According to a new statistical tool from the Worldbank using open data, countries tend to spend around 20% of government spending on tertiary education – and this rate has stayed relatively constant since the start of the time series in 2004. Parallel to this, the gross enrolment rate has climbed from 10% in 1970 to 35% in 2014, although there are huge enrolment rate differences worldwide.
This context presents a challenging framework in which both policy-makers and institutional leaders work to provide sustainable, affordable and high quality higher education. The International Council for Open and Distance Education believes that reviewing the practices of distance, technology-enhanced higher education provision worldwide can point to pathways of innovation which work and can provide the basis for global peer learning in higher education.
To this aim, ICDE have commissioned a study systematically collating global cases of open and distance education provision and distilling typical practice models. This study is being carried out in cooperation between FiBS- Research Institute for the Economics of Education and Social Affairs (Germany) and the Institute of Educational Technology at The Open University (UK).
We are focussing on three core processes in higher education: content, delivery and recognition and looking at how flexibly these processes are offered to the learner and how open and inclusive each of these processes is. Naturally we want to know how this provision is embedded in an overall business model to make it sustainable over time.
Our main method of collation is through a global survey, which we are launching this week.
- Please follow the link to our survey here
- Please also see the blogpost from the colleagues from the Open Education Research Hub here
We would be very grateful if the international community could help us spread the word so that we can capture the great examples of sustainable, technology-enhanced higher education provision form across the world. We need your input! We are hoping to collate at least 70 examples, which will then act as a basis for our work on typologies towards sustainable models for affordable, high quality higher education provision.