Volume 03 Issue 11-2023
10
International Journal Of Law And Criminology
(ISSN
–
2771-2214)
VOLUME
03
ISSUE
11
Pages:
10-24
SJIF
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FACTOR
(2021:
5.
705
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(2022:
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705
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(2023:
6.
584
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, international organizations such as UNESCO Global Convention on the Recognition of Qualifications in
Higher Education, UNESCO, International Council for Open and Distance Education (ICDE), European Distance and E-
Learning Network (EDEN), Commonwealth of Education (COL), Germany , Great Britain, the United States, Australia,
Singapore, Finland, Norway, Poland, Brazil, Canada, China, South Korea, India, Turkey, France, Russia, Saudi Arabia,
etc., the experiences of countries with developed distance education are considered.
Studying the experience of foreign countries on the formation of organizational and legal frameworks of distance
education is important in improving the quality of distance education programs, activating international cooperation,
and ensuring that distance education programs meet the needs of students and the labor market. Within the
framework of this research, one of the urgent issues is to study the advanced foreign experience of organizing
distance education in higher education institutions.
The author says that it is necessary to propose the ratification of the UNESCO Global Convention "On the Recognition
of Higher Education Qualifications", its nature and importance, terms of membership, the positive results achieved
based on the experiences of the countries that have ratified it, and possible risks. puts forward a firm position.
KEYWORDS
Q
ualification recognition, Minevra project, Open universities, СOVID
-19, accreditation, consortium, non-profit
organizations.
INTRODUCTION
For the past half-century, UNESCO has been at the
forefront
of
promoting
the
recognition
of
qualifications in higher education, making it a core
activity. The first generation of regional conventions
on academic recognition emerged in the 1970s out of
Research Article
ISSUES OF IMPROVING THE ORGANIZATIONAL AND LEGAL BASIS OF
DISTANCE EDUCATION
Submission Date:
November 01, 2023,
Accepted Date:
November 05, 2023,
Published Date:
November 09, 2023
Crossref doi:
https://doi.org/10.37547/ijlc/Volume03Issue11-03
Mamataliev To`Lqin Xushmamat O`G`Li
Independent Researcher, Tashkent State Law University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijlc
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
11
International Journal Of Law And Criminology
(ISSN
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2771-2214)
VOLUME
03
ISSUE
11
Pages:
10-24
SJIF
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(2021:
5.
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(2022:
5.
705
)
(2023:
6.
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)
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
an imperative to promote intellectual solidarity and
international understanding.
Europe pioneered the second generation of regional
recognition conventions by adopting the Lisbon
Convention in 1997. After that, the Asia-Pacific region
adopted the Tokyo Convention in 2011 and entered into
force in 2018. A second generation of regional
recognition conventions was subsequently developed
and implemented in Africa, Latin America, and the
Caribbean.
The emergence of the second generation of regional
recognition conventions can be attributed to regional
integration, technological progress and globalization.
These
developments
eventually
led
to
the
development of the UNESCO Global Convention on
Higher Education.
In the course of the research, the Global Convention of
UNESCO "On the Recognition of Higher Education
Qualifications", its essence and importance, terms of
membership, positive results achieved based on the
experiences of the countries that ratified it, and
possible risks were analyzed . The Convention defines
the general direction, approach, mechanisms and
principles in the field of recognition of distance and
cross-border education. The Convention guarantees
the right of individuals to have their higher education
qualifications recognized in a fair and transparent
manner, without any discrimination.
In accordance with Article XVIII of the Global
Convention, the right to recognize higher education
qualifications is set to enter into force after ratification
by 20 UNESCO member states. Uzbekistan has not yet
joined them.
It is expected that the global convention will be ratified
by more than 190 member states of UNESCO and a
single international legal space for the recognition of
higher education qualifications and academic degrees
will be created. As a result, students, researchers, and
professors of the countries that are members of the
convention will have the same rights as the citizens of
these countries in terms of study and employment in
the territory of the participating countries. Another
important point is that there will be no need to
conclude bilateral agreements on mutual recognition
of higher education qualifications between member
states.
The Convention operates on the principle of
determining "significant difference", that is, in the
process of recognition of qualifications and scientific
degrees, qualifications are recognized if there is no
significant difference between foreign education and
national education. At the same time, the Global
Convention guarantees the equality of approaches to
the assessment of foreign education. It also provides
the right to appeal against decisions on refusal of
recognition. This international legal document is open
to all UNESCO member states and it is expected to
become the first global agreement of the UN on higher
education. By ratifying the global convention,
countries will strengthen international cooperation in
the field of higher education and improve its quality.
