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Orientation and Planning Meeting for Government Representatives of Small States of the Commonwealth held at the National Institute of Education, Singapore, 12 September 2005, VIRTUAL UNIVERSITY, FLEXIBLE LEARNING, Why a Virtual University for Small States of the Commonwealth? By: Sir John Daniel, President and CEO, Commonwealth of Learning // It is my pleasure to welcome you all to this unique meeting. You have come from all parts of the Commonwealth. I hope you have travelled comfortably to this extraordinary city state of Singapore. // You all come from the small states that make up two-thirds of the 53 countries in membership of the Commonwealth. Small, in this context, refers either to population or to geographical size - or to both. Most of the small states of the Commonwealth are small islands with small populations located in the Caribbean, in the Pacific and in the Indian Ocean. But there are also landlocked states with small populations such as Lesotho, Swaziland and Botswana - although Botswana is not small geographically. There are also coastal states with small populations such as The Gambia and Belize, which are geographically small, and Guyana and Namibia, which are rather large. // Despite their diversity small states face common challenges. Commonwealth small states, as well as constituting two-thirds of Commonwealth membership, account for three-quarters of all the world's small states. This means that the Commonwealth intergovernmental organisations, that is to say the Commonwealth of Learning, the Commonwealth Foundation and the Commonwealth Secretariat, must lead the international community by the special attention that they give to these states in their work. // What can we say about the general needs of small states? You all come from small states and know much more about the opportunities and the threats that they face than I do. Seen in a world perspective through the lens of the Millennium Development Goals small states do face special challenges.

Commonwealth Ministerial Meeting on Small States, 12 November 2013, Commonwealth Heads of Government Meeting, Colombo, Sri Lanka, Virtual University for Small States of the Commonwealth (VUSSC) From Concept to Implementation: Building National Capabilities, Presented by Professor Asha Kanwar, Commonwealth of Learning, additional author: Mr. John Lesperance // The idea for VUSSC came from your ministers of education, when they met for their triennial conference in 2000 and the Commonwealth of Learning was assigned the responsibility of implementing this initiative in 2003. The ministers were concerned that their countries might not be able to benefit from thedot.com boom. But if they worked together they could develop a collective capacity for harnessing new ICT developments for increasing access to quality tertiary education in their countries.

The Virtual University for the Small States of the Commonwealth was conceived by Ministers at their triennial Conference of Commonwealth Ministers of Education in 2000. The Commonwealth of Learning was asked to investigate possible models and presented a proposal to Ministers at their next conference in 2003. The concept of a virtual university as a network was approved and COL was asked to help countries collaborate and strengthen the capacity of national education institutions through this mechanism. The concept of sharing course materials and programmes was a fundamental principle from the start and gained momentum as the trend to open courseware and Open Educational Resources developed. The VUSSC uses a range of materials that conform to different Creative Commons copyright licenses, all of which allow the free reuse and usually, customisation of materials. The VUSSC works with governments and national institutions, many of which have established national qualification frameworks. The VUSSC is working with these governments to establish a "Transnational Qualifications Framework" (TQF). The TQF will be a translation point between the systems in different countries and regions and help provide momentum to the transfer of courses, qualifications and learners between countries. National institutions that wish to offer educational programmes that are co-branded with VUSSC will have these approved within the institution, by the national qualification authority and where applicable, the regional qualification authority. The programmes that fulfil these requirements will be posted with their accreditation status on the VUSSC website that will be developed in 2008.

In this study, an information system for a virtual university consortium is designed. This consortium is assumed to be formed by a large number of educational institutions from diverse geographical regions as well as some private companies specialized on e-learning. A hybrid learning approach according to which students will spend part of their time in the nearest campus is planned. The organizational, technical and educational models of the system are proposed. A centralized structure with tight connections to local universities is designed. Traditional organizational functions are to be handled by current units and new units are proposed to perform functions specific to a virtual university. The technical model that will interconnect the central and local institutions is developed. Network infrastructure, how data flow is handled among institutions and the software infrastructure are determined. The software will unify the general services provided by traditional universities, and services specific to a virtual university. © 2005 IEEE.

