Titlebook: Open and Distance Education in Asia, Africa and the Middle East; National Perspective Olaf Zawacki-Richter,Adnan Qayyum Book‘‘‘‘‘‘‘‘ 2019 T

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,South Africa—Commentary,mocratic era, this emphasis has continued, with a policy intention of extending to the post-schooling sector as a whole. Importantly, equal emphasis has now been placed on the success of distance education students.

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India,ng and internal pressure and efforts by educational leaders, the first (provincial) open university was established in India in 1982.?Since then, the DE system expanded fast to reach an enrolment of above 5.2 million (15% of total higher education intake), and with a teaching-learning system facilitated by a fully dedicated education satellite.

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Russia,n implement the technologies of distance learning (Russia, ., §17, no. 2). This chapter represents a way to understanding of the Russian forms of distance education and conditions of their coordination with the international standards.

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2211-1921 es for open and distance education, and similarities and difThis 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 o

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South Korea,legislation and policies, including the Higher Education Act, to highlight efforts that have been made to ensure the quality of distance education. Lastly, we make closing remarks about future directions and challenges of distance education in the higher and lifelong education sectors in Korea.

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