| A public institution must view its policies within the broader context of its
jurisdiction. No institution can operate in isolation from others in its vicinity or from
the national or provincial government. Nor can an institution, perhaps particularly a new
distance education institution or program, operate without reference to such wider issues
as the educational and political climate or the role of private institutions and other
organizations in providing or supporting distance education and training. In formulating
policies, institutional leaders must ask themselves what constraints or expectations these
factors place on them and their institutions.
By the same token, the national or regional governments responsible for both distance
and conventional education institutions must make clear to them what these constraints and
expectations are and what will be done to enable the institutions to meet them.
Governments do not always fulfill this expectation, of course.
In considering how they fit into the context set by national policy, institutions need
to ask themselves such questions as these:
More resources:
Ding, 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 and COL.
Kim, Jun Hyung.
2000. Korea's Policy Strategies
for Promoting Public-Private Partnerships in Cyber Education.
presented in the conference of APEC International Roundtable
Nov. 30 -- Dec 1, 2000.
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.
Latchem, Colin
and Xinzheng, Lu 1999. "China's
Higher Education Examinations for Self-Taught Learners".
Open Learning, Nov99, Vol. 14
Issue 3, p3, 11p.
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