lifelong learning and distance higher education - Asia Pacific Region

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POLICY CONSIDERATIONS• Many states have developed policies designed to encourage firms, or even compelthem, to finance their employees’ lifelong learning. One such programme is theUnited Kingdom’s “Investors in People”; another, the “Employer’s one per cent”enshrined in French law, which obliges firms to devote one per cent of their budgetsto staff training, at the request of the employees.• Individual Learning Accounts: an interesting idea, in which the State allows eachindividual an overall sum for his/her adult education, to be used as the individualthinks fit in view of his/her own needs and opportunities: either at the start ofworking life or later on, and either all at once or in instalments. Individuals wouldthus be in control of their own lifelong learning plans. The idea is attractive, andappears simple; but if such a scheme is adopted, is certainly not easy to solve theproblems of managing it.• The accommodation of an adult clientele with timetable constraints and limitedavailability means that the university needs to adapt to their requirements: lecturesneed to be organised and rooms made available outside normal hours; the workloadand arrangements for teachers who work in these areas need to be revised; librariesand administrative offices need to be accessible outside the opening hours fortraditional students; and so on. Are we perhaps moving towards a round-the-clockuniversity? This brings us back once more to the problem of human and operationalresources.• Partnership and the sharing of resources are becoming a necessity for lifelonglearning: parliaments set political objectives and provide for administrativearrangements; institutions construct their “on demand” range of courses toaccommodate learners’ needs, and issue qualifications; businesses specify their needsand make their financial contributions; and local authorities provide knowledge abouttheir regions’ job market, and arrange for educational venues such as Internet accesspoints, so as to ensure that everyone can access the technology required for distancelearning; and so on. This is a division of labour made necessary by the complexity ofthe issues faced nowadays.• The need for quality is fundamental, if lifelong learning is not to be a second-rateor even marginal sector within higher education, to avoid the two-tier universityand certifications that are less recognised in the labour market than others:involving the institution’s most skilled teachers in lifelong learning; bringing the twotypes of clientele, undergraduates and adult learners, as close as possible; avoiding“one-off” certificates with no recognition among properly-designated officialdegrees; and ensuring strict quality assurance measures of all online teaching,whether national or international. Right now, UNESCO and OECD are workingtogether to prepare Guidelines on “Quality Provision in Cross-border HigherEducation”.19
RELEVANT INTERNET SITESUNESCO Task Force on Education for the Twenty-first Centurywww.unesco.org/delors/The aim of this website is to further debate and reflection on the ideas expressed in Learning:the Treasure Within, the report to UNESCO of the International Commission on Education forthe Twenty-first Century. Simply speaking, the Commission felt that education throughout life isbased upon four pillars: learning to know, learning to do, learning to live together and learning tobe.European Commission — Lifelong Learninghttp://europa.eu.int/comm/education/policies/lll/lll_en.htmlAt the Lisbon European Council in March 2000, government leaders set the EU a 10-yearmission to become the most competitive and dynamic knowledge-based economy in the world,capable of sustained economic growth with more and better jobs and greater social cohesion.Lifelong learning is a core element of this strategy, central not only to competitiveness andemployability but also to social inclusion, active citizenship and personal development. Thissite provides documentation and links to further information in this area by the EuropeanCommissionOECD — Lifelong Learning and Sectors of Educationwww.oecd.org/department/0,2688,en_2649_34509_1_1_1_1_1,00.htmlLifelong learning for all is the guiding framework for OECD’s work on learning, both formal andinformal. Systemic considerations include foundations; outcomes; access and equity; resources;pathways; visibility and recognition; and policy co-ordination. This site provides furtherinformation in this area by the OECD.Council of Europe – Lifelong Learning for Equity and Social Cohesionwww.coe.int/T/DG4/HigherEducation/CompletedActivities/LLLEquity_EN.aspThe project pursued political aims in a crucially important field for the future of the academiccommunity in Europe: the challenge of lifelong learning, in line with the priorities defined bythe Second Summit of Heads of State and Government of the Council of Europe in October1997, which called for a “new strategy of social cohesion” within the framework of democraticsecurity. The specific role of higher education in this strategy is to combat exclusion andmarginalisation by ensuring equality of opportunity in education and meeting the new demandsraised by society following the profound political, economic and social transformations whichhave taken place in Europe. This site provides further information in this area by the Council ofEurope.The Open University, UKwww.open.ac.uk/The Open University is open to people, places, methods and ideas. It promotes educationalopportunity and social justice by providing high-quality university education to all who wishto realise their ambitions and fulfil their potential. Through academic research, pedagogicinnovation and collaborative partnership it seeks to be a world leader in the design, content anddelivery of supported open and distance learning. This site provides further information on theOU and its programmes.ECTS - European Credit Transfer Systemhttp://europa.eu.int/comm/education/programmes/socrates/ects_en.htmlThe European Credit Transfer and Accumulation System is a student-centred system based onthe student workload required to achieve the objectives of a programme, objectives preferablyspecified in terms of the learning outcomes and competences to be acquired. This site providesfurther information on this topic.20
Page 1 and 2: PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 3 and 4: The Commonwealth of Learning (COL)
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: force of the undertaking. Here agai
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
Page 69 and 70: 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
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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
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Examples of elaborated QA policies:
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plans and produces its conventional
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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
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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
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Educational Planning has been respo
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A system of weighting of the key qu
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RELEVANT INTERNET SITESHigher Educa
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CHAPTER 9THE FINNISH VIRTUAL UNIVER
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foreign providers. In Finland, the
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to make the best use of new educati
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The foremost task for the Service U
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part of quality management. The aim
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online courses; an educational tech
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polytechnics, research institutions
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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
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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
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the cost and maintenance of learnin
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Research can be a useful tool for c
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REFERENCESBates, A. (1995). Technol
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Twigg, C. (2001). Quality Assurance
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y, for example, entering into partn
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and even greater steps, and the dec
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