Systems (Macro-level)

• All countries have educational systems and an assumption can be made that distance education is likely to be a needed component of national systems.
• Distance education is a system of education. It can provide a complete educational programme for both children and adults outside of, and distinct from conventional, oral, group-based provision. It has its own laws of didactical structure and its own quasi-industrial administrative procedures. (Keegan, 1996:12)
• Associations, research agencies, quality assurance bodies and frameworks, and other related organisations are necessary to support and critique educational systems.
• Due to the flexible nature of distance education providing learners the opportunity to learn when they want, where they want and how they want it is necessary to introduce systems of international and national credit transfer.
• Communication and technology infrastructures are vital elements of distance education provision, including postal services, telephony, and satellite technologies.
  

Useful Resources Online


Commonwealth of Learning (2001). Analysing Costs/Benefits for Distance Education Programmes Knowledge Series. Vancouver: Commonwealth of Learning.

Kinyanjui, Peter (1998). Distance Education in Africa: What Works and What Doesn't. Vancouver: Commonwealth of Learning.

Moore, Michael(1993). Is Teaching Like Flying: A Total Systems View of Distance Education. American Journal of Distance Education, vol.7, no.1, pp 1-10.

Useful Resources (Not Available Online)

Keegan, Desmond (3rd ed) (1996) Foundations of Distance Education, London: Routledge.

Moore, Michael and Kearsley, Greg (1996). Distance Education: A Systems View. Belmont, California: Wadsworth Publishing Ltd.