OAsis :: Browsing by Author "Uvalić-Trumbić, Stamenka"

Browsing by Author "Uvalić-Trumbić, Stamenka"

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Open Access
Achieving Quality in Distance Education
(2008-04-04) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka
Today we want to launch our interactive session with some brief and simple remarks about achieving quality in distance education.
Open Access
Addressing the Teacher Gap through Open and Distance Learning: the Work of the Commonwealth of Learning
(2009-06-22) Uvalić-Trumbić, Stamenka; Umar, Abdurrahman; Daniel, John
Meeting of the International Task Force on ‘Teachers for Education for All’, UNESCO HQ, Paris, 22 June 2009, Stamenka Uvalić-Trumbić (UNESCO), Abdurrahman Umar & Sir John Daniel (COL) // In its Teacher Education work COL starts from the challenge of the desperate shortage of teachers in both developing and developed countries. Many millions of teachers need training or retraining. This is a challenge of scale that, in COL’s view, can only be addressed by using technology, particularly the technologies of open and distance learning, ODL.
Open Access
Breaking Higher Education's Iron Triangle: Access, Cost, and Quality
(2009-04) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka
Expansion is now the defining trend in the worldwide development of higher education. Some predict that by 2020, 40 percent of the global workforce will be knowledge workers with a need for tertiary qualifications. So the World Bank, which made basic education its priority in the 1980s and 1990s, is now urging countries that have not yet done so to develop their higher education systems. And indeed, most claim that they want to join the knowledge society by following the example of developed countries, where age participation rates (APRs) in higher education of 40 to 50 percent are now perceived as necessary for sustained and sustainable development. // Accordingly, student enrollments in the developing world are burgeoning. Already there are some 140 million postsecondary students globally, if part-time enrollments are included. China and India have doubled enrollments in the past ten years, giving China the world’s largest higher education system, with some 25 million students. But the many developing countries with APRs of less than 10 percent have a big hill to climb.
Open Access
Combating Degree Mills
(2009-01-26) Uvalić-Trumbić, Stamenka; Daniel, John
Council for Higher Education Accreditation, Annual Conference and International Seminar, Washington, D.C. – January 26-29, 2009, Combating Degree Mills, Stamenka Uvalić-Trumbić (UNESCO), John Daniel (Commonwealth of Learning - COL), (CHEA and UNESCO have been working together on an advisory statement on international practices to discourage and eliminate degree mills. What has been done and what are likely future actions? // The integrity of the global higher education system is threatened by the multiplication of bogus operations known as degree mills. They respond to the booming demand for advanced qualifications, particularly in the developing world, by offering spurious credentials. The internationalisation of higher education and the steady extension of the Internet both facilitate their operations and also make it easier for them to cover their tracks when authorities move against them. // The internationalisation of quality assurance has accompanied these trends and is gaining new momentum. Some manifestations of this are: the OECD’s program on Assessing Higher Education Learning Outcomes (AHELO); the burgeoning business of international university rankings (e.g. the UK’s Times Higher; Shanghai Jiaotong University); and the Bologna process with its European Standards and Guidelines. // Intergovernmental organisations with mandates in education, such as UNESCO and COL, are working in various ways to protect the integrity of international higher education and to promote capacity-building for quality assurance. // In that respect, UNESCO has created the Global Forum for Quality Assurance and the Recognition of Qualifications in Higher Education in order to give all stakeholders the opportunity to discuss emerging issues. UNESCO and the OECD have developed Guidelines for Quality Assurance in Cross-Border Higher Education, which are now being used by many countries in developing their own legislation and/or policies. To guide students through new HE spaces, UNESCO has launched an Internet portal that will bring together lists, provided by national governments, of the higher education institutions that are officially recognised in their territories. This is now being expanded to include more countries. We encourage all governments to provide such ‘white lists’ so that students and others concerned about the authenticity of institutions and credentials can check their status. Developing suggestions for effective practices to discourage degree mills is a continuation of this work and so UNESCO and COL partnered with CHEA to internationalise the debate. // Combating degree mills requires a multi-pronged attack. First, countries must want to protect the integrity of their higher education systems. This requires good communication within governments so that the education authorities are aware of all companies that register in order to conduct an educational business on their territories and can make judgements about their legitimacy. Second, quality assurance agencies must tackle the difficult challenge of bringing cross-border eLearning within their ambit. Third, all bodies granting financial aid to students, or defraying tuition fees, should ensure they are not inadvertently supporting degree mills. Fourth, employers, higher education admissions officers, immigration officials, etc. must check credentials presented to them. As with other forms of crime, the certainty of discovery is the strongest deterrent. Fifth, the media, including the Internet, should be used more aggressively to make the public aware of bogus educational institutions. Finally, it would be helpful to have an international network for information and alerts about degree mill activity, since spurious operators are internationally mobile and can quickly re-appear in a new jurisdiction when another closes them down.
