This week we profile the final chapter of the ROER4D edited volume. Titled “OER and OEP in the Global South: Implications and recommendations for social inclusion”, this chapter by Patricia B. Arinto, Cheryl Hodgkinson-Williams and Henry Trotter provides the conclusion chapter for the book and explores the implications and recommendations arising from the ROER4D project’s work through the lens of Gidley et al.’s social inclusion framework. Social inclusion speaks to the core inclusionary objectives of the open education movement, as articulated in the Paris Open Education Declaration and the Ljubljana OER Action Plan of 2017, both of which stress OER as a means to promote equitability, access and inclusion in education.
This chapter aims to explore the findings emerging from the ROER4D project in terms of whether and how OER, OEP and open education adoption promote equitable access, participatory education and the empowerment of teachers and students, helping to address the problems of increased demand, lack of resources and high costs that exert in the Global South education context. It describes the relationship between OER and social inclusion, details the implications of ROER4D’s findings as they pertain to social inclusion, and concludes with recommendations for advocacy, policy, practice and further research in OER and OEP in the Global South.