lifelong learning and distance higher education - Asia Pacific Region

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CONTENTSForewordPreface........................................................................................................................ vKoïchiro Matsuura......................................................................................................................viiJohn DanielChapter 1 Introduction .................................................................................................... 1Christopher McIntoshChapter 2Lifelong Learning for Equity and Social Cohesion:A New Challenge for Higher Education ...................................................... 11Suzy HalimiChapter 3 The Impact of ICT on Lifelong Learning .................................................... 23Mary ThorpeChapter 4 Approaches to Funding ................................................................................ 33Greville Rumble and Fredric M. LittoChapter 5Lifelong learning in the African context:A practical example from Senegal ............................................................... 51Olivier SagnaChapter 6 The Chinese Approach ................................................................................. 63Ding Xingfu, Gu Xiaoqing and Zhu ZhitingChapter 7 Quality Assurance Survey of Mega Universities ........................................ 79Insung JungChapter 8 The Higher Education Open and Distance Learning Knowledge Base ....... 97Zeynep VarogluChapter 9The Finnish Virtual University andFinland’s Path to a Learning Society ......................................................... 107Marja KylämäChapter 10 Promoting Cross-Border Recognition andMobility Developments in the Netherlands ............................................... 121Jindra Divis, Astrid Scholten and Anne Marie MakChapter 11 Charting the Evolution of Lifelong Learningand Distance Higher Education: The Role of Research ............................. 133Tony BatesChapter 12 Conclusion ................................................................................................. 151Christopher McIntoshiii
ACKNOWLEDGEMENTSIn addition to the contributors, the following people are warmly thankedfor their roles in the creation of this book.UNESCOGeorges Haddad, Director of the Division of Higher Education, UNESCOStamenka Uvalic-Trumbic, Chief of the Section for Reform, Innovation and QualityAssurance, Division of Higher Education UNESCOAdama Ouane and the UNESCO Institute for Education, HamburgJoseph Zajda, Australian Catholic University, Melbourne, AustraliaDong Jian Hong, Director, Division of Education, Chinese National Commission forUNESCOZhang Tiedao, Beijing Academy of Educational Sciences, People’s Republic of ChinaSandrine Baron, Secretarial Assistant, Section for Reform, Innovation and QualityAssurance, Division of Higher Education, UNESCOJennifer Dacjzman, Assistant to the Chief of Section, Section for Reform, Innovationand Quality Assurance, Division of Higher Education, Division of Higher Education,UNESCOCOLRod Tyrer, Programme Director, Commonwealth of Learning (COL)Asha Kanwar, Education Specialist, Higher Education & Policy Development, COLDave Wilson, Communications Manager, COLAlex Hennig, Designer/Production Coordinator, COLSusan Reaney, Copy Editor, Vancouver, CanadaLydia Meister, Programme Assistant, COLv
Page 1 and 2: PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 3: The Commonwealth of Learning (COL)
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
Page 73 and 74:
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
Page 83 and 84:
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
Page 95 and 96:
offers its programmes to Turkish ci
Page 97 and 98:
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
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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 and 134:
Table 9.1: Outline of the portfolio
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• Make sure that incoming student
Page 137 and 138:
CHAPTER 11CHARTING THE EVOLUTIONOF
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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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