International academic mobility and recognition of
qualifications will also expand.
The experience of countries that have ratified the
Global Convention on the Recognition of Qualifications
in Higher Education shows the following advantages:
First, recognition is one of the necessary conditions for
academic mobility, internationalization of scientific
research and education. The researcher and student
movement helps spread new ideas and initiatives
between education systems. This, in turn, helps to
improve the quality and relevance of education and
research.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
Secondly, the creation of a system of recognition of
qualifications and previous education will help
universities to improve the quality of scientific research
and education. Qualifications recognition structures
also help to ensure the quality of the student admission
process and increase access to higher education for
migrants.
Thirdly, the recognition of qualifications is inextricably
linked with the social responsibility to increase the
socio-cultural importance of higher education systems
in accordance with Article 4 of the UN Sustainable
Development Goals.
In addition to the above, as a result of the ratification
of the Global Convention on the Recognition of Higher
Education Qualifications by the Republic of
Uzbekistan, there are risks of facing the following
difficulties:
–
differences in the quality of education in all
countries, lack of development of recognition systems,
financial and personnel needs related to the opening of
national information centers for the implementation of
the processes provided for in the convention, and in
general, it will be necessary to create a system that
covers the entire process;
–
the fact that the international standards and
guidelines for higher education applied by the member
states of the Convention differ from the existing laws
and regulations in the Republic of Uzbekistan and that
the difference between them is high. For example,
post-higher education in our country is carried out in
two stages. In international experience, it is observed
that in most countries, including countries that have
ratified the convention, this process is organized in one
stage.
In this case, it can be predicted that there is a high
probability that the scientific degrees and titles
awarded by the Higher Attestation Commission under
the Cabinet of Ministers will not be recognized by the
countries that have adopted the convention.
Despite the above possible risks, the ratification of the
convention provides a number of advantages to the
higher education system of Uzbekistan.
They can be found at:
First, the internationalization of higher education
institutions and their integration with the world's
leading universities will increase. Conditions will also
be created for educational services to enter the foreign
market.
Secondly, the international image of higher education
institutions will increase, the competitive position of
educational services in the national and international
market will be strengthened, and the opportunity to
occupy high places in international rankings will
appear.
Thirdly, the international recognition of national
qualifications, academic degrees and titles of higher
education will expand opportunities for professors and
students to widely use the achievements of external
academic mobility.
Fourthly, higher education institutions will be speeded
up through international accreditation processes.
Qualifications provided by universities are recognized
at the international level and their compliance with
international requirements is tested.
Fifth, conditions will be created for graduates of higher
education institutions, professors and teachers to find
their place in the world labor market, to be recognized
as competitive personnel, and to reach the
international level.
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Publisher:
Oscar Publishing Services
Servi
It is appropriate to consider the issue of promoting the
proposal for ratification of the UNESCO Global
Convention on the Recognition of Higher Education
Qualifications.
In accordance with Article 19 of the Law "On
International Agreements of the Republic of
Uzbekistan", proposals for ratification of international
agreements shall be submitted by the Ministry of
Foreign Affairs of the Republic of Uzbekistan to the
President of the Republic of Uzbekistan or the Cabinet
of Ministers of the Republic of Uzbekistan in
agreement with the relevant state bodies. It is
proposed to consider the issue of submitting proposals
to the Cabinet of Ministers in coordination with the
Ministry of Foreign Affairs regarding the ratification of
the Convention.
The main objective of the global recognition
conventions and agreements is to promote
inclusiveness and ensure recognition and appreciation
of different forms of education delivery, including
distance and blended learning, as well as micro-credit.
As educational systems evolve and new forms of
learning emerge, it is important to adapt recognition
practices to accommodate these changes. Distance
and blended learning are becoming increasingly
popular, offering flexible and convenient learning
opportunities to students around the world. Micro-
credits, which are short, focused courses that provide
specific skills or knowledge, have also been recognized
as valuable learning experiences.