Open Access
Creating a Global ODL Community for Sharing Open Educational Resources (OER)
(2011-09-21) Uvalić-Trumbić, Stamenka; Daniel, John
Open Learning System in Global Environment, International Conference Karnataka State Open University, 21 September 2011 by Stamenka Uvalić-Trumbić & Sir John Daniel, Commonwealth of Learning // It is a great pleasure to be here with you and to make another joint presentation with Sir John Daniel, this one drawing on our experiences at UNESCO and the Commonwealth of Learning (COL) in creating a sharing culture for Open Educational Resources and then outlining our aspirations for expanding the adaptation and re-purposing of OER much more widely. // We have entitled our presentationCreating a Global ODL Community for Sharing Open Educational Resources (OER). // In this presentation we are interpreting community development as the development of the community of open and distance learning institutions and professionals. Sharing within this community has long been held up as an ideal. We argue that Open Educational Resources can now make that ideal a reality.
Open Access
Cross-Border Education: the Experience of a Lifetime!
(2011-12-09) Uvalić-Trumbić, Stamenka; Daniel, John
Commission on Institutions of Higher Education, New England Association of Schools and Colleges (NEASC), 9 December 2011, Cross-Border Education: The Experience of a Lifetime! Stamenka Uvalić-Trumbić & Sir John Daniel, Commonwealth of Learning // Drawing on their personal experiences – going back to the 1960s – as cross-border students, managers in higher education and officials in intergovernmental organisations, Stamenka Uvalić-Trumbić and John Daniel will present cross-border education as a vehicle for individual and institutional empowerment. Their focus is on strengthening education in developing countries and advancing the interests of students. Discussion of some of the key practices, policies and models in the global market and proposals for action against degree mills and in favour of open educational resources will be nourished by reflections on global CBHE initiatives that they have been involved in.
Open Access
Cultural Imperialism or Global Public Goods: Dilemmas of International Education
(2006-04-09) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka
Mentioning international partnerships raises another question, which is our title today: Cultural Imperialism or Global Public Goods: Dilemmas of International Education. Is international involvement in expanding higher education in developing countries a benign expression of globalisation or sinister neo-colonialism? // We shall address this question through four others. // First, where should the drive for expanding postsecondary education in developing countries come from: the public sector or the private sector? // Second, how can providers, whether public or private, scale up postsecondary education quickly enough? In particular what should be the balance between building campuses and expanding distance education? // Third, what sorts of study programmes are needed? // Fourth, how will we know whether the expanded provision is any good? What quality assurance mechanisms are needed?
Open Access
Developing a Common Wealth of Learning: Selected speeches of Sir John Daniel and colleagues
(2006) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka; Varoglu, Zeynep; West, Paul; D’Antoni, Susan; Phillips, Susan
Part of the mission of the Commonwealth of Learning is to show intellectual leadership in the application of technology to learning. Although electronic communication is fast becoming a vehicle of choice for the discourse that sustains academic debate, the spoken and printed word retains a special role. The country visits that I undertake for COL include speaking engagements that allow me to explore a range of topics touching on learning for development. This booklet is a partial response to the requests that I receive for “hard copies” of these addresses and follows a similar publication in 2005 containing six speeches I gave in Africa.- Sir John Daniel, April 2006 Contents: 1) Mega-universities = Mega quality? / 2nd World Summit of Mega-Universities, New Delhi, 25 September 2005, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic // 2) Collaboration in the time of competition / International Conference on Open and Distance Education, New Delhi, 19-23 November 2005, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic, Zeynep Varoglu // 3) eLearning and free open source software: The key to global mass higher education? / International seminar on Distance, Collaborative and eLearning, Kuala Lumpur, Malaysia, 4-5 January 2006, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic, Susan D’Antoni // 4) Open source for open learning / IDLEL02: The Second African Conference on Digital Commons, Nairobi, Kenya, 23 February 2006, Sir John Daniel, Paul West // 5) Open and distance learning in small states: Which models? / Ministry of Education, Mauritius, 11 January 2006, Sir John Daniel // 6) Virtual university, flexible learning: Why a Virtual University for Small States of the Commonwealth? / Orientation and Planning Meeting for Government Representatives of Small States of the Commonwealth National Institute of Education, Singapore, 12 September 2005, Sir John Daniel // 7) Open schooling for better working / Vocational Education and Training through Open Schooling, Kovalam, Kerala, India, 8-10 February 2006, Sir John Daniel, Susan Phillips
