Open Education - How To Get There Through Open Government & Open Education Data

ePSIplatform Topic Report No.
2014 / 05 , May 2014

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OPEN EDUCATION: HOW TO GET THERE THROUGH OPEN GOVERNMENT & OPEN EDUCATION DATA

European Public Sector Information Platform
Topic Report No. 2014 / 05

Open Education: How to Get There
Through Open Government & Open
Education Data

Author: Veronica Creu
Published: May 2014

ePSIplatform Topic Report No. 2014 / 05 , May 2014
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Contents

Abstract/ Executive Summary: ...................................................................................................... 3
How Open Government Partnership shapes education sector reforms in some of its European
member countries and makes it more open education .............................................................. 5
Re-thinking education through the prism of open education & open data whats in it for
Moldova?! ..................................................................................................................................... 9
Open Education starts with school data ...................................................................................... 13
Conclusions ................................................................................................................................. 17
References ................................................................................................................................... 19
About the Author .................................................................................................................... 20
Copyright information ............................................................................................................. 20

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Keywords
Open Government Partnership, Open Education Data, Republic Moldova, PISA
Abstract/ Executive Summary:
Education is one of the most powerful tools for sustained economic growth, for reducing
poverty and inequality, and for promoting and implementing an open, participative and
consensus building governance. Our societies are the mirrors of the educational systems we
have. Improving or fixing something one does not like in that mirror is probably one of the
most difficult and challenging tasks. It requires consensus building amongst all stakeholders, a
clear long-term vision and practical tools for implementation of new approaches and emerging
opportunities.
In the rapidly changing environment, educational systems need more than ever permanent
reviews, updates, and improvements. Failing to deliver on that, would mean failing to equip the
citizens with the skills they need in order to be able to achieve their full potential, be able to
engage in this increasingly globalized and interconnected economy, and be able to take
advantages of all opportunities ahead of them. Poor skills limit in most of the cases, peoples
access to better-paying and rewarding jobs.
In this context, more and more countries are looking further to explore and build on the
evidence of the most successful and efficient policies and practices. And success should be no
longer measured against national standards and regulations only, rather, against the best-
performing, the most rapidly changing and improving education systems: systems that build
upon emerging tendencies, futuristic type of approaches and prognosis, opened and inclusive
policy-making and more recently, on open data.
International platforms such as Open Government Partnership (OGP) and Open Data related
initiatives continue to provide new venues and opportunities for different sectors including
education, both in developed and developing economies around the world.
The philosophy behind Open Government, which was tackled previously in the Open Data
Initiative in Moldova
1
paper as well as in the paper on The influence of the Open
Government Partnership (OGP) on the Open Data discussions
2
departs from the core

1
http://www.epsiplatform.eu/content/open-data-initiative-moldova
2
http://www.epsiplatform.eu/sites/default/files/The%20influence%20of%20the%20Open%20Government%
20Partnership%20(OGP)%20on%20the%20Open%20Data%20discussions.pdf

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principles of openness, inclusiveness, participation, transparency, citizen-engagement and
innovation. This paper looks at ways both Open Government Partnership and Open Data
initiatives could shape the current developments in the educational sector particularly in
countries aspiring towards EU integration, such as Republic of Moldova, as well as the potential
and benefits they could bring in delivering better educational services and outcomes in other
Open Government Partnership member countries.

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How Open Government Partnership shapes education sector
reforms in some of its European member countries and makes it
more open education
As of May 2014, sixty-four countries around the world have signed up to the Open Government
Partnership process, the most recent being Ireland, France and Australia
3
. The Open
Government Partnership is a global initiative launched back in 2011 and it aims at making
governments better by increasing civic participation in decision-making, fighting corruption and
harnessing new technologies to strengthen governance. To join OGP, countries must commit to
uphold the principles of open and transparent government by endorsing the Open Government
Declaration. Through endorsing this Declaration, countries commit to foster a global culture of
open government that empowers and delivers for citizens, and advances the ideals of open and
participatory 21st century government. OGP is seen as an international platform for domestic
reformers committed to making their governments more open, accountable, and responsive to
citizens.
When designing their National Action Plans on Open Government (NAPOG), governments have
to address one or more of the five grand challenges:
1. Improving Public Services
2. Increasing Public Integrity
3. More Effectively Managing Public Resources
4. Creating Safer Communities
5. Increasing Corporate Accountability

