This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: Australia, Brazil, Canada, Germany, the UK and the US. It discusses how open and distance education is evolving in a digital age to reflect the needs and circumstances of national higher education systems in these countries, and explores the similarities and differences between the ways in which they are organized and structured. It is the first book to make such comparisons and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era with growing use of online education as well as open and distance education, this book is particularly useful for policy-makers and senior administrators who want to learn about organizing and expanding open and distance education provision. It is also a valuable reference for researchers, academics and students interested in understanding the different approaches to open and distance education.

This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years. It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using radio, TV, online and mobile learning, telecentres and other means to achieve the Education for All, Millennium Development and Sustainable Development Goals. It describes the educational needs of the world’s most disadvantaged, vulnerable and least formally educated children, youth and adult populations, including the disabled, refugees and prisoners. It also reports on the successes, outcomes, constraints and shortcomings of using open and distance methods and technology to deliver literacy and numeracy programmes, equivalency, ‘second chance’ or alternative schooling, life skills and rural community development programmes and income generation and vocational training outside the framework of the formal education system. It concludes with suggestions for the extension and improvement of such lifelong learning. Designed to encourage further research and development in these capacity-building practices outside the established formal system, this is a must-read for all policy-makers, managers, educators, students and researchers interested in non-formal education for individuals, families and communities in the developing world.

Distance education, for long the Cinderella of the educational spectrum, had emerged in the 1970s and early 1980s as a valued component of many national educational systems in both developed and developing countries. The foundation of the Open Universities, developments in communications technology and in audio-, video- and computer-based learning, a new sophistication in the design of print-based materials and better support systems for the student learning at a distance had all contributed to the availability and quality of distance education programmes. Originally published in 1988, this book chronicles this great change in distance education. It presents the best writings on the subject published during the previous ten years. The articles selected for this volume provided a new scholarly basis for the theory and practice of distance education. The editors have brought together contributions from many countries and present authoritative introductions to each of the nine sections. This book provided those in both developed and developing countries with a guideline to one of the most rapidly expanding areas of education at the time.

"This comprehensive, six-volume collection addresses all aspects of online and distance learning, including information communication technologies applied to education, virtual classrooms, pedagogical systems, Web-based learning, library information systems, virtual universities, and more. It enables libraries to provide a foundational reference to meet the information needs of researchers, educators, practitioners, administrators, and other stakeholders in online and distance learning"--Provided by publisher.

Today’s academic revolution is unprecedented. Mass higher education has become a worldwide phenomenon, with enrollments growing from 100 million to 150 million in just a decade. The implications of massification are immense—greatly increased participation for a more diverse population including women and many traditionally underrepresented socio-economic groups; the rise of private higher education; diversification of academic institutions and systems; and an overall weakening of academic standards at non-elite institutions in many countries. At the same time, higher education is recognized as a key driver of the new knowledge economy. Because of this research universities, at the top of academic systems, have become central institutions in contemporary society. Trends in Global Higher Education analyses these and other key forces shaping higher education today. Using up-to-date UNESCO statistics, trends defining higher education are placed in a comparative and international framework. Patterns of globalization, the flow of students and scholars across borders, the impact of information technology, and other key forces are critically assessed. This book is a key resource for understanding the present and future of global higher education.