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:

• How do national and regional differences affect distance education policy?
• Does national strategic planning affect the provision of distance education?
• What is the role of the private sector in distance education?
• What is the role of government infrastructure policy and regulation in distance education?
• What are the legislative issues affecting distance education?
• Has political leadership played a major part in the development of distance education? 

More resource:

임철일, 2001, 정부, 사업체, 교육훈련기관, 학계의 효율적 연계방안, 2001년 10월 한국직업능력개발원 세미나 발표자료

양점옥, 2001, 공무원 사이버교육센터 구축, "정보, 방송, 그리고 교육"-ICT 활용 한국교육정보방송학회, 17-30

유평준, 2002, "고등교육법령하의 원격대학원 운영에 관한 사례연구", 교육방송정보연구, 7(3), pp. 73-103