It is indeed inspiring to see that some of the OGP member countries have included specific
commitments in their National Action Plans which are related to the educational sector.
Slovak Republic, for example, indicated as part of its first Action Plan on Open Government
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the adoption of an amendment to the Act on Universities (Act No. 6/2011 Coll. amending Act
No. 131/2002 Coll. on Universities and on Amendment and Supplement to Certain Acts as

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http://www.opengovpartnership.org/countries
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http://www.opengovpartnership.org/sites/default/files/legacy_files/country_action_plans/OGP%20Action%20plan
%20Slovakia%20Final_1.pdf

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amended) which lays down the obligation to publish theses on the Internet to lower the degree
of plagiarism and to promote the use of these works to be put into practice. The Ministry of
Education, Science, Research and Sports of the Slovak Republic has also published
unemployment rates of university graduates.
Albania is another country which looked at its educational system through the open
government lens and more specifically included a number of important provisions in its first
Action Plan on Open Government
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: for the first time in Albania the National Exam Agency
organized in January-February 2012, the regulated professions exams in a digital mode, thus
developing an international standard of entirely digital tests, with maximum of transparency
and a reduced number of complains (http://www.akp.gov.al ).
Albanian Government has also started the implementation of a Financial Module of all
educational institutions - a system created to manage the finances and budget of the Ministry
of Education and Sciences (MES) and all regional education departments in order to built on a
central/unique database platform. The system enhances the quality of interaction, avoids
duplication of information, increases transparency and tracks educational institutions
expenses electronically. Additionally, the Public Agency for Higher Education Accreditation of
Albania (APAAL) aims at digitizing its management system, which will facilitate the evaluation
and accreditation procedures of higher education institutions and will serve to strengthen
cooperation and awareness with both stakeholders and the general public.
Finland is another OGP member country which has involved the Ministry of Education and
Culture in addressing one of the commitments of the National Action Plan on Open
Government
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, particularly the one related to clear language. More specifically, Ministry of
Education and Culture is responsible for a working group to develop legislative, administrative
and service language. Clear language and especially clear administrative language is a civil right.
It gives people the possibility to participate and have their voices heard. Issues meant to be
common can be made common with the language. Good governance is mostly about good
language.
These are just few examples of countries in Europe which have looked at their education
system through the open government lens. Other countries such as Mexico, Kenya and Brazil

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file:///E:/EPSI%20Open%20data%20articles/Albanian%20OGP%20Action%20Plan_2.pdf

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file:///E:/EPSI%20Open%20data%20articles/20130314%20OGP%20Action%20Plan%20Finland.pdf

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have also committed to address education as part of their National Action Plans on Open
Government. As most of the European OGP member countries are in the process of finalizing
their second action plans on open government, there is hope that education will get more
attention from both Governments and civil society.
With Open Government Partnership so much could be done for Open Education in the OGP
member countries and not only; and vice versa, with Open Education much could be done to
open up the Governments and bring them closer to the citizenry.
Human beings always wanted to learn. By providing free and open access to education and
knowledge, we help create more opportunities and a world where people can fulfill this desire.
Learners/students of different ages can get additional information, different viewpoints and
reading materials to help them succeed. Workers can learn things that will help them succeed
on their daily job. Faculty can draw on updated resources from all around the world.
Researchers can share data and develop new networks. Teachers can find new ways to help
their students learn and thus, be able to make evidence based, informed decisions and
choices. School principals learn how to use school data and engage parents and students in
decision making processes, by implementing accountability, openness and transparency at the
core of their work. Educational policy makers can exchange views with their peers and look at
best practices of both developed and developing countries in the field of education and learn
ways they could advance the most relevant ones in their respective countries. It is important
that through the means of both online and offline medium, open education becomes available,
accessible, modifiable and free.
In her speech during the European Regional Open Government Partnership meeting that took
place in Dublin, early May 2014, Veronica Cretu, member of the civil society steering
committee has mentioned that Open Government principles and values have to be embedded
in the educational system at all levels: it is through the educational system that we can educate
open government promoters, build skills such as critical thinking, innovative thinking, open
thinking that are essential to help future citizens become ready for an open government, be
ready to co-create and co-design policies, initiatives, challenge and utilize data/evidence for a
better informed decision making. If we start designing open and participatory schools, learner-
centered, in which everyone has a word to say both on the process and content, we are much
more likely to build an open government in our countries. Research also shows that the
decisions made at the school level based on open education data, change completely the
quality of the decisions made as well as the quality of the educational outcomes. So, open

