lifelong learning and distance higher education - Asia Pacific Region

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REFERENCESBrennan, J.; Hollow, J.; Shah, T. (2001). Institutional Experiences of Quality Assessmentin Higher Education, Open University, the United Kingdom. OECD publication.Retrieved, March 4, 2004, from www.oecd.org/dataoecd/49/23/1871706.pdfDaniel, J.S. (1996). Mega-Universities and Knowledge Media: Technology Strategies forHigher Education. London, Kogan Page.Daniel, J.S. (1998). Knowledge Media for Mega-Universities: Scaling Up NewTechnology at the Open University. A paper presented at Shanghi Open andDistance Education Symposium. Retrieved, March 7, 2004,from www.open.ac.uk/vcs-speeches/chinatlk.htmlFielden, J.; Abercromby, K. (2001). Accountability and International Co-operation inthe Renewal of Higher Education. UNESCO Higher Education Indicator Study.Retrieved, February 4, 2004, from http://mirror.eschina.bnu.edu.cn/Mirror2/unesco/www.unesco.org/education/wche/pdf/indicators_chems.pdfJung, I.S. (2004a). Quality assurance and accreditation mechanisms of distanceeducation for higher education in the Asia-Pacific Region: Five selected cases.A paper presented at the UNESCO Workshop on Exporters and Importers ofCross-Border Higher Education. (20-22 March 2004), Beijing, China.Jung, I. S. (2004b). Quality assurance systems in mega-universities and selecteddistance teaching institutions. A paper presented at the Second Global Forumon International Quality Assurance, Accreditation and the Recognition ofQualifications for Widening Access to Quality Higher Education. (28-29 June2004), Paris, France.OECD. (1999). Quality and internationalization in higher education. Retrieved, April 4,2004, from www.oecd.org/document/50/0,2340,en_2649_33723_33919666_1_1_1_1,00.htmlOUUK. (2004). Quality and standards in the Open University, UK: Fact sheet series.UNESCO. Quality assurance. Asia Pacific Regional Bureau for Education. Retrieved,March 4, 2004, from www.unescobkk.org/education/aceid/higher-edu/ODL/html/odl/qa/references.html#a2UNESCO (2003). The virtual universities: models and messages. Retrieved, September11, 2004, from www.unesco.org/iiep/virtualuniversity/home.phpNotes1. Daniel (1996) listed some 11 mega universities: Anadolu University (Turkey), ChinaCentral Radio and TV University (China), Indira Gandhi National Open University (India),Universitas Terbuka (Indonesia), Korea National Open University (Korea), Payame NoorUniversity (Iran), Sukhothai Thammathirat Open University (Thailand), National DistanceLearning Centre (Centre National d’Enseignement à Distance, France), Open University(UK), National Distance Learning University (Spain), and University of South Africa (SouthAfrica). During UNESCO’s 2003 World Summit of Mega Universities held in China, AllamaIqbal Open University (Pakistan), M.P.Bhoj (Open) University (India) and four more Chineseregional Radio and TV universities were also listed as mega universities.94
2. QA initiatives or publications by international organisations include:• UNESCO Guidelines on responsible partnerships between cross-border highereducation, business and societyhttp://portal.unesco.org/education/en/ev.php-URL_ID=21934&URL_DO=DO_TOPIC&URL_SECTION=201.html• UNESCO/OECD guidelines on quality provision in cross-border higher educationhttp://portal.unesco.org/education/en/ev.php-URL_ID=29228&URL_DO=DO_PRINTPAGE&URL_SECTION=201.html• UNESCO Open and Distance Learning (ODL) Knowledge Base projecthttp://portal.unesco.org/education/en/ev.php-URL_ID=22306&URL_DO=DO_TOPIC&URL_SECTION=201.html• Handbooks for practitioners in open and distance learning (ODL)http://col.org/resources/startupguides/• Perspectives on Distance Education: Quality assurance in higher education– selected case studieswww.col.org/10th/about/images/QA.doc• Policy for Open and Distance Learning• OECD Forum on Trade in Education Services – Trends and models ininternational quality assurance and accreditation in higher education in relation totrade in education serviceswww.oecd.org/dataoecd/51/29/2088479.pdf• The Global Distance EducationNet (Global DistEdNet)www1.worldbank.org/disted/3. The survey also gathered QA information on five other distance teaching institutions: OpenUniversity Hong Kong (Hong Kong, China), Open University Malaysia (Malaysia), MonashUniversity (Australia), Athabasca University (Canada) and Pontifical Catholic University ofRio Grande do Sul - PUCRS (Brazil). However, for the purposes of this chapter, the surveyresults on these five institutions were not included.4. In the survey, QA is defined as “planned activities carried out with the intent and purpose ofmaintaining and improving the quality of learning rather than simply evaluating activities”(Jung, 2004b: 6). And DE is defined as a form of education whereby students may completeall or part of their course of study in a geographical location apart from the education provideror the teacher. DE used in this survey includes three modes: a conventional mode of distanceeducation in which printed materials, audio and video (or radio and TV), and/or face-to-facetutorials are used, an e-learning mode in which the Internet is used as the main delivery meansof instruction and interaction, and a mixed mode that incorporates conventional media with theInternet.THE CONTRIBUTORInsung JungProfessor, Educational Technology and Communications, Division of Education,International Christian University, Japan.E-mail: isjung@icu.ac.jp95
