E-Commerce and Higher Education - E-learning Worldwide

E-LEARNING WORLDWIDE

E-learning's presence has been felt around the globe, particularly in developing nations whose educational infrastructures often could not satisfy the existing demand. For decades these countries relied on distance education delivered via radio or TV, and many sought to tap online learning to bring courses from high-prestige, western universities to their citizens. If underdeveloped nations are to become competitive in the global marketplace, they too will require highly educated work forces conversant with the latest information technology. Therefore, the demand for ongoing education and skill development can be expected to remain constant.

However, throughout many parts of Asia, Africa, and South America, a fundamental obstacle to expanding online education was the lack of an even rudimentary infrastructure, particularly in rural areas. Such areas also face shortages of computer-literate teachers. Many of the same concerns about the virtualization of higher education voiced by industrialized nations also affected the developing world, such as issues of the quality and effectiveness of online learning and confusion about intellectual property rights. However, additional problems emerged in underdeveloped areas of the globe. For example, if local e-learning programs succeed, some fear that they will face foreign competitors seeking to penetrate emerging markets. Some countries, such as Argentina and Chile, require all distance education offered in their countries to come under the purview of their national accreditation agencies. All foreign universities seeking to offer courses in India must register with the government. Brazil's education ministry refuses to recognize any degree earned from programs sponsored by foreign institutions.

In 2001, the European Commission adopted a $3.3 billion "eLearning Action Plan" to promote online education in European universities. The plan advocated improving information technology infrastructures, providing teacher instruction, and linking all EU higher-education institutions in a single network.

E-learning's greatest potential impact may eventually be felt in the developing world. With burgeoning populations and a lack of skilled workers, these nations experienced a pressing need to expand access to higher education quickly and affordably. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) estimated that only three percent of young people in sub-Saharan Africa and seven percent in Asia received some post-secondary education, compared with 58 percent in industrialized countries overall and 81 percent in the United States. Many developing countries are experimenting with national, virtual universities to be financed primarily by the World Bank.