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government also starts from open minded educational policy makers, open schools, open
teachers, open students.
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http://opengov.si.md/353-education-participation-and-innovation-in-open-government-are-priorities-whos-
time-has-come-in-ogp/

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Re-thinking education through the prism of open education &
open data whats in it for Moldova?!
Republic of Moldova is Open Government Partnership member country since April 2012 and
has already approved its second action plan on Open Government. Neither its first nor its
second action plans have commitments related specifically to the educational sector. However,
for a country like Moldova, looking at the education sector through the prism of core principles
and values of open government, or exploring the potential of open education data is really
worth considering.
The country has a population of 3.5 million people
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and relatively small territory (33.8
thousands km
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), and it was under Soviet Union until it gained its independence in 1991. Much
efforts have been put in place during 2013-2014 by the Ministry of Education of Moldova to
implement reforms that would lead to re-organization of the entire system, which,
unfortunately, still carries much of the heritage of Soviet Union as regards construction of the
educational system as well as peoples attitude and expectations toward schools.
The Educational Code or Codul Educatiei stipulates that Education is the first national
priority and the basic factor for a sustainable development of the knowledge based society.
Amongst the core principles for the educational systems organization and operation
mentioned in the document are: transparency and public accountability, inclusiveness,
participation and responsibility of community, parents and other relevant social actors these
are indeed the principles that are also behind the philosophy of Open Government. The
document, however, does not contain any references to open data or any education data at all.
Interestingly enough, open data is not mentioned at all in the Education Strategy 2020 either,
while one of the core expected results of the strategy is to gain more broader participation of
the community in the school governance processes. This comes well in line with one of the
strategic objectives related to the elaboration and implementation of efficient mechanisms for
engaging communities and families in addressing education related issues and assuming certain
responsibilities.
These two documents are at the core of the future initiatives and reforms in the educational
system of Moldova for the upcoming years, and they are going to be determinant for the kind
of openness, transparency and accountability embedded in the system at all levels.

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http://www.statistica.md/

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Why are these principles so important for Moldovas current educational system and what kind
of potential lies behind them?!
Moldova PISA 2009 + results: OECD Programme for International Student Assessment, PISA, is
an comparative survey of 15-year-olds knowledge and skills in reading, mathematical and
scientific literacy and it measures how well young adults have acquired the knowledge and
skills that are required to function as successful members of society. PISA allows both
governments and educators to elaborate adequate response mechanisms, and raises
awareness amongst parents and students themselves on areas which require improvement.
As per PISA 2009+ report
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, students in Moldova attained an average score on the PISA reading
literacy scale below the average attained in all OECD countries.
43% of students are estimated to have a proficiency in reading literacy that is at or
above the baseline needed to participate effectively and productively in life. The
majority of students do not perform at the baseline level of proficiency in reading.
Students in Moldova attained an average score on the mathematical literacy scale that
is below the average attained in all OECD countries.
In Moldova, 39% of students are proficient in mathematics at least to the baseline
level at which they begin to demonstrate the kind of skills that enable them to use
mathematics in ways that are considered fundamental for their future development.
This compares to 75% in the OECD countries, on average. Students in Moldova were
estimated to have an average score on the scientific literacy scale that is statistically
the same as that observed in the lowest scoring OECD country, Mexico.
In Moldova, 53% of students are proficient in science at least to the baseline level at
which they begin to demonstrate the science competencies that will enable them to
participate actively in life situations related to science and technology. This compares
to 82% in the OECD countries, on average.
The above data speaks about an urgent need to re-think and re-design the current approaches
related to teaching-learning practices, school governance, teacher training, community and
parents engagement in decision-making and use the existent education data to make
adjustments and improvements where needed.
With the adherence of the Republic of Moldova to the Open Government Partnership (OGP) in
2012, there was a hope for redressing the situation by infusing the core principles of openness,

