Tracking the Money for Open Educational Resources in South African Basic Education: What We Don't Know

Autor/in	Goodier, Sarah
Titel	Tracking the Money for Open Educational Resources in South African Basic Education: What We Don't Know
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 4, S.16-34 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Educational Resources; Benchmarking; Cost Effectiveness; Funding Formulas; Resource Allocation; Content Analysis; Financial Policy; Evidence; Delivery Systems; Expenditures; Elementary Secondary Education; Resource Units; Shared Resources and Services; Public Support; Financial Support; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsmittel; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Funding; Finanzierung; Ressourcenallokation; Inhaltsanalyse; Fiscal policy; Finanzpolitik; Evidenz; Auslieferung; Ausgaben; Gemeinwirtschaft; Öffentliche Förderung; Öffentliche Trägerschaft; Finanzielle Förderung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Limited research has been done to date on the extent of public funding of Open Educational Resources (OER) within basic education (K-12 equivalent) in South Africa. As claims have been made about the potential cost reductions that come with using OER, this study aimed to establish a benchmark of public spending on educational resources, uncover how much is being spent on OER and assess cost-savings of OER adoption. A desk review and document analysis of official information sources on South African basic education was conducted to develop a conceptual understanding of funding allocations the South African government uses for educational resources. A review of publicly available government reports and budgets showed that there is insufficient information at this time to determine how much is being spent on OER specifically or to act as a benchmark for potential cost savings of OER. This study highlights the information gaps which would need to be filled in order to make claims about OER and their potential as cost savers. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01