1. SDG #10: Reduced
Inequalities
Stories on OER
GUEST SPEAKER FOR THE 2022 INSTITUTE FOR
EMERGING LEADERSHIP IN ONLINE LEARNING
(IELOL) GLOBAL PROGRAM
EBBA OSSIANNILSSON, PROFESSOR, DR.
SWEDEN
INTERNATIONAL COUNCIL FOR OPEN AND DISTANCE
EDUCATION, ICDE ICDE OER ADVOCACY COMMITTE,
AMBASSADOR AND CHAIR

2. MY STORY…

4. UN UNESCO SDG_NEW SOCIAL CONTRACT

5. What’s the goal here?
To reduce inequalities within and among countries.
Why?
Inequalities based on income, sex, age, disability, sexual
orientation, race, class, ethnicity, religion and opportunity
continue to persist across the world. Inequality threatens long-
term social and economic development, harms pov- erty
reduction and destroys people’s sense of fulfilment and self-
worth. This, in turn, can breed crime, disease and
environmental degradation.
We cannot achieve sustainable development and make the
planet better for all if people
are excluded from the chance for a better
life. And despite some positive signs, inequality
is growing for more than 70 per cent of the global population,
exacerbating the risks of divisions and hampering economic
and social development. Furthermore, COVID-19 is hitting the
most vulnerable people the hardest,
and those same groups are often experiencing increased
discrimination.

6. We cannot achieve sustainable
development and make the planet
better for all if people
are excluded from the chance for a
better
life. And despite some positive signs,
inequality
is growing for more than 70 per cent
of the global population,
exacerbating the risks of divisions
and hampering economic
and social development.
Furthermore, COVID-19 is hitting the
most vulnerable people the hardest,
and those same groups are often
experiencing increased

7. •Evidence from developing countries shows that children in the poorest 20 per cent of the populations are
still up to three times more likely to die before their fifth birthday than children in the richest quintiles.
•Social protection has been significantly extended globally, yet persons with disabilities are up to five times
more likely than average to incur catastrophic health expenditures.
•Despite overall declines in maternal mortality in most developing countries, women in rural areas are still
up to three times more likely to die while giving birth than women living in urban centers.
•Up to 30 per cent of income inequality is due to inequality within households, including between women
and men. Women are also more likely than men to live below 50 per cent of the median income
•Of the one billion population of persons with disabilities, 80per cent live in developing countries.
•One in ten children is a child with a disability.
•Only 28 per cent of persons with significant disabilities have access to disability benefits globally, and only
1per cent in low-income countries.
Facts and Figures

8. Goal #10 target

9. UN UNESCO SDG
 To mainstream OER to help all Member States to
create inclusive knowledge societies and achieve
the 2030 Agenda for Sustainable Development,
namely SDG 4 (Quality education), SDG 5 (Gender
equality), SDG 9 (Industry, innovation and
infrastructure), SDG 10 (Reduced inequalities
within and across countries), SDG 16 (Peace,
justice and strong institutions) and SDG 17
(Partnerships for the goals)

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

11. Stakeholders
 Stakeholders in the formal, non-formal and informal sectors
(where appropriate) in this Recommendation include: teachers,
educators, learners, governmental bodies, parents, educational
providers and institutions, education support personnel, teacher
trainers, educational policy makers, cultural institutions (such as
libraries, archives and museums) and their users, information and
communications technology (ICT) infrastructure providers,
researchers, research institutions, civil society organizations
(including professional and student associations), publishers, the
public and private sectors, intergovernmental organizations,
copyright holders and authors, media and broadcasting groups
and funding bodies