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http://www.acer.edu.au/media/acer-releases-results-of-pisa-2009-participant-economies/

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transparency, and accountability in the educational system. One of the first steps undertaken
by the civil society was to start looking into ways education in Moldova could become open. In
December 2012, a workshop on the Role of Open Education in the Republic of Moldova
brought together several representatives of the Ministry of Education, civil society,
international organizations, schools, academia, and parents
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. Cape Town Open Education
Declaration states that Open education draws upon open technologies that facilitate
collaborative, flexible learning and the open sharing of teaching practices that empower
educators to benefit from the best ideas of their colleagues. Learner-centered strategies,
techniques that contribute to developing such competences as critical, creative or
entrepreneurial thinking all lead to opening up of both teachers and students for new
opportunities for development.
Open education could also bring more open education data and thus, provide parents with the
opportunities to engage in decision-making processes related to changes needed in the
educational system. As innovation is one of the key elements of todays societies and
economies, open education data could generate more innovation and research in education as
well as place the beneficiary of the system, the student (and the parent), at the core of the
policy making.
Even if policy documents and educational policy makers in Moldova mention all the time that
the educational system in Moldova is learner-centered, most governmental decisions are top
down, with ordinary beneficiaries having very limited or no knowledge/understanding of the
data behind, of the way the decisions were made, and how those decisions are going to
directly affect them.
Even if the Ministry of Education has a good online presence:
its official governmental web page - http://www.edu.md/;
provides access to its policy documents through the national online platform for
participation http://particip.gov.md;
has an active presence in the social media -
https://www.facebook.com/pages/Ministerul-Educa%C8%9Biei-al-Republicii-
Moldova/175831395836759 ;
first open education data sets that are available at http://date.gov.md

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http://codd.md/wp-content/uploads/2012/12/OpenEducationWorkshopReport.pdf

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www.date.gov.md should continue playing the role of the liaison portal between different
Governmental Agencies and Ministries and showcase new applications, etc
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. One of the
attempts to explore open education data has been made back in 2012, as part of a World Bank
Initiative called Open Innovation Moldova, through an application called www.afla.md
(something similar to Philippines http://www.checkmyschool.org/ ). However, the developers
working on this app did not get support from the Ministry of Education on the release of the
data sets they needed, neither the Ministry assumed the responsibility to institutionalize the
platform and make it become part of the Ministry of Education online space and interaction
between parents, community, students and the Ministry itself. This app is now purely based on
crowd sourced data and maintained by the developers who have created it.

This fact re-confirms once again that the real value of the open data is when it is being used
and not locked up in government archives or databases. In long-run, Moldova might look at
identifying success factors about How applications based on Open Data as well as Open
Data portals can be implemented. Open Data are a means, not a goal, and it is an
important aspect that key stakeholders should be emphasizing more and more often. This
is important in order to help avoiding getting into the extreme side of Open Data.