The role of international organizations in spreading
and developing distance education around the world is
increasing. In particular, the International Council for
Open and Distance Education (ICDE), founded in
Norway in 1938, plays an important role in introducing
modern technologies to distance education . This
international
organization
organizes
distance
education conferences around the world every two
years. At the conferences, the representatives of the
member states of the organization hold heated
discussions on solving the current problems in the field
of distance education and further development of this
field. The European Distance and E-Learning Network
(EDEN), one of Europe's leading organizations,
facilitates the sharing of the latest developments in
distance learning among its member states .
For information: The following TOP-10 universities for
distance education in 2022 were selected by QS World
Ranking, which is a reliable rating of the world:
•
University College London
•
Columbia University
•
University Of Edinburgh
•
Johns Hopkins University
•
The University of Manchester
•
Northwestern University
•
King
ʻ
s College London
•
University of California, Los Angeles
•
University of Sydney
•
Monas
ʼ
h University
Hagendagi FernUniversitätDistance education is
effectively implemented in EU member countries. In
particular, Germany has a well-respected distance
education system, with online degrees and courses
offered at institutions such as FernUniversität in
Hagen. In Germany, a lot of attention is being paid to
improving the skills of distance education workers
working in the field of higher education. Forum
DistancE-Learning association was formed to manage
and control distance education in the field of higher
education in this country. In 2016, about 80 private
institutions became members of it, and they provide
distance education to more than 400,000 students. In
2015, 1.5% of the total 2.8 million students enrolled in all
Volume 03 Issue 11-2023
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Pages:
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(2021:
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–
1121105677
Publisher:
Oscar Publishing Services
Servi
German universities and universities of applied
sciences enrolled in distance learning programs.
One of the advanced aspects of the German
experience is to organize distance education as
scientifically as possible and to fill existing gaps in it.
For example, at the University of Koblenz-Landau , the
number of students will not exceed 15 per session. In
order to avoid a lack of attention and general fatigue in
students, the video conference will not exceed two
hours. In addition, students and teachers meet at the
university for a week every academic year to exchange
ideas.
Distance education in German higher education
institutions is primarily focused on training specialists
such as engineering, natural sciences, design,
computer science and psychology, and thousands of
students study in these specialties each year.
In Germany, distance education is regulated by the
Distance Education Act (Fernuntrichtsgesetz) and the
Higher Education Act (Hochschulgesetz). These laws
provide the legal framework for distance learning
programs offered by universities and other educational
institutions in Germany. At least 18 different laws
affecting the development of distance learning in
higher education need to be taken into account: in
particular the German Higher Education Framework
Act, the University Laws of the Federal States and the
Distance Education Participant Protection Act .
The Distance Education Act defines distance education
as a form of education in which the instructor and
student are spatially separated and the instruction is
conducted using media such as the Internet, video
conferencing, or correspondence. The law sets out
requirements that distance education providers must
meet, including obtaining state approval for their
programs, providing students with appropriate
learning materials and support, and ensuring that their
programs meet certain quality standards. The Higher
Education Act regulates distance learning programs
offered by universities and other higher education
institutions in Germany. It defines the requirements for
admission to these programs, the types of degrees
that can be awarded through distance education, and
the quality standards that these programs must meet.
In addition to these laws, there are various
accreditation agencies that evaluate and accredit
distance education programs in Germany. These
agencies ensure that distance learning programs meet
certain quality standards and that degrees awarded
through these programs are recognized by employers
and other academic institutions. The legal framework
for distance education in Germany is well established
and provides a solid foundation for the development
and delivery of high-quality distance education
programs.
The legal framework for distance education in the UK
has evolved over time, with various laws and
regulations governing the provision of distance
education. The Open University was established as a
distance education institution in 1969 and played an
important role in developing the legal framework for
distance education in the UK . The Open University Act
of 1969 established the legal framework for the
establishment of the institution, and subsequent
legislation recognized the role of distance education in
the provision of higher education. The Education
Reform Act of 1988 introduced the concept of higher
education corporations, which allowed for the
establishment of new universities and colleges. This led
to the development of distance learning institutions
such as the University of Phoenix and the University of
Liverpool .The Law on Further and Higher Education
1992 established the Higher Education Funding Council
for England (HEFCE), which funded higher education
institutions, including those offering distance learning
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OCLC
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Publisher:
Oscar Publishing Services
Servi
courses. The Education (Student Support) Regulations
2011 provide the legal basis for providing financial
support to students in higher education, including
distance learning.
