The demand for higher education has accelerated worldwide. Between
1999 and 2008, the number of students enrolled in higher education
institutions (HEIs) increased by 65 million, with much of the growth
being seen in East Asia and the Pacific. In fact, the global demand
for higher education is predicted to expand from less than 100
million students in 2000 to over 250 million in 2025.
The prevalence of information and communication
technology (ICT) and the impact it has made in all aspects of our
lives are compelling reasons for HEIs to try to capitalize on 21st
century tools and technologies to address 21st
century issues and challenges. This has motivated some HEIs in taking
the lead to reshape the landscape of their educational systems as
well as teaching and learning practices. Over time, the number of
universities embracing new technologies to conduct the business of
education is expected to soar. However, many HEIs may require
guidance and assistance in their change process to minimize their
teething problems, reduce costs, utilize appropriate technology and
tools, and engage staff with proper knowledge and skills.
UNESCO Bangkok coordinated a research study to document the use of
ICT for higher education in the Asia and Pacific region in 2009 with
the support of the Japanese Funds-in-Trust. Targeted at Ministry of
Education officials and specialists responsible for higher education,
administrators and faculty members of HEIs, and higher education and
ICT providers, the objective of the study was to increase
understanding of how ICT can be used to:
design and develop curricular contents;
deliver higher education programmes and courses;
enhance the learning process; and
increase the efficiency of the administration and management of
educational systems.
Seven case studies from Australia, Hong Kong-Special Administrative
Region of China, India, People’s Republic of China, Republic of
Korea and Singapore were commissioned to focus on three main areas:
open and distance learning; blended learning; and administration and
management.
In all the cases discussed in this publication, ICT is used not only
for the delivery of lectures and materials, but also for
administration and management purposes. It is clear that
administrative functions such as student registration, grades, course
schedules and even staffing evaluation, have benefitted from the use
of ICT. The chapters on the Hong Kong University and the Indian
Institute of Management, Calcutta, focused specifically on
administration and management issues, albeit under highly different
conditions and perspectives. They provide an interesting contrast but
also reveal several areas of similarity regardless of their starting
points or resources available.
(Source: UNESCO)
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