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http://opengov.si.md/360-reflecting-back-on-may-2012-open-government-and-open-data-initiatives-in-
moldova/

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Open Education starts with school data
The Republic of Moldova was the first country in the region to launch an open data portal
www.date.gov.md in April 2011. A coordinating body for Open Data (and Open Government)
was created within the State Chancery reporting directly to the State Secretary and Prime
Minister. This unitcalled the eGovernment Centerdirectly manages Moldovas Open Data
efforts in close coordination with the Chief Information Officers (CIOs) that now exist at every
ministry, including operations of the Open Data portal and implementation of the Open Data
Directive by every agency.
Moldovas Action Plan on Open Government for 2014 kept open data as its main focus. One of
the ambitious actions is the adoption of the Open Data Principles, highlighting the principle of
open data by default. These principles will also guide public institutions in the process of
providing and opening public information for reuse.
Open Education Data, however, has not been addressed neither as a separate component nor
as a separate initiative. During the elaboration of Moldovas National Action Plan on Open
Government for 2014 there have been attempts made to secure specific commitments from
the Ministry of Education for this Action Plan, both on more open education data and on
engaging the key beneficiaries more actively in policy making. However, this exercise was not as
successful as expected
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.
What does open education data tell us about? And where could the open education data
work start?
Open education data could be explored to guide decision making about teaching and learning
practices, teacher training, instruction, curriculum, programming and other several areas.
As the PISA results for Moldova already showed, there is a huge gap between low - and
medium/high achieving students in the participating countries, and this gap continues to grow
at country level as well. The need for data becomes impetuous to guide administrative and
educational decisions.
Unfortunately, educators in Moldova have little or no experience at all in using data
systematically to inform decisions. More than that, they are elaborating their work plans and
setting annual goals, however, these goals are not been driven by the careful study of the
schools evidence of student learning. Similarly, heads of schools are not basing their decisions

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http://www.ogphub.org/blog/veronica-cretu-we-need-new-ways-of-thinking/

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on the broader range of education data. Most commonly, data related to the financial aspects
is what predominates at this level. Each school administration should work intensively to
explore and build on the potential open data could provide to the institution. So the open
education data work should start from the school and it should be a bottom-up driven process!
In line with the above, here are some core categories of open education data that are essential
to consider:
Type of data Sub-categories What can we learn from this data
Demographic Enrollment, attendance,
drop-out rate, gender,
ethnicity, grade level
- Details on students that are enrolled in
the school;
- Details (profile) of the parents;
- Possible problems that might occur
due to students moving to another
school especially after primary
classes/grades;
- Students needs in terms of
transportation, meals, special
education, after class programs;
- Parents involvement;
- Dominant behavior patterns of the
students;
- Social interaction and possible
challenges.
All in all, data for this category should be
able to tell us about:
- Who are our students?
- Where our students come from (from
the near vicinity or from other areas as
well)?
- What tendencies/trends do we see in
our student population?
- What factors outside the school may
help us understand our students?
School process Description of school
programs and processes
- Data for this category allows to identify
how successful are the schools
compulsory and optional
programs/classes;
- how are the standards being met;
- capacity of teachers to design and
program/plan;
- implementation capacity of both

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teachers and school administration;
- estimate costs for implementation,
others.
Perceptions Perceptions of learning
environment values and
beliefs, attitudes and
observations
This data allows to find out:
- How much is the community satisfied
with our educational program and the
degree to which the school responds
to their expectations?
- What do parents and students
perceive as being the strong areas of
the school and what are the emerging
needs of the school?
- What does the employers community
(private sector) think about the skills of
schools graduates?
- How much are the students satisfied
and what do they think about the
schools capacity to deliver on their
expectations?
Student learning Authentic assessment,
teacher observations of
abilities & attitudes,
standardized tests.
This category of data allows to understand:
- what are most appropriate/relevant
teacher observation forms;
- dominant abilities and attitudes per
grade/age/ethnicity/gender;
- how to improve the standardized tests
based on results;
- do the current textbooks deliver on
the needed competencies;
- is the curriculum relevant as of todays
requirements and if not, what should
be changed;
- others.