The Education (Recognised Bodies) Regulations 2017
provide the legal basis for the recognition of UK higher
education institutions, including those offering
distance learning courses. The legal framework for
distance education in the UK has been shaped over
time by a series of laws and regulations, reflecting the
growing importance of distance education in the
provision of higher education.
The United States has a well-developed distance
education system, with many universities offering
online courses and degree programs. Institutions like
the University of Phoenix and Liberty University are
popular choices for online education.
The country has legal frameworks for distance
education, including the Higher Education Act, which
provides the legal framework for the accreditation of
distance education programs, and the Distance
Education and Training Council, which is responsible
for accrediting distance education programs .
In the United States, distance education is offered by a
number
of
institutions,
including
traditional
universities, community colleges, and specialized
distance education institutions. Many universities and
colleges in the United States offer online courses and
degree programs, and some institutions specialize in
distance learning, such as the University of Phoenix
and Walden University . Southern New Hampshire
University in the US is a private, not-for-profit,
accredited institution with over 3,000 on-campus
students and over 170,000 online students, making it
one of the fastest growing universities in the country.
The educational process is tailored to local,
international and, notably, military learners. Awarded
the 21st Century Distance Education Award for
Excellence in Online Technology by the United States
Distance Education Association (USDLA) . Distance
education in the USA is carried out in cooperation with
consortia and non-profit organizations. The Minevra
project platform, founded in the USA, is the most
modern platform in distance education. Later, Minerva
University was established based on this platform . The
advantage of the platform is that the teacher can
monitor the student's activity in the lesson. The
platform records and analyzes the activity of each
student during the lesson, that is, the words spoken.
Based on this analysis, it provides information to the
teacher, and during the online lesson, the activity of
students in the lesson is reflected in different colors
(green, yellow, red). Powered by artificial intelligence,
this technology helps teachers assess student
engagement during class. Therefore, on this platform
(breakout rooms) there is an opportunity to organize
small groups, which helps to conduct the lesson
process in an interactive and case study form.
Participants in this small group automatically move to
a virtual room and communicate online. In this room,
students will have the opportunity to analyze the task
together using a desktop and a virtual whiteboard. At
the end of the allotted time, these small groups return
to the main lesson and the work of all groups is
reviewed separately. The organization of distance
education classes in this way serves to increase the
effectiveness of education.
Avstraliyada yaxshi yo
ʻ
lga qo
ʻ
yilgan masofaviy ta
ʼ
lim
tizimi mavjud, Avstraliya Ochiq Universitetlari keng
doiradagi onlayn kurslarni taqdim etadi. Charlz Sturt
universiteti va Janubiy Kvinslend universiteti kabi
boshqa institutlar ham keng qamrovli masofaviy ta
ʼ
lim
dasturlarini taklif qiladi.
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SJIF
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Australia has a well-established distance learning
system, with Australian Open Universities offering a
wide range of online courses. Other institutions such as
Charles Sturt University and the University of Southern
Queensland also offer extensive distance learning
programs. Distance education in Australia is a well-
established and growing industry. The country has
legal frameworks for distance education, including the
Higher Education Quality and Standards Agency ,
which is responsible for ensuring the quality of higher
education, including distance education programs. In
Australia's higher education system, distance learning
accounted for 10% of total students in 1990, and by
2013, this figure was 18%. A unique feature of distance
education in Australia is that 9% of students study in
multimodal education, which includes blended
learning. In 2013, Australia launched Open2Study, a
platform for distance learning in higher education,
competing with platforms such as Coursera and Edx. At
the Australian Open University, students have free
access to Curtin, Griffith, Macquarie, Monash, RMIT
University, Swinburne and The University of South
Australia without any academic barriers.
Singapore government is promoting the use of
distance learning to increase access to education and
meet the needs of a rapidly changing labor market .
There are several universities in Singapore that offer
distance learning programs, including the National
University of Singapore , Nanyang Technological
University, and Singapore Management University.
These universities offer a wide range of courses and
programs
from
undergraduate
degrees
to
postgraduate diplomas and certificates. In addition to
universities, there are also private companies that offer
online courses and training programs. These programs
cover a wide range of subjects, from language learning
to
professional
development.
The
Singapore
government has created a legal framework for
distance education, which includes regulations for
quality assurance and accreditation. The Ministry of
Education and the Private Education Committee are
responsible for overseeing distance education in the
country .
Finland has been using distance learning programs
since the 2000s. The quality of distance education is
monitored by the Finnish association Educluster.
Distance education