lifelong learning and distance higher education - Asia Pacific Region

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PERSPECTIVES ONDISTANCE EDUCATIONLifelong Learning &Distance HigherEducationVis Naidoo and Heba Ramzy, EditorsChristopher McIntosh, EditorZeynep Varoglu, Editorial CoordinatorCommonwealth of Learning / UNESCO Publishing
The Commonwealth of Learning (COL) is an intergovernmental organisation created byCommonwealth Heads of Government to encourage the development and sharing of openlearning and distance education knowledge, resources and technologies.The United Nations Educational, Scientific and Cultural Organization (UNESCO) wasfounded on 16 November 1945. UNESCO is a specialized United Nations agencypromoting international cooperation among its Member States and Associate Membersin the fields of education, science, culture and communication.The designations employed and the presentation of material throughout this publicationdo not imply the expression of any opinion whatsoever on the part of UNESCOconcerning the legal status of any country, territory, city or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.The authors are responsible for the choice and the presentation of the factscontained in this book and for the opinions expressed therein, which are notnecessarily those of UNESCO and do not commit the Organization.© UNESCO/COL 2005PERSPECTIVES ON DISTANCE EDUCATION: Lifelong Learning and DistanceHigher EducationChristopher McIntosh, EditorZeynep Varoglu, Editorial CoordinatorISBN 1-894975-21-9Published by:1055 West Hastings, Suite 1200Vancouver, British ColumbiaCanada V6E 2E9Telephone: +1 604 775 8200Fax: +1 604 775 8210Web: www.col.orgE-mail: info@col.orgUNESCOThe Division of Higher Education7 place de FontenoyParis 75352FranceTelephone: +33 (0)1 45 68 08 88Fax: +33 (0)1 45 68 56 32Web: www.unesco.orgE-mail: amq@unesco.org
Page 1: PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 5 and 6: ACKNOWLEDGEMENTSIn addition to the
Page 7 and 8: These are some of the issues that a
Page 9 and 10: What are the trends and issues in l
Page 11 and 12: of policy implications relating to
Page 13 and 14: evince important differences that c
Page 15 and 16: inequitable regulations governing t
Page 17 and 18: associations and groups of countrie
Page 19 and 20: THE CONTRIBUTORChristopher McIntosh
Page 21 and 22: INTRODUCTIONIn his 1996 report to U
Page 23 and 24: Lastly, our analysis of the situati
Page 25 and 26: diploma or similar certificates of
Page 27 and 28: force of the undertaking. Here agai
Page 29 and 30: RELEVANT INTERNET SITESUNESCO Task
Page 31 and 32: Notes1. This phrasing has been used
Page 33 and 34: goals (Daniel, 1996). Lifelong lear
Page 35 and 36: eported that group activity had red
Page 37 and 38: NEW AREAS FOR DISTANCE EDUCATION:WO
Page 39 and 40: targets systematically for the use
Page 41 and 42: Rausch, A.S. (2003). A case study o
Page 43 and 44: correspondence teaching systems tha
Page 45 and 46: significant differences between syn
Page 47 and 48: 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
Page 55 and 56:
How a system is funded depends in p
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
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11. The approximate rate for 1€ w
Page 71 and 72:
The term modern distance education
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the National Networked Consortium f
Page 75 and 76:
important resource for undeveloped
Page 77 and 78:
standards have been proposed for th
Page 79 and 80:
The development of e-learning withi
Page 81 and 82:
RELEVANT INTERNET SITESCCRTVU Onlin
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MoE (2004b) The Notice on Running N
Page 85 and 86:
CHAPTER 7QUALITY ASSURANCE SURVEYOF
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(Paris, France, 28-29 June 2004) in
Page 89 and 90:
Examples of elaborated QA policies:
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plans and produces its conventional
Page 93 and 94:
SHTVU (China)• Teaching• Teachi
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offers its programmes to Turkish ci
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mega universities apply a set of st
Page 99 and 100:
RELEVANT INTERNET SITESThe Commonwe
Page 101 and 102:
2. QA initiatives or publications b
Page 103 and 104:
assurance of ODL. This DST will be
Page 105 and 106:
Educational Planning has been respo
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
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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
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indicators currently being used for
Page 131 and 132:
the qualification resulting from th
Page 133 and 134:
Table 9.1: Outline of the portfolio
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• Make sure that incoming student
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CHAPTER 11CHARTING THE EVOLUTIONOF
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Another common characteristic was t
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the current capacity of the educati
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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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