Open education data changes the way decisions are made at the school level and re-designs
completely the processes behind it. This is a valuable tool especially for countries with young
democracies.
Below are just few comparisons between decision-making processes based on open data as
opposed to a traditional, stereotyped driven process:

Decisions based on traditional/old Decisions based on open government, open

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approaches education related principles
Budgetary decisions based on prior models or
requirements
Budget allocations to programs based on
data-informed needs with participation of
both parents and students. A certain % of the
budget allocation could be decided by the
students, e.g. participatory budgeting.
Staff assignments based on interest,
connections, availability
Staff assignments based on core competences
needed as per data analyses. Only through
this approach the school can become
competitive and deliver better
quality/services.
Parent communication via once or twice-a-
year traditional meetings with parents
Regular parent communication both online
and offline regarding the progress of their
children. Meetings with parents are much
more frequent and imply sessions on parental
education, education policy, participatory
approaches, etc. This could provide a great
venue for parents capacity building on
engaging in decision making on educational
policies.
Typical/traditional meals menu based on the
decision of both school administration and
national health regulatory agency (e.g. in
Moldova it is National Center for Preventive
Medicine).
Meals menu generated by both students and
their parents in close consultation with
relevant authorities, based on health data.
School curriculum for optional courses
decided by the teachers/educators and school
administration.
Optional courses voted and defended by the
students, based on their specific interests and
needs, shared through specific data collection
tools.

This table clearly illustrates how radically the decisions change based on the data available for
each of the above components. Open and inclusive decision-making is also a transparent and
accessible process, and responsive to the wide range of
students/parents/teachers/educators/policy makers.
Openness for the school context means providing both students and their parents with
information, consultation platforms, decision-making tools, and also engaging them in
monitoring and evaluation. To be successful, these elements must be applied at all stages of
the design and delivery of educational policies and services (processes which could be adapted
based on OECD recommendations on Public engagement for better policy and services, 2009).

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Conclusions
There is no doubt that both Open Government Partnership and Open Data (education data)
could bring significant changes into ways education systems will operate in the years to come
not only across countries in Europe but around the globe as well:
Embedding open government values in the educational system will contribute to
a) opening up the educational system towards innovation, participation, inclusiveness, and thus
having a more Open Education that addresses the needs and builds competences based on the
data analyses etc.; and
b) will increase the level of understanding and awareness at the broader community level on
the role of citizens in building their own societies by informed decision making mechanisms.
Curriculum and teaching practices will be the areas directly influenced by open data
analyses. Several courses/subjects at school are no longer relevant given the rapidly
changing and globalized world. Schools will be forced to abandon those subjects, which
according to data, are no longer needed. It will directly influence both in-service and
pre-service teacher training organizations and their approaches as well.
Keeping schools accountable for the delivery of the services and on the expected
results is indeed another component that will be affected by open data.
Exposing parents and students to inclusive, participatory and transparent decision
making processes contributes to strengthening the partnership between the school,
students & parents & the community by building more trust among them.
It also contributes to building capacity of all key stakeholders to make informed
decisions and choices based on evidence, based on open data.
There is more transparency and accountability and this helps in responding to the
needs of the parents, students and the school and facilitates an interactive
participation of parents in policy-making processes.
This approach builds in a completely new culture in the educational system of the
countries with young democracies in which everything is based on performance
results, indicators and specific tools to measure.
School transparency, image, reputation, visibility - with open education data changes
will occur in access to information about the actions of the schools, its operations and
programs, and will increase the visibility. This could, in turn, improve the enrolment at
the school and attract more students from the vicinity areas;

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Schools efficiency and effectiveness could be improved getting the parents and
students contribute to the process including through participatory budgeting tools,
crowd sourcing ideas through consultations, etc. will lead to having the school do much
more with the same amount of resources;
Unfortunately, often open data initiatives (not only open education data), face resistance from
bureaucratic forces within governments, especially from there where there is lack of
understanding and awareness of the open government, open education, citizen engagement
concepts. Strong, sustained, political leadership is therefore important in overcoming any kind
of resistance.
That is why, more European Governments part of the Open Government Partnership should be
encouraged to look into the benefits and advantages of open education and open education
data and endorse strong commitments for the years to come.

