| 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:
可供進一步參考的材料:
蔣國珍、張偉遠 (2002) 我國高校開展遠程教育的現狀分析，中國遠程教育，第184期，2002年5月，35-41頁。
Guozhen Jiang and Weiyuan Zhang 2002, "Analysis on
the present situation of distance education in higher
institutions of our country", Distance Education
in China, Vol. 184, Issue No.5, pp.35-41.
張春鳳(2002) 積極探索我國遠程開放大學德育工作的新模式，中國遠程教育，第180期，2002年1月，38-40頁。
Chunfeng Zhang 2002, "Actively Exploration of New
Model for Moral Education in China's Distance Open Universities",
Distance Education in China, Vol. 180, Issue No.1, pp.38-40.
李培、李盛聰 (2001) 建設具有中國特色的現代遠程教育，電大教學，第147期，2001年，第6號，15-17頁。
藍斌 (2001) 地市級電大遠程教育網的組織與建構，電大教學，第145期，2001年，第4號，22-23頁。
陳金龍 (2001) 基層電大加盟普通高校現代遠程教育原因淺析，電大教學，第142期，2001年，第2號，11-13頁。
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