lifelong learning and distance higher education - Asia Pacific Region

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FOREWORDby the Director-General of UNESCOWhen UNESCO was founded in 1945, no one in the world of higher education couldhave foreseen how radically this field would change by the beginning of the twenty-firstcentury. The onward march of globalization, the rise in student mobility, the increasingemphasis on lifelong learning, the proliferation of open universities, the growing role ofprivate sector providers, the advent of the Internet, e-learning and virtual classrooms – allof these developments have profoundly altered the nature of higher education over thepast few decades, and the future undoubtedly holds further radical changes.Throughout this period, UNESCO has continued to uphold the fundamental humanright to education and the principle that higher education should be accessible to all onthe basis of merit and throughout the life span. It was, for example, largely through theadvocacy of UNESCO that the concept of lifelong learning came into widespread usefrom the 1970s onwards. UNESCO also remains committed to the free exchange of ideasand knowledge, to the development of a learning culture, to the promotion of knowledgeas a global public good, and to the building of a truly democratic open learning world. Inthe perspective of these aims, the new world of higher education that is now unfoldingoffers both immense promise and great challenges.On the one hand, the Internet and e-learning are enabling higher education to reachout, on a hitherto unprecedented scale, both to geographical areas and to sections of thepopulation previously unreached. These technological developments have brought thevision of a global knowledge society appreciably closer to attainment. On the other hand,this vision will remain unattained as long as there is a gap between the technological“haves” and “have nots”. This “digital divide” will continue to widen unless urgentsteps are taken to close it. Another challenge is that of maintaining the quality of highereducation despite the rapid expansion and great diversity of provision, some of whichis relatively untested. Moreover, related to quality is the question of accreditation andthe recognition of qualifications, an issue growing in complexity as higher educationbecomes increasingly “cross-border” in character. A further challenge for distancehigher education in particular is how to operate in a global environment while remainingattentive to the needs, capacities, traditions and values of particular countries andcultures.vii
These are some of the issues that are addressed in the present volume, which bringstogether a diverse group of experts from many countries. The contributions as a wholeprovide a clear picture of the challenges, problems and potentialities of distance highereducation at its current stage of development and offer numerous practical insightsfor planners and policy-makers. The book is a joint initiative of UNESCO and theCommonwealth of Learning (COL), with which we are pleased to be collaborating. Bothof our organizations share the aim of ensuring that the new technologies are used to bringhigher education in a truly inclusive, relevant and equitable way to the people who needit. We hope this volume will bring that aim closer to realization.Koïchiro Matsuuraviii
Page 1 and 2: PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 3 and 4: The Commonwealth of Learning (COL)
Page 5: ACKNOWLEDGEMENTSIn addition to the
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
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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
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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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MoE (2004b) The Notice on Running N
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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
Page 97 and 98:
mega universities apply a set of st
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RELEVANT INTERNET SITESThe Commonwe
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2. QA initiatives or publications b
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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
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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
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The Bologna Declaration was followe
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indicators currently being used for
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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
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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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