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These guides have been prepared by UNESCO, as part of its programme of support to governments and educational institutions in implementation of the UNESCO OER Recommendation.
These Guidelines cover Action Area 4 of the Recommendation: nurturing the creation of sustainability models for DER. They provide: a description/overview of the recommendations; an introduction to the specificities addressed in the implementation of Action Area 4; a matrix of actions recommended for governments and institutions to implement each point of Action Area 4; a discussion on the specificities related to Action Area 4; and examples of good practice (from different regions and contexts) in the implementation of Action Area 4. The Guidelines offer advice on how to operationalize Action Area 4 of the Recommendation. They are not prescriptive, but aim to offer suggestions for activities, as well as background on the specificities for the Action Area. Users are encouraged to contextualize the elements of these Guidelines as appropriate for their specific national and institutional contexts.
Creative Commons Attribution-ShareAlike (CC BY-SA)
This work is licensed under a CC BY-SA license, allowing adaptation and sharing with proper attribution, provided derivative works use the same license.
https://creativecommons.org/licenses/by-sa/4.0/If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.
This toolkit draws on our experiences facilitating a SATLE-funded community-engaged learning project that brought students of the School of Languages, Literatures, and Cultures (UCC) together with people in Cork seeking international protection for a series of three wellbeing and creativity workshops.
This lesson is designed to aid students in understanding how to engage generative AI in an academic setting without breaching academic integrity policy.
A collection of case studies of evidence-informed interventions implemented by higher education institutions in Ireland to support student retention and progression across the undergraduate lifecycle. These exemplars are presented here as a national evidence base of student progression initiatives.
This scientific paper describes the co-creation of the UCD sustainability dashboard – the first transferable template to support geographically-specific SDG monitoring within HEIs. This paper contributes to debates on the need for spatial reporting of actions towards sustainability, to meaningfully recognise local SDG implementation progress.
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