Der Autor stellt in seinem Beitrag das Projekt der Virtuellen Universität (VU) vor. Diese Virtuelle Universität zeichnet sich durch ein System aus, in dem alle Funktionen einer Universität vollständig virtuell integriert sind. Im Anschluss an Erfahrungen aus der Praxis der VU werden bildungspolitische Perspektiven der FernUniversität diskutiert. Auch neue Medien im erziehungswissenschaftlichen Studium an einer Präsenzuniversität sind noch nicht selbstverständlich. Dabei gibt es eine Reihe von Vorteilen und Möglichkeiten des Online-Lehrens und -Lernens. (DIPF/Orig.). ; In his contribution, the author presents the Virtual University (VU) project. This Virtual University is characterised by a system in which all the functions of a university are fully integrated virtually. Following experiences from the practice of the VU, educational policy perspectives of the distance university are discussed. New media in educational studies at a face-to-face university are not yet a matter of course. Yet there are a number of advantages and possibilities of online teaching and learning. (DIPF/Orig.).

Universities around the world are frequently criticized for being tradition bound and slow to respond to changing conditions in the markets they serve. A review of the New Zealand higher education sector over the past 10 years suggests this criticism is not well founded and, while there are notable differences across national contexts, this finding may generalize to other developed countries as well. The period in question has seen rapid technological advancement impacting on most areas of professional life. In New Zealand, this development has been accompanied by significant political change, a shrinking in the real funding base for universities, and changing patterns of demand for higher education courses. In response to these pressures and supported by the growing ubiquity and power of new media and communication technologies (especially the Internet), institutions are increasingly required to offer flexible access to students who may be dispersed in both time and place, and in full- or part-time employment. This trend is widespread and increases competition in an already market driven sector.

In the disruptive context due to covid19 and the consequent preventive and compulsory social isolation (ASPO), the students were challenged by current virtual environments that sustained university education during 2020. It's understood that the subject is constituted and conformed in the process of subjectivation, therefore, the meanings that it gives to the university experience are analyzed. The objective that guides this article is to analyze the subjective conditi ons that according to the students have sustained learning in the university during ASPO. The study was approached using a qualitative methodology, teleconference and telephone interviews were conducted with 40 effective students from five faculties of UNRC. For the analysis of data, an inductive generation strategy of thematic core was used through the analytical process of coding. The findings refer to the achievement of virtual presence with different nuances and new ways of being a university student. The virtual environment of education is accentuated as a producer of new feelings in relation to the university in pandemic. The important inequalities in access to university education in this context are highlighted, that are combined with pre-existing social inequalities. Warns about the importance of safeguarding the political commitment to develop an inclusive education that accommodates all the students. ARK-CAICYT: http://id.caicyt.gov.ar/ark:/s23143932/2dpgkow4x ; En el contexto disruptivo generado por el COVID19 y el consecuente Aislamiento Social Preventivo y Obligatorio (ASPO), los estudiantes se vieron interpelados por los actuales entornos virtuales que sostuvieron la educación universitaria durante el 2020. Se entiende que el sujeto se constituye y se conforma en el proceso de subjetivación, por lo que se analizan los sentidos que otorga a la experiencia universitaria. El objetivo que orienta el presente artículo es analizar las condiciones subjetivas que según los estudiantes han sostenido los aprendizajes en la universidad durante el ASPO. El estudio se abordó mediante una metodología cualitativa, se realizaron entrevistas por teleconferencia y/o telefónicas a 40 estudiantes efectivos de las cinco facultades de la UNRC. Para el análisis de los datos se utilizó una estrategia de generación inductiva de núcleos temáticos mediante un proceso analítico de codificación. Los hallazgos refieren al logro de la construcción de la presencialidad virtual con diferentes matices y nuevas formas de ser estudiante universitario. Se acentúa el entorno virtual de la educación como productor de nuevos sentires en relación a la universidad en pandemia. Se ponen en evidencia las importantes desigualdades en el acceso a la educación universitaria en este contexto, que se conjugan con desigualdades sociales preexistentes. Se advierte sobre la importancia de resguardar el compromiso político de desarrollar una educación inclusiva que aloje a todos los estudiantes. ARK-CAICYT: http://id.caicyt.gov.ar/ark:/s23143932/2dpgkow4x