Open Access
Distance Education: Threats and Opportunities: Selected speeches and website blogs of Sir John Daniel and colleagues 2009-2010
(2010) Daniel, John; Uvalić-Trumbić, Stamenka; Kanwar, Asha; West, Paul; Balasubramanian, K; Lesperance, John; Ramamurthy, Sreedhar
This selection of speeches from 2009 and 2010 is entitled Distance Education: Threats and Opportunities. It also includes some entries from the blog that COL has introduced since the publication of the previous booklet. Open, distance and technology-mediated learning (ODL) is becoming steadily more pervasive as traditional educational institutions adopt this approach for more of their course offerings. Paradoxically, however, the rising use of ODL has provoked threats to its development that I have summarised in a more recent speech: Distance Education under Threat: An Opportunity? (www.col.org/resources/speeches/2010presentation/Pages/2010-10-06.aspx). These threats are of two types. The first are fraudulent operations, known as degree mills, which purport to offer instruction through ODL but merely offer credentials in exchange for payment. In 2008-2009 I was part of an international group convened by UNESCO and the US Council for Higher Education Accreditation that made proposals for combating this scourge. These are summarised in the first speech reproduced here (p. 4). The second type of threat, sketched in the blogs on p. 30, comes in the form of regulations issued by governments and institutions that seek to restrict the offering of education by ODL and the use of qualifications obtained through it. While some of these initiatives claim to be a response to degree mills, most are really a rearguard action to prevent the erosion of traditional methods of instruction and the accompanying loss of institutional income. This backlash against ODL will fail, as has similar opposition to the use of technology in other areas of life. Where technology can give better and less expensive products and services to more people, as ODL does, it will prevail. But we must take the threats seriously nevertheless.
Open Access
eLearning and Free Open Source Software: the Key to Global Mass Higher Education?
(2006-01-04) Daniel, John; West, Paul; D'Antoni, Susan; Uvalić-Trumbić, Stamenka
As you can see, this paper is a product of collaboration between COL and UNESCO and each of the authors brings a different perspective to the subject of this address, which is eLearning and Free Open Source Software: The Key to Global Mass Higher Education? Our aim is to address a major challenge of the 21st century. Can we give billions of poor people access to post-secondary education? Can we connect technology to teaching and learning for their benefit? We shall explore eLearning in a global context through a wide-angle international lens.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally
(2011-09-15) Uvalić-Trumbić, Stamenka; Daniel, John
CREATIVE COMMONS GLOBAL SUMMIT, Warsaw, 15-18 September 2011 Plenary Session: Powering an Open Future: the Future of Sharing Culture, Fostering Governmental Support for Open Educational Resources Internationally by Stamenka Uvalić-Trumbić & Sir John Daniel, Commonwealth of Learning // It is a great pleasure to be here with you and to make a joint presentation with Sir John Daniel, first drawing on our experiences at UNESCO and the Commonwealth of Learning (COL) in creating a sharing culture for OER and then outlining our aspirations for expanding the adaptation and re-purposing of OER much more widely. // We have entitled our presentation Fostering Governmental Support for Open Educational Resources Internationally, which is also the title of a new project that COL and UNESCO are implementing with support from the Hewlett Foundation. // I shall begin by giving some background and tracking the decade-long trajectory that has led our two intergovernmental organisations to this particular project.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Africa
(2012-02-21) Daniel, John; Uvalić-Trumbić, Stamenka; van Wyk, Trudi
It is a great pleasure to be here and to welcome you to the Regional Policy Forum for Africa that we are organising within our Project “Fostering Governmental Support for Open Educational Resources Internationally”, which is being implemented by the Commonwealth of Learning and UNESCO.// In this joint address I shall present the background to the project and our Senior Consultant, Stamenka Uvalić-Trumbić, will describe the project itself and our hopes for this meeting.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Arab Region
(2012-05-07) Daniel, John; Uvalić-Trumbić, Stamenka
I will begin by describing the background to the project and list its three elements. Then Stamenka will share highlights the responses we have received from countries in this region to our survey questionnaire on OER policies and then tell you about the other Regional Policy Forums in this series. She will present this as background for the discussions we shall have later on the draft Declaration on OER that governments will be invited to support at the World OER Congress at Paris in June.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Asia-Pacific
