Digital Educational Resources (BR0089)
Action Plan: Brazil National Action Plan 2016-2018
Action Plan Cycle: 2016
Lead Institution: Ministry of Education
Support Institution(s): Ministry of Education Coordination for the Improvement of Higher Education Personnel (CAPES) Educational Development National Fund (FNDE) Educational Research National Institute(INEP) Secretary of Education of the State of Ceará Secretary of Education of the State of Acre, Educational Action Innovation Center for Brazilian Education EducaDigital Veduca
Policy AreasCapacity Building, E-Government, Education, Public Participation, Public Service Delivery
Lead government institution Ministry of Education Civil servant in charge for implementing at lead government institution Marlucia Amaral Position - Department General Coordinator/ Media and Digital Content Coordination E-mail email@example.com Telephone 55 61 2022 9490 Other involved actors Government Ministry of Education Coordination for the Improvement of Higher Education Personnel (CAPES) Educational Development National Fund (FNDE) Educational Research National Institute(INEP) Secretary of Education of the State of Ceará Secretary of Education of the State of Acre Civil society, private sector, group of workers and multilateral actors Educational Action Innovation Center for Brazilian Education EducaDigital Veduca Status quo or problem/issue to be addressed Need to have a bigger structure for the digital educational resources Main objective To incorporate the potential of digital culture into the educational policy, in order to foster the autonomy for continuous utilization, and adaptation of digital educational resources, valuing the plurality and diversity of Brazilian education. Commitment short description A national mobilization for a network establishment, in order to have evaluation benchmarks andRED's decentralized curatorial process. OGP Challenge addressed by the Commitment More effective public resources management Improving Public Services Commitment relevance Relevant for the use of digital educational resourcesin a dynamic and objective way, which will value the plurality and diversity of Brazilian education Goal Overcome difficulties related to the lack of infrastructure, teachers´ training, content making and digital resources, with the goal of having a new RED model for evaluation, acquisition, development and distribution.
IRM Midterm Status Summary
J 6. Digital Educational Resources
Establish a new model for assessing, purchasing, fostering and distributing Digital Educational Resources (RED), in the context of digital culture
The commitment seeks to incorporate the potential of digital culture into the educational policy, in order to foster the use of digital educational resources. In this context, the commitment built aims to overcome difficulties related to the lack of infrastructure, teachers´ training, content making and digital resources, with the goal of having a new RED model for evaluation, acquisition, development and distribution.
6.1 – National mobilization through regional meetings, for establishing a network with researchers, managers, teachers and entrepreneurs, in order to produce evaluation benchmarks and RED's decentralized curatorial process
6.2 – Network established
6.3 – Evaluation parameters and curatorship propositions are designed by the Network participants
6.4 – Evaluation platform and a set of plural and diverse digital educational resources release, prioritizing their continuous use and adaptation
6.5 – New acquisition model proposal submission for public consultation
Responsible institution: Ministry of Education
Supporting institutions: Coordination for the Improvement of Higher Education Personnel (CAPES), Educational Development National Fund (FNDE), Educational Research National Institute(INEP), Secretary of Education of the State of Ceará, Secretary of Education of the State of Acre, Educational Action, Innovation Center for Brazilian Education, EducaDigital, Veduca
Start date: December 2016.. End date: June 2018
Editorial note: This commitment is a starred commitment because it is measurable, is clearly relevant to OGP values, has a transformative potential impact, and is substantially or completely implemented.
Context and Objectives
The Brazilian government spends significantly on educational resources and has fielded a growing demand for more diversity and inclusion in educational material production and consumption. This commitment aims to foster the use of digital educational resources. This will be achieved by establishing a new model for assessing, purchasing, fostering, and distributing open educational resources (OER). This new model could address the current lack of infrastructure, training, content production, and digital material related to OER.
'OER' broadly refers to educational materials used for teaching, learning, and research in any medium, digital or otherwise. These materials reside in the public domain or have been released under an open license that permits free access, use, adaptation, and redistribution with limited or no restrictions. OER must be based on a copyright framework that incentivizes the shared use of, commenting on, editing of, and distribution of educational materials. Thus, complying with the copyright framework of the country constitutes one of the many challenges in delivering such materials as a governmental policy.
The commitment’s level of specificity is high. Few details exist about the expected characteristics of the new model for digital education resources. However, the government has outlined a clear process to finalize the details (e.g., the establishment of a collaborative network that will design the parameters).
The commitment is directly related to access to information and the use of technology and innovation, because OERs increase access to digital educational resources. The commitment is also relevant to civic participation because of the use of a participatory mechanism (including researchers, teachers, and entrepreneurs) to develop the model.
