lifelong learning and distance higher education - Asia Pacific Region

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REFERENCESMiddlehurst, Robin. (2001). Quality Assurance Implications of New Forms of HigherEducation: ENQA Occasional Papers 3. Helsinki, Finland: Mulitprint.The Council on Higher Education Accreditation (CHEA). (2002). Accreditation andAssurance Quality in Distance Learning. CHEA Monograph Series 2002,Number 1. Washington, DC, USA.Notes1. This project is co-ordinated by the UNESCO Division of Higher Education at UNESCOHeadquarters and builds on collaboration with the UNESCO Sector for Communicationsand Information and the UNESCO International Institiute for Educational Planning for itsmanagement. It is implemented through UNESCO Field Offices in Bangkok and Harare andthe UNESCO Institute for Information Technologies in Education in Moscow.2. This project is one response of UNESCO to meet the challenges of globalisation on highereducation. Other responses include the UNESCO/OECD Guidelines on quality provisionof cross-border higher education and the UNESCO Global Forum on International QualityAssurance, Accreditation and the Recognition of Qualifications.3. Cross-border providers are higher education institutions that are based in a country other thanthe one where they are providing higher education. Often these higher education institutionsoperate outside the national higher education system in the country where they are providinghigher education.4. In the recent drafting process for the UNESCO/OECD Guidelines for quality cross-borderhigher educarion, a main concern highlighted by UNESCO Member States was the quality ofhigher education offered through electronic delivery.5. The Council on Higher Education Accreditation (CHEA) defines Quality Assurance as “theplanned and systematic review process of an institution or [programme] to determine thatacceptable standards of education, scholarship, and infrastructure are being maintained andenhanced. This usually includes expectations that mechanaisms of quality control are in placeand effective”.6. 31C/4 UNESCO Medium-Term Strategy available at: http://unesdoc.unesco.org/images/0012/001254/125434e.pdf.7. Approved 31C/4 UNESCO Medium-Term Strategy 2002-2007 available at: http://unesdoc.unesco.org/images/0012/001254/125434e.pdf.THE CONTRIBUTORZeynep VarogluDeputy Team Leader, CCT Project, UNESCO Higher Education Open andDistance Learning Knowledge BaseAssistant Programme Specialist, Division of Higher EducationUNESCOE-mail: Z.Varoglu@unesco.org105
CHAPTER 9THE FINNISH VIRTUAL UNIVERSITYAND FINLAND’S PATH TO A LEARNINGSOCIETYMarja KylämäCHAPTER SUMMARYFinland is one of the world’s leading countries in the effort to create a learning society,open to all population groups and making full use of information and communicationtechnology (ICT) for distance education purposes. An important part of this effort is theFinnish Virtual University (FVU), created in 2001 as a collaborative initiative of all the20 universities in Finland. The FVU serves both regular students and lifelong learnersand fulfils a variety of different functions – as a learning provider, an academic network,a technical service and a laboratory for the development of ICT-based education. Thischapter describes how the FVU is administered and operated and how it may be a usefulmodel for similar initiatives elsewhere.FINNISH HIGHER EDUCATION AND THEDEVELOPMENT OF AN INFORMATION SOCIETYFinland is currently pursuing a far-reaching strategy to create a learning society in whichhigh-quality education at all levels and for all sections of the population is supportedby cutting-edge information and communication technology (ICT). In the sphere ofhigher education, this effort is exemplified by the Finnish Virtual University (FVU), anambitious project initiated in 2001. Before discussing the FVU in detail, it may be helpfulto describe briefly how the Finnish higher education sector is organised and the context inwhich the project arose.There are 20 universities in Finland: ten multi-faculty institutions, three universitiesof technology, three schools of economics and business administration and four artacademies. There are 29 polytechnics, most of which are multi-field institutions. AllFinnish universities are government-run and primarily financed from the state budget.The universities have extensive autonomy. The polytechnics are either municipally orprivately run and co-financed by the government and local authorities. Parliament passes107
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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
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STATE-FUNDED DUAL-MODE SYSTEMS ATUN
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Table 4.2: Fundable elements in dis
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sciences in 21 countries of the reg
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How a system is funded depends in p
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Litto, Fredric M. (2004). Digital l
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Page 151 and 152: REFERENCESBates, A. (1995). Technol
Page 153 and 154: Twigg, C. (2001). Quality Assurance
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lifelong learning and distance higher education - Asia Pacific Region

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