12. UNESCO OER Recommendation(2019)
 Capacity building: developing the capacity of all key education stakeholders to create, access,
re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a
manner consistent with national copyright legislation and international obligations;
 Developing supportive policy: encouraging governments, and education authorities and
institutions to adopt regulatory frameworks to support open licensing of publicly funded
educational and research materials, develop strategiesto enable the use and adaptation of OER
in support of high quality, inclusive education and lifelong learning for all, supported by relevant
research in the area;
 Effective, inclusive and equitable access to quality OER: supporting the adoption of
strategies and programmes including through relevant technology solutions that ensure OER in
any medium are shared in open formats and standards to maximize equitable access, co-
creation, curation, and searchability, including for those from vulnerable groups and persons with
disabilities;
 Nurturing the creation of sustainability models for OER: supporting and encouraging the
creation of sustainability models for OER at national, regional and institutional levels, and the
planning and pilot testing of new sustainable forms of education and learning;
 Fostering and facilitating international cooperation: supporting international cooperation
between stakeholders to minimize unnecessary duplication in OER development investments and
to develop a global pool of culturally diverse, locally relevant, gender-sensitive, accessible,
educational materials in multiple languages and form

13. Inamorato Dos Santos A, Punie Y and Castaño Muñoz J. Opening up Education: A Support Framework for Higher Education Institutions. EUR 27938. Luxembourg (Luxembourg): Publications
Office of the European Union; 2016. JRC101436

14. ICDE CORE STRATEGIC
PRIORITIES (2021-2024)
• Advocate globally for Open, Flexible and Distance Learning (OFDL) and
enable regional and national influence through members and partners
• Extend the global reach to underrepresented regions, new stakeholders
and disadvantaged learner populations
• Continuous work on the three prioritized areas:
1. Quality
2. OER
3. Innovation in education

15. Open and distance
education is one
strategy that enables
economic, social,
political, and digital
justice
ICDE MEMBERS
LEADING THE WAY

16. & specific topics
- OER
- Ethics - Globethics
Utilising advocacy messages co-developed by
ICDE members
Advocacy Toolkit with CC licensed materials
translated to disseminate and adapt to local
contexts
Step-by-step guidance on
- stakeholder mapping and engagement
- target audience
- action framework
- advocacy checklist
Supporting local advocacy
targeting regional challenges
- Asia
- Oceania
- Latin America
- Nordic
GLOBAL ADVOCACY
CAMPAIGN
icde.org/global-advocacy-campaign

17. UTILISING GAC TOOLKIT
Available on the ICDE Global Advocacy Campaign webpage

18. TARGETED MESSAGES
Who are you trying to reach? What do they care about?

19. ICDE OERAC Committe members
ambassadors
 All members of the ICDE Advocacy Committee are appointed ICDE Ambassadors for OER for a limited term until end
2022. The renewed Committee consists of representatives from 6 different world regions and include the following
Ambassadors:
 Ambassadors:
 • Ebba Ossiannilsson, Professor, Dr. Consultant and VP, Swedish Association of Distance Education (SADE), Sweden,
ICDE Board, Chair
 • Jane-Frances Obiageli Agbu, Associate Professor, National Open University of Nigeria, Nigeria
 • Cengiz Hakan Aydin, Professor, Anadolu University, Turkey
 • Melinda de la Pena Bandalaria, Chancellor and Professor, University of the Philippines Open University, the Philippines
 • Daniel Burgos, Vice-rector for International Research, Universidad Internacional de La Rioja, Spain
 • Xiangyang Zhang, Emeritus Professor, Open University of Jiangsu, China
 • Rosa Leonor Ulloa Cazarez, Professor, Universidad de Guadalajara, Mexico
 • Mpine Makoe, Professor, University of South Africa (UNISA), South Africa
 • Cristine Gusmao, Associate Professor, Federal University of Pernambuco, Brazil
 • Yi Yang, Professor, Franklin University, USA
 • Constance Blomgren, Associate Professor, Athabasca University, Canada
 • Trish Chaplin-Cheyne, Director Learning and Teaching Development, Otago Polytechnic, New Zealand

22. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.c
om
info@i4quality.se
THANK YOU!
CARING IS SHARING, SHARING IS CARING