, Philippines, Thailand, Vietnam). The ASEAN Cyber University (ACU) Project is one major OER initiatives in Southeast Asia. ACU was a response of the government of Republic of Korea to the call of ASEAN to establish a global cyber university (ASEAN Cyber University, n.d.). The ACU project was initially intended to benefit Cambodia, Lao PDR, Myanmar and Vietnam (CLMV) through four project areas on e-Learning capacity building, content development, establishment and development of an OER platform, and collaborative activities between ASEAN and Republic of Korea (ASEAN Cyber University, n.d.). To date, the project has expanded to include not only member universities/institutes from CLMV but also cooperative universities/institutes from Korea and participating universities/institutes from Malaysia, Philippines and Thailand (ASEAN Cyber University, n.d.). Leading up to the 2nd World OER Congress on September 2017, the Commonwealth of Learning (COL) is conducting Regional Consultations from December 2016 to May 2017. As Chapter 1 - 76/86

Current Status of OER in ASEAN | Chapter 1 indicated in the COL website, the 2nd World OER Congress will focus on “the role of OER in achieving Sustainable Development Goal 4 (SDG4)” and “explore strategies and solutions to the challenge of mainstreaming OER” (Commonwealth of Learning, 2016). The Regional Consultation for Asia was held on 1-2 December 2016 in Kuala Lumpur, Malaysia and hosted by Asia eUniversity. Parallel to the regional consultations, COL is conducting a survey on OER among governments, e.g. ministries of education, COL focal points, UNESCO national delegations, and other OER stakeholders. The Research on Open Educational Resources for Development (ROER4D) project is conducting evidence-based research on the use and impact of OER in developing countries - including ASEAN member states Malaysia, Indonesia and the Philippines. OER desktop reviews and surveys are being conducted in Indonesia and Malaysia. Additionally, Malaysia is looking into using OER in course creation with teacher educators, while the Philippines is studying the impact of OER material at UPOU. Table 32 lists the project clusters that each of the aforementioned countries cover: TABLE 31. ROER4D RESEARCH IN ASEAN MEMBER STATES ASEAN member state

Project Clusters OER OER Academics Teacher OER OER Baseline Desktop Survey ’ adoption educators’ adoptio impact educationa Review of OER adoption n in one studies l of OER country expenditur e Indonesia ✓ ✓ Malaysia ✓ ✓ ✓ Philippines ✓

Conclusion and Recommendations The ASEAN region has its work cut out towards a healthy OER ecosystem, which requires “high quality supply, strong educator demand and supportive policies” (The Boston Consulting Group , 2013). OER initiatives in the ASEAN region vary from one country to another, but Chapter 1 - 77/86

Current Status of OER in ASEAN | Chapter 1 generally still at the initial stage of setting up the context, content and user elements of their respective OER ecosystems. Research findings point to the possibility that the educational environments of ASEAN member states are not yet fully conducive for OER initiatives to thrive. Legislative and technological infrastructures are not fully in place. OER activity of academic staff and students are mostly limited to accessing available OER and less on contributing to the pool of educational resources, whether customized or entirely new. These concerns, on the other hand, present a great opportunity for collaboration towards healthy intra and inter OER ecosystems. For one, ASEAN education stakeholders will benefit from collaborative platforms for best practices and lessons on the development and implementation of OER initiatives, including on policy, content development, capacity building, and research. On the regionalization of OER, It is essential for ASEAN countries to be in the same page on what it defines as OER, given the various OER definitions of various proponents: (Creative Commons, n.d.), as listed in Table 33. Upon consensus, ASEAN countries may proceed to developing or fine-tuning OER policies and activities in consideration of the OER definition that ASEAN will adopt. TABLE 32. OER DEFINITIONS Open Copyright license required

Hewlett Foundation OECD UNESCO Cape Town Declaration

✓

✓ ✓

Right of NonDoes not limit access, discriminatory use or form adaptation , rights (rights does not and given to include republication everyone, NonCommercial everywhere) limitations ✓ ✓ ✓ ✓ ✓ ✓

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✓ ✓

✓

Current Status of OER in ASEAN | Chapter 1 Open Copyright license required

Wikieducator OER Handbook OER Commons

Right of NonDoes not limit access, discriminatory use or form adaptation , rights (rights does not and given to include republication everyone, NonCommercial everywhere) limitations ✓ ✓ ✓

✓

With the evident need for further Information on the current status of OER in ASEAN, research and data gathering efforts should be intensified. One strategy is to build on the findings of the major OER research projects. The results of new survey being conducted by the Commonwealth of Learning – to be released at the 2nd World OER Congress in 2017, as part of the Global OER Report - can contribute and update the existing information on the current status of OER in ASEAN. The ROER4D final report of its sub-project outputs, which includes research project in Malaysia, Indonesia and the Philippines will be released for public review in 2017. The OER Hub survey may be administered to education stakeholders in Southeast Asia, as both survey questions and data are freely made available for anyone to use, copy and distribute. The survey can be sent to educators and learners in ASEAN member states through its schools and educational institutions in order to increase the number of respondents and better observe and analyze the OER phenomena in the region. Similarly, ASEAN member states can promote the ongoing OER stakeholder survey of the Commonwealth of Learning. Building the knowledge base on OER in ASEAN will enable member states to develop and implement evidence-based and effective nationwide and ASEAN-wide OER initiatives.

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Current Status of OER in ASEAN | Chapter 1

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