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References

1. Education Code of the Republic of Moldova -
http://www.eumission.mfa.md/img/docs/education-code-rm-en.pdf
2. Education 2020 Strategy (Educatia 2020 Strategia sectoriala de dezvoltare pentru
anii 2012-2020) - http://particip.gov.md/public/documente/137/ro_427_Proiectul-
Strategiei-Sectoriale-de-Dezvoltare-Educatia-2020.pdf
3. Education Data Initiative - http://www.ed.gov/edblogs/technology/education-data-
initiative/
4. E-Government Center, Moldova - http://www.egov.md/index.php/en/
5. Cretu, V (2012) Workshop Report Role of Open Education for the Republic of
Moldova http://codd.md/wp-
content/uploads/2012/12/OpenEducationWorkshopReport.pdf
6. Cretu, V & Manolea, B (2013), The Influence of the Open Government Partnership
(OGP) on the Open Data discussions, EPSI, Topic Report No. 2013/10
http://www.epsiplatform.eu/sites/default/files/The%20influence%20of%20the%20Op
en%20Government%20Partnership%20(OGP)%20on%20the%20Open%20Data%20disc
ussions.pdf
7. Cretu, V (2012) Key take away from Open Innovation Week Initiatives implemented in
Moldova during May 2012. Report from June 1, 2012
8. Cretu, V (2013) Moldova Action Plan on Open Government for 2014 -
http://opengov.si.md/116-moldovas-second-action-plan-for-open-government-for-
2014/
9. Cretu, V & Tisacova, I (2014), Open Data Initiative in Moldova -
http://www.epsiplatform.eu/sites/default/files/2014-02-Open_Data_Moldova.pdf
10. Citizens as Partners OECD Handbook on Information, Consultation and Public
Participation in Policy-Making
http://www.ezd.si/fileadmin/doc/4_AKTIVNO_DRZAVLJANSTVO/Viri/Citizens_as_partn
ers_hanbook_oecd.pdf
11. Guide to using data in school improvement efforts (2004) -
http://www.learningpt.org/pdfs/datause/guidebook.pdf
12. Launch of Moldovas open data portal version 3.0 - http://opengov.si.md/268-268/
13. Open Data Portal - http://date.gov.md
14. Tisacova, I (2013) Moldova making steps towards a more inclusive and participatory
process around Open Government
http://blog.opengovpartnership.org/2013/08/moldova-making-steps-towards-a-
moreinclusive-and-participatory-process-around-open-government/

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About the Author
Veronica Cretu is President of the Open Government Institute (Moldova). Veronica is a
member of the civil society Steering Committee of the Open Government Partnership (OGP)
since April 2013, and is a coordinator of the civil society working group on E-Government/Open
Government (part of the Moldova National Participation Council). In addition to her work on
Open Government, she has been actively engaged for the past 10 years in issues related to
Internet Governance. Veronica is a member of the Multi-stakeholder Advisory Group (MAG) to
the Internet Governance Forum (IGF) and member of the Nominating Committee (NomCom) of
ICANN (Internet Corporation for Assigned Names and Numbering). She is also a member of the
Civil Society Advisory Group on Gender Equality and Womens Empowerment to UN in
Moldova. Veronicas background is in Diplomacy and IT with Mediterranean Academy of
Diplomatic Studies of Malta. Veronica worked as an international expert in the field of
education, particularly in critical thinking methodology, in countries such as Liberia, Turkey and
Nepal (on behalf of Open Society Foundations).

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2013 European PSI Platform This document and all material therein has been compiled
with great care. However, the author, editor and/or publisher and/or any party within the
European PSI Platform or its predecessor projects the ePSIplus Network project or ePSINet
consortium cannot be held liable in any way for the consequences of using the content of this
document and/or any material referenced therein. This report has been published under the
auspices of the European Public Sector information Platform.

The report may be reproduced providing acknowledgement is
made to the European Public Sector Information (PSI) Platform.

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ePSIplatform Topic Report No.

2014 / 05 , May 2014

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