lifelong learning and distance higher education - Asia Pacific Region

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of all possible credentials across borders be possible. Portfolio development can form avaluable addition to international credential evaluation to identify and document all formsof learning. Additionally, more objective test instruments should be developed to assesscompetencies further. Nuffic will continue to work on the development of instruments forthe assessment of prior learning of immigrants. In this process, it will continuously takenote of developments at European and international levels and, where possible, link upwith instruments developed internationally.POLICY CONSIDERATIONSThe policy issues that can be drawn from the above are summarised below:• Make sure that reliable and transparent information about the national qualityassurance and accreditation system is easily available for potential students,international credential evaluators working at national information centres or ateducational institutions and employers.Whether a diploma, degree or qualification will be officially recognised in anothercountry depends to a large extent on the quality of the study programme and theinstitution providing it. Students intending to study abroad should therefore firstmake enquiries about the quality of their proposed programme and institution andabout the recognition that their diploma will have on return to their home country.Similarly, people and organisations involved in the evaluation of diplomas awardedin other countries — admissions officers at educational institutions, employershiring holders of foreign credentials and credential evaluators at recognisingorganisations — need to know if and how the basic quality of a specific programmehas been assured. This sort of information is not always readily available, but evenwhen it is, it may not be intended for an overseas readership. With this in mind,Nuffic in the role as Netherlands NARIC / ENIC and the Netherlands FlemishAccreditation Organisation (NVAO) took the initiative to develop a Web site foroverseas readers that contains all the information they need on quality assuranceand accreditation in the Netherlands. This initiative is being supported by the ENICand NARIC networks and the European Network for Quality Assurance in HigherEducation (ENQA).• Providers of distance e-learning should try to gain access to national (orinternational) quality assurance and accreditation systemsIt is advised that providers of distance e-learning follow the providers in thetraditional distance education sector. However, they may be confronted with criteriaand standards that do not apply to their specific type of education. An alternativewould be that e-learning providers jointly define standards and criteria. In a laterstage these standards can be integrated in national (or international) quality assurancesystems.• Make sure that reliable and transparent information about the aim, structure andcontent of the study programme is available by issuing a Diploma Supplement.The Bologna process has contributed to putting recognition issues at the centrestage of the higher education policy debate in Europe. The automatic issue of theDiploma Supplement free of charge in a widely spoken European language by 2005is one of the key policy measures of this process. Institutions offering virtual studyprogrammes or courses must make sure that they issue reliable and transparentinformation on the aim, structure and content of the programme or course.130
• Make sure that incoming students can present all their learning experiencesso that recognition decisions are not solely made on the evaluation of formal(traditional) qualifications.To enhance recognition of all forms of learning, formal, non-formal, distance,virtual or work-based, a combination of international credential evaluationand prior learning assessment is required. Nuffic has chosen to work with theportfolio instrument to enhance the identification, assessment and recognition ofcompetencies. Through portfolio development immigrants become empowered andthe recognising parties become better informed about prior learning experiences.Also in this process, the availability of objective, reliable and transparent informationabout prior learning is welcomed.RELEVANT INTERNET SITESBologna processwww.bologna-bergen2005.noENIC and NARIC networkwww.enic-naric.netUNESCO’s European Centre for Higher Education (CEPES)www.cepes.roDutch International Credential Evaluation Structurewww.idw.nlInternational Network of Quality Assurance Agencies in Higher Education (INQAAHE)www.inqaahe.orgJoint Quality Initiativewww.jointquality.orgLisbon Recognition Conventionwww.enic-naric.net/instruments.asp?display=legal_frameworkStudy in the Netherlandswww.studyin.nlThis Web site provides information about study in the Netherlands for potentialincoming students.Quality Assurance in the Netherlandswww.nuffic.nl/qa-inThis Web site explains the system of quality assurance currently in place in highereducation in the Netherlands.UNESCO’s European Centre for Higher Education (CEPES)www.cepes.ro131
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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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CHAPTER 5LIFELONG LEARNING IN THE A
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education, which was initiated by C
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So the virtual classroom acted as a
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In June 2002, when the course came
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RELEVANT INTERNET SITESFORCIIR proj
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11. The approximate rate for 1€ w
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The term modern distance education
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the National Networked Consortium f
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important resource for undeveloped
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standards have been proposed for th
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The development of e-learning withi
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RELEVANT INTERNET SITESCCRTVU Onlin
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Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
Page 87 and 88: (Paris, France, 28-29 June 2004) in
Page 89 and 90: Examples of elaborated QA policies:
Page 91 and 92: plans and produces its conventional
Page 93 and 94: SHTVU (China)• Teaching• Teachi
Page 95 and 96: offers its programmes to Turkish ci
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Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
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Page 103 and 104: assurance of ODL. This DST will be
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Page 107 and 108: A system of weighting of the key qu
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
Page 115 and 116: to make the best use of new educati
Page 117 and 118: The foremost task for the Service U
Page 119 and 120: part of quality management. The aim
Page 121 and 122: online courses; an educational tech
Page 123 and 124: polytechnics, research institutions
Page 125 and 126: CHAPTER 10PROMOTING CROSS-BORDERREC
Page 127 and 128: The Bologna Declaration was followe
Page 129 and 130: indicators currently being used for
Page 131 and 132: the qualification resulting from th
Page 133: Table 9.1: Outline of the portfolio
Page 137 and 138: CHAPTER 11CHARTING THE EVOLUTIONOF
Page 139 and 140: Another common characteristic was t
Page 141 and 142: the current capacity of the educati
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
Page 151 and 152: REFERENCESBates, A. (1995). Technol
Page 153 and 154: Twigg, C. (2001). Quality Assurance
Page 155 and 156: y, for example, entering into partn
Page 157 and 158: and even greater steps, and the dec
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lifelong learning and distance higher education - Asia Pacific Region

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