The Obstruction of OER Development, Adaptation, and Utilization of the National Open School of Trinidad and Tobago 2010-2013
| dc.contributor.author | Warner, Steve C | |
| dc.coverage.placeName | Trinidad and Tobago | en_US |
| dc.coverage.spatial | Caribbean and Americas | en_US |
| dc.date.accessioned | 2016-02-18T00:06:59Z | |
| dc.date.available | 2016-02-18T00:06:59Z | |
| dc.date.issued | 2013-11 | |
| dc.description.abstract | The National Open School of Trinidad and Tobago (NOSTT) has been at the forefront in promoting OER development, adaptation and utilization for its learners from its inception in the early 21st century; with the assistance of the Commonwealth of Learning (COL). NOSTT has been a Unit of the Ministry of Education (MOE) and proposes to use a combination of conventional and diverse educational methodologies which will allow its learners to choose what to learn, where to learn, when to learn and how to learn in any of their over forty-five convenient locations throughout the twin-island state; using a wide range of OER. Ideally NOSTT caters for individuals who have not been successful at the external examinations at the conclusion of secondary school and who may need a new start; for learners who the established educational system did not accommodate their type of learning style; or for those who want to increase their academic competencies and skills for career advancements and enhancement. Records have shown that since NOSTT has been in existence it has been a valuable asset to many individuals and there has been many success stories. Undoubtedly, NOSTT has made a valuable contribution to the lives of a great many citizens of Trinidad and Tobago in transforming their lives and creating opportunities for present and future progress. However, since 2010 with a new government, the NOSTT clerical and administrative staff has been terminated and the operations placed under another Unit of the MOE; and have ceased to follow its proposed vision and mission. In fact, NOSTT has become a traditional evening school department with traditional teaching and learning modalities. This paper describes how institutional and national contextualization can impede and hinder OER development, adaptation and utilization especially where there was much potential to foster growth and innovation in OER to be used throughout Commonwealth member states. // Paper ID: 83 | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/1844 | |
| dc.language.iso | en | en_US |
| dc.subject | Promoting Open Educational Resources | en_US |
| dc.subject | Open Educational Resources (OER) | en_US |
| dc.subject | Institutional Development | en_US |
| dc.title | The Obstruction of OER Development, Adaptation, and Utilization of the National Open School of Trinidad and Tobago 2010-2013 | en_US |
| dc.type | Working Paper | en_US |