SP12: Mapping public finding for OER – South America

Mapping public funding for education in Latin America: The Road for OER advocacy and policy development

Project overview
Project outputs

General objective: The short-term objective of the project is to develop a better understanding of the value chain and funding flow from public sources into educational resource acquisition and development, including digital objects, textbooks, learning platforms, scientific books and publications, among others. 

Specific Objectives:

  • Identify, review and access official information sources in a selection of South American countries regarding the strategies each government uses to develop and/or buy the educational resources for K-12 and higher education, including data, policy, official documents, etc.
  • Identify, review and access any relevant reports of international and regional organizations that track educational systems and expenditures in South America, including OECD, The World Bank, UNESCO amongst others.
  • Identify, interview and engage in a constant dialogue with public servants and policy makers who can provide data and an understanding of the value chain of educational resources production.


Latin American countries spend billions of dollars on education every year. For instance, Colombia was last reported at 3.91 % of GNI in 2010, according to a World Bank report published in 2012. Education expenditure refers to the current operating expenditure for education, including wages and salaries and excluding capital investments in buildings and equipment. In Peru the number is at 2.15 in 2010. Some of these numbers are closer to OECD countries, but the expenditure per capita is much smaller.

So, it is clear that education is an excellent example of the challenges facing Latin America. More money would help, but how that money is spent matters as much or more. We are now responsible to rethink how things are done and how the results of public expenditure should be accessible to the broader public, and how the OER movement, projects and institutional experiences can also offer guidance for the implementation of innovative pedagogy. Making sure that public funded resources are OER is only one, but crucial, first step.

Project Leader: Carolina Botero

Recipient Institution: Karisma Foundation

Estimated Duration: 1 year Related publications

Related Publications
Toledo A, Botero C and Guzman, L. (2014) Public Expenditure in Education in Latin America. Recommendations to Serve the Purposes of the Paris Open Educational Resources Declaration. Open Praxis, vol. 6 issue 2, April–June 2014, pp. 103–113

Project outputs