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
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These are some of the issues that a
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What are the trends and issues in l
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of policy implications relating to
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evince important differences that c
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inequitable regulations governing t
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associations and groups of countrie
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THE CONTRIBUTORChristopher McIntosh
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INTRODUCTIONIn his 1996 report to U
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Lastly, our analysis of the situati
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diploma or similar certificates of
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force of the undertaking. Here agai
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RELEVANT INTERNET SITESUNESCO Task
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Notes1. This phrasing has been used
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goals (Daniel, 1996). Lifelong lear
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eported that group activity had red
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NEW AREAS FOR DISTANCE EDUCATION:WO
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targets systematically for the use
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Rausch, A.S. (2003). A case study o
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correspondence teaching systems tha
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significant differences between syn
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In distance flexible- and blended-e
Page 49 and 50: STATE-FUNDED DUAL-MODE SYSTEMS ATUN
Page 51 and 52: Table 4.2: Fundable elements in dis
Page 53 and 54: sciences in 21 countries of the reg
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Page 57 and 58: Litto, Fredric M. (2004). Digital l
Page 59 and 60: CHAPTER 5LIFELONG LEARNING IN THE A
Page 61 and 62: education, which was initiated by C
Page 63 and 64: So the virtual classroom acted as a
Page 65 and 66: In June 2002, when the course came
Page 67 and 68: RELEVANT INTERNET SITESFORCIIR proj
Page 69 and 70: 11. The approximate rate for 1€ w
Page 71 and 72: The term modern distance education
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Page 75 and 76: important resource for undeveloped
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Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
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Page 91 and 92: plans and produces its conventional
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Page 103 and 104: assurance of ODL. This DST will be
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Page 109 and 110: RELEVANT INTERNET SITESHigher Educa
Page 111 and 112: CHAPTER 9THE FINNISH VIRTUAL UNIVER
Page 113 and 114: foreign providers. In Finland, the
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Page 119 and 120: part of quality management. The aim
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Page 125 and 126: CHAPTER 10PROMOTING CROSS-BORDERREC
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Page 129 and 130: indicators currently being used for
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Page 133 and 134: Table 9.1: Outline of the portfolio
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Page 137 and 138: CHAPTER 11CHARTING THE EVOLUTIONOF
Page 139 and 140: Another common characteristic was t
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Page 143 and 144: conditions for success. Conditions
Page 145 and 146: Cultural and ethical issues in inte
Page 147 and 148: the cost and maintenance of learnin
Page 149 and 150: Research can be a useful tool for c
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REFERENCESBates, A. (1995). Technol
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Twigg, C. (2001). Quality Assurance
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y, for example, entering into partn
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and even greater steps, and the dec
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