Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries

The UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.

 

With due regard to the latest global developments concerning MOOCs, including enthusiastic and critical debates around them, this Guide seeks to highlight the potential of such courses to meet (however partially) some of the requirements of large-scale, effective training and supplementary (credit-oriented) learning in developing countries, maintaining an objective account of MOOCs rather than taking a position. It is hoped that after reading the Guide, policy-/decision-makers will be in a better position to understand the “MOOC phenomenon,” capitalise on the advantages of these large-scale courses and use them as a strategic opportunity to help meet local needs and develop related capacities. Ultimately, this publication is designed to raise the awareness of policy-makers in terms of the potential that online learning, including in the form of MOOCs, has for building new learning pathways towards tertiary education and for expanding lifelong learning opportunities

Year
Friday, January 1, 2016 (All day)
Publisher
UNESCO, Commonwealth of Learning
Author/Editor
Mariana Patru, Venkataraman Balaji
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