(2012-04-23) Daniel, John; Uvalić-Trumbić, Stamenka
The aim of this project is to encourage governments to promote OER and the use of open licences. We hope that this project will help both governments and practitioners in the OER movement to integrate the concept of open availability of materials into the mainstream of education.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Europe
(2012-04-17) Daniel, John; Uvalić-Trumbić, Stamenka
The focus of our project is fostering governmental support for OER. Here in the Europe region there are vibrant OER initiatives under way in a number of countries. However, if our experience in other regions is any guide, these initiatives would be more sustainable if the governments of the region had more proactive policies on OER.//Stamenka has done a first analysis of Europe Region governments’ responses to our survey about OER policies and I will share that later. Globally we have received replies from over one hundred jurisdictions and they are being analysed in South Africa for presentation at the World OER Congress.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Hewlett Grantees Meeting
(2012-04-11) Daniel, John; Uvalić-Trumbić, Stamenka
We are pleased to have this opportunity to report on project “Fostering Governmental Support for Open Educational Resources Internationally”which is being implemented by the Commonwealth of Learning and UNESCO with support from the William and Flora Hewlett Foundation.// In these three inter-linked talks I shall present the rationale for the project, Sir John Daniel will update you on the story so far, and then Zeynep Varoglu will tell you about preparations for the World OER Congress in Paris this June which will be the culmination of our efforts.
Open Access
Fostering Governmental Support for Open Educational Resources Internationally: Latin America
(2012-03-28) Daniel, John; Uvalić-Trumbić, Stamenka
It is a great pleasure to be here and to welcome you to the Regional Policy Forum for Latin America that we are organising within our Project “Fostering Governmental Support for Open Educational Resources Internationally”, which is being implemented by the Commonwealth of Learning and UNESCO.//In this joint address I shall present the background to the project and our Senior Consultant, Stamenka Uvalić-Trumbić, will describe the project itself, update you on the responses we have received from your countries and outline our hopes for this meeting.
Open Access
From Innocence to Experience: the Politics and Projects of Cross-border Higher Education
(2008) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka; Field, Malcolm; Fegan, James
Many developing countries are struggling to increase access to higher education (HE) since their Age Participation Rates (APRs) are well below the level that the countries of the Organisation for Economic Cooperation and Development (OECD) consider necessary for sustained national development. // New providers are proliferating and more HE now occurs across national borders. Today programmes and institutions cross borders as well as students and the range of cross-border higher education (CBHE) includes branch campuses of reputable institutions, foreign open universities, for-profit providers, IT companies delivering certificate programmes and corporate universities. CBHE entered the political arena when the General Agreement on Trade in Services (GATS) declared HE tradable in 1995. The debate triggered by this declaration continues today. // This chapter examines the politics and projects of CBHE by examining global trends and then looking at the challenges posed by private providers, open & distance learning (ODL) and eLearning, quality assurance and degree mills. // Daniel, J., Kanwar, A., & Uvalić-Trumbić, S. (2009). From innocence to experience: The politics and projects of cross-border higher education. Education across borders (pp. 19-31). Springer Netherlands.
Open Access
Global Connections -- Local Impacts: Best Practices, Models and Policies for Cross-Border Higher Education
(2009-10-21) Daniel, John; Uvalić-Trumbić, Stamenka
Global Forum of the Observatory of Borderless Higher Education, Kuala Lumpur, 21-24 October, 2009 By Sir John Daniel (Commonwealth of Learning) and Ms. Stamenka Uvalić-Trumbić (UNESCO) // Drawing on their personal experiences – going back to the 1960s – as cross-border students, managers in higher education and officials in intergovernmental organisations, John Daniel and Stamenka Uvalić-Trumbić will present cross-border education as a vehicle for individual and institutional empowerment. Their focus is on strengthening education in developing countries and advancing the interests of students. Discussion of some of the key practices, policies and models in the global market and proposals for action against degree mills will be nourished by reflections on global CBHE initiatives that they have been involved in.
Open Access
Going Global: In What Direction?
(2006-12-07) Daniel, John; Uvalić-Trumbić, Stamenka
This conference is mostly devoted to international education where students flow from poorer to richer countries and funds from poorer countries subsidise tertiary education for students in the richer countries. It's an odd situation. However, we shall look at international education from the perspectives of developing countries which are defining new trends.