lifelong learning and distance higher education - Asia Pacific Region

CHAPTER 1INTRODUCTIONChristopher McIntoshAs globalisation advances, education is increasingly crossing borders — national,regional, sectoral and institutional. At the same time educational systems are havingto respond to other profound changes, such as the knowledge explosion, the changinginteraction between the public and private spheres and the increasingly rapiddevelopment of information and communication technologies (ICTs). Terms such asthe “global economy”, the “post-industrial society”, the “information age” and the“knowledge revolution” crop up increasingly in the discourse of educationists. It is,of course, possible to speculate endlessly about where these developments are leadingand how education should respond. Meanwhile, the work of education has to go on andpractical policy decisions have to be made. The challenge for policy-makers is to makeinformed decisions on the basis of the best information that can be gathered at the time,so as to capitalise on the advantages of these far-reaching changes, while minimisingthe disadvantages and risks. The present book focuses on the area of distance highereducation, with an emphasis on the lifelong learner, bearing in mind the increasing needfor international co-operation and for co-ordinated policies in areas ranging from qualityassurance to funding and appropriate use of ICTs. In the form of a collection of searchingpapers by experts on the various topics covered, it aims to be both an up-to-date study ofthe important relevant issues, problems and trends, and a practical manual for plannersand decision-makers.The contents of the book are grouped thematically as follows. This introductory chapterserves to orient the reader by providing an outline map of the territory to be covered.Chapters 2 and 3 provide a broad background survey, indicating some of the generaltrends, issues and challenges in the area of distance higher education and lifelonglearning at their current stage of development. Chapter 4 deals specifically with one of themajor issues, that of funding. Chapters 5, 6 and 7 are devoted to experiences from threeparticular countries, namely Senegal, China and Finland, all of which, in their differentways, provide useful insights and policy lessons. Chapters 8, 9 and 10 deal with keyoverarching issues such as quality assurance, accreditation, recognition of qualificationsfor certification, and cross-border student mobility, describing some important nationaland international initiatives in these areas. Chapter 11 focuses on a theme that is of greatrelevance for the whole field covered in this book, namely the need for a sound andconstantly growing base of research on which to plan and carry effective distance andlifelong education programmes. At the end of each of the main chapters is a checklist1