What is the role of government infrastructure policy
and regulation in distance education?
There are almost as many models of government regulatory
and support agencies as there are governments. But in
the past 10 to 15 years there has been an almost universal
trend toward greater government emphasis on accountability
by education institutions.
This emphasis on accountability frequently comes from
a felt need to use increasingly scarce resources more
effectively. What has it led to?
- Government (and taxpayer) demands that institutions
demonstrate the appropriateness and quality of what
- Government requirements to develop and use indicators
and measures of institutional performance
- Government attempts to ensure that institutions respond
to the results of such measures.
Similar principles are applied to both distance and conventional
education, though some measures may be less appropriate
for distance teaching. Government regulators need to take
account of such differences.
- More on infrastructure policy
- Wong, S.
& Yoshida, A. 2001. "Japan."
In Olugbemiro Jegede and Glenn Shive (eds.), Open and
Distance Education in the Asia Pacific Region, Hong
Kong: Open University of Hong Kong Press, pp.80-102.
X. 1999. "Distance education
in China," In Keith Harry (ed.) Higher Education
through Open and Distance Learning: World Review of
Distance Education and Open Learning, London: Routledge