The commitment has a transformative potential impact, because it would create a formal framework to expand the adoption of OER materials in the country. OER is an active area of research and is heavily promoted by civil society. Still, the government has adopted it in ad hoc cases. Among its benefits, OER incentivizes the production and collaboration of new formats of learning, such as the educational game platform REMAR. OER also increases the availability of training opportunities for teachers, allows linking educational materials through a community of content, and is supported by the United Nations Education, Scientific, and Cultural Organization as a solution to make universities more accessible. Researchers have identified other positive consequences, such as significant cost savings and greater student enthusiasm, engagement, and confidence.
By providing a legal framework for the government purchase and use of OER, the commitment has the potential to (1) address an important demand of civil society and government agencies and (2) reap the benefits of OER listed above. Namely, Brazil would benefit from the reduced cost of public services, increased reach of educational materials, and diversity of sources and points of views.
The commitment has seen substantial completion.
The government has engaged in national mobilization around the establishment of a participatory network. This network would develop evaluation benchmarks and a decentralized curatorial process for digital educational resources (milestones 6.1 and 6.2). The Center for Innovation in Brazilian Education – a non-profit association that uses innovation and technology to promote greater equality, quality, and contemporaneity in Brazilian public education – led the mobilization process. That process included periodic meetings (mostly monthly), with participation from both government and civil society representatives. Two interviews from the civil society representatives (one from Unicamp, one from University of São Paulo) confirmed that the commitment resulted in the engagement of several actors.
The government presented a draft version of the methodology to analyze and curate digital educational materials (milestone 6.3) in April 2017 at the Ministry of Education. Academics and civil society representatives participated. The government presented a new version in July 2017. That action led to the creation of a working group on the topic. The government also presented part of the material at the 2nd World OER Congress in Slovenia, which was organized by United Nations Educational, Scientific, and Cultural Organization and the Commonwealth of Learning.
At the time of writing, the submission of a new acquisition model for these digital educational resources (milestone 6.5) had not been initiated. Nonetheless, according to the timeline for implementation in the commitment text, this commitment remains on schedule.
Early Results (if any)
The civil society representatives interviewed by the IRM researcher (Colab and NIED/Unicamp) expressed their support for this commitment. As the interviewees argued, the use of open education resources lowers costs by avoiding repurchases of educational materials. They stated that the use of these resources also enables better oversight of government purchases with public resources. The interviewees noted that the use of open education resources further reduces the incentives to misuse copyrighted material.
As for concrete results, the high level of civil society participation in the early stages of the commitment constitutes an important step forward. However, the main impact of the commitment depends on the release of the portal with open education resources (https://portalmec.c3sl.ufpr.br/home). It also depends on the information on related social media channels, and the release and use of a new government acquisition model for digital education resources. The government had not completed these deliverables at the time of this evaluation. The full results of the commitment will therefore be assessed in the upcoming IRM end-of-term report.
Besides the full implementation of the commitment, possible next steps include evaluating the use of digital education resources to lower the cost of education and fight corruption in the procurement of resources. The new model of acquisition for digital education resources also represents an opportunity to promote active transparency more broadly and to adopt principles of open contracting in education. The government should also map the impact of digital education resources on important outcomes such as inclusion and school attendance rates.
 Produção de Recursos Educacionais Abertos com Foco na Disseminação do Conhecimento: Uma Proposta de Framework, 2015, https://repositorio.ufsc.br/bitstream/handle/123456789/135513/334502.pdf?sequence=1.
 Edmea Santos and Elena Maria Mallmann, 'Dossier: Open Educational Resources,' Em Foco 5, no. 1 (2017), http://eademfoco.cecierj.edu.br/index.php/Revista/article/view/616.
 'REMAR,' Annals of the Workshops of the Brazilian Congresso of Informatics in Education, http://www.br-ie.org/pub/index.php/wcbie/article/view/7396/5192.
 'Tecnologias da Informação em Educação,' Centro de Investigação em Didática e Tecnologia na Formação de Formadores, http://revistas.ua.pt/index.php/ID/article/view/5074/4459.
 Organização das Nações Unidas para a Educação a Ciência e a Cultura, Diretrizes para Recursos Educacionais Abertos (REA) No Ensino Superior, 2015, http://unesdoc.unesco.org/images/0023/002328/232852por.pdf.
 Martin Weller, Bea de Los Arcos, Rob Farrow, Beck Pitt, and Patrick McAndrew, 'The Impact of OER on Teaching and Learning Practice,' Open Praxis 7, no. 4 (October-December 2015): 351–361, http://oro.open.ac.uk/44963/1/227-1106-2-PB-3.pdf.
 'Common Questions,' Recursos Educacionais Abertos.
 See 'Details on the Open Innovation in Education Study,' Open Government Partnership, Brazil Federal Government, last modified 5 December 2016, http://www.governoaberto.cgu.gov.br/noticias/2016/centro-de-inovacao-para-a-educacao-brasileira-lanca-estudo-sobre-inovacao-aberta-em-educacao-em-parceria-com-o-instituto-educadigital.
 Centro de Inovação para a Educação Brasileira, CIEB Technical Notes: Guidelines for Selection and Evaluation of Digital Content and Resources, http://www.cieb.net.br/cieb-notas-tecnicas-orientacoes-para-selecao-e-avaliacao-de-conteudos-e-recursos-digitais/.
 Ministerio da Transparencia, Fiscalizacao e Controladoria-Geral da Uniao, Relatorio de Status de Execucao de Compromisso, http://www.governoaberto.cgu.gov.br/central-de-conteudo/documentos/2017-18-agosto-rse_6.pdf.
 Priscila Gonsales, '2nd REA World Congress: Plano of Action Towards the 4th ODS,' Iniciativa Educação Aberta, http://aberta.org.br/2o-congresso-mundial-de-rea-plano-de-acao-rumo-ao-4o-ods/
 Centro de Inovação para a Educação Brasileira, Advances the Construction of the New Platform of Digital Educational Resources of the MEC, http://www.cieb.net.br/avanca-a-construcao-da-nova-plataforma-de-recursos-educacionais-digitais-do-mec/.
 Ministerio da Transparencia, Fiscalizacao e Controladoria-Geral da Uniao, Relatorio de Status de Execucao de Compromisso.
 'US Begin to Adopt Books with Free Content to Cut Costs in Higher Education,' Porvir, 19 April 2017, http://porvir.org/eua-comecam-adotar-livros-conteudo-livre-para-cortar-custos-ensino-superior/.
 'Free and Legal Sharing for Better Learning,' Current Affairs, Correio, http://pt.unesco.org/courier/julho-setembro-2017/compartilhamento-livre-e-legal-uma-melhor-aprendizagem.
 Mara Denize Mazzardo, Ana Maria Ferreira Nobre, and Elena maria Mallmann, 'Open Educational Resources: Free Access to Knowledge?' Em Foco, 30 April 2017, http://eademfoco.cecierj.edu.br/index.php/Revista/article/viewFile/446/228.
 'Public Policy Experiences for OER,' Iniciativa Educação Aberta, http://aberta.org.br/experiencias-de-politica-publica-para-rea/.
 TV Morena, 'Fraud in Bids Have Caused Losses of at Least R $670 Thousand in Paranhos, Says PF de MS,' Globo.com 5 March 2017, https://g1.globo.com/mato-grosso-do-sul/noticia/pf-aponta-que-fraudes-em-licitacoes-causaram-prejuizo-de-pelo-menos-r-670-mil-em-paranhos-ms.ghtml.
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Open Data policy
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Scientific data governance
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Capacity-building and oversight on nutrition policy
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Increase participation in legislative process
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Urban and rural land registers
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climate change policy evaluation
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Open Data on the Federal Government
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Transparency of Public Funds
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Open Data and Information Governance in Health
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Transparency and Innovation in the Judiciary
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Development of monitoring reports on the Electronic Citizen Information System (e-SIC)
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Restructuring of the Brazilian Federal Government Transparency Portal
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Electronic System for Public Consultations
BR0068, 2013, E-Government
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Participatory development of the Federal Ombudsman System
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“Brazil Transparent” Program
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Redesign of the Current Protection Programs
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Distance education program
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Guide for public officials on access to information
BR0003, 2011, Capacity Building
Information services model
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Diagnostic study on the transparency values of executive branch
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Organization of the National Seminar on Social Participation
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Partnership with World Wide Web Consortium (W3C) Brazil
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Development of the National Open Data Infrastructure (INDA)
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INDA capacity building plan
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INDA awareness- raising activities
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Launch of the Brazil Open Data Portal
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Resource Transfer Agreements and Contract System (SICONV)
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Restructuring the Transparency Portal
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Facilitate access to specific databases
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Interactive school development plan
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Control Panel for the Integrated Monitoring and Oversight System (Public Module)
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United Suppliers Registry (SICAF)
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Registry of National Education Prices
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Contractual management of IT services
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Implementation of Pro-Ethics Company Registry
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Systemic integration of ombudsman units
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Continued training for public ombudsman units
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Public Services Portal
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