(They) are laws, rules, and courses of action that facilitate the creation, use or improvement of OER. While this chapter only deals with open education licensing policies, there has also been significant open education resource-based (allocate resources directly to support OER), inducement (call for or incentivize actions to support OER), and framework (create pathways or remove barriers for action to support OER) open education policy work…licensing policies insert open licensing requirements into existing funding systems (e.g., grants, contracts, or other agreements) that create educational resources, thereby making the content OER, and shifting the default on publicly funded educational resources from ‘closed’ to ‘open.’…if the public pays for education resources, the public should have the right to access and use those resources at no additional cost and with the full spectrum of legal rights…
As our world becomes fuelled by technology so does the need to protect ideas and projects born on these online platforms. Authors and content creators from technologically developed countries and the West have recognized this need to protect their work and the methods required to go about doing so. African countries such as Kenya are still to learn and catch up to this realization. Open Education, as phrased in the above statement, would benefit and make the maximum use of taxpayers’ money.
But many people still have the assumption that countries in Africa are too busy fighting geo-political issues and have no time for technological-fuelled developments but this is far from the truth. An idea is born every day but when one lacks the education and resources required how one can begin to acknowledge that they have an idea forming, let alone protect it, is the issue that must be tackled.
This blogger previously wrote a post on School of Open in South Africa. Shortly after Nigeria, Tanzania and Kenya followed suit. In Kenya UNESCO began to (in 2016) oversee the Open Education initiative by providing resources (referred to as Open Education Resources – OER).
A lack of consistency and drive will lead the push to Open Education and the progress the School of Open initially began to make (in 2013/2014) null and void among African countries.
The Creative Commons blog recently put up a blog inviting individuals interested in advocating for Open Education to join the conversation and initiative in any way they could; from signing up for the email list to signing up on Slack (under #cc-openeduchannel)
The reasons that the Open Education initiative was made open to the general public (through the blog that can be assumed as an open invitation) is due to the need for investors and the need for global growth; this will lead to outreach programs and even solutions being suggested at the Global Summits while encouraging the individuals involved to meet other advocates all over the world.
Hopefully in the coming future African countries, and particularly Creative Commons Kenya, will follow suit in the push and advocacy through Open Education awareness.