OER
Since the Cape Town Open Education Declaration in 2007 (Hodgkinson-Williams & Gray, 2009) and 2012 Paris OER Declaration (n.d.), the United Nations and UNESCO have advocated and promoted the use and creation of OER to uphold open education initiatives in support of the SDGs in education (UNESCO, 2012). In 2017, the Ljubljana Action Plan provided direction in building capacity, ensuring inclusive and equitable access, and developing sustainability models for the development of policy and environments for OER (Jožef Stefan Institute Centre for Knowledge Transfer in Information Technologies (CT3), 2020). In 2019, the UN General Conference adopted a recommendation outlining five areas of action for OER: a) build capacity to create, access, re-use, adapt and redistribute OER; b) foster supporting policies; c) inspire inclusive, accessible, and equitable OER; d) develop models to sustain OER; and e) accelerate international teamwork (UNESCO, 2019). This sets a global direction for OER to be recognized and supported as an area for growth within each country.
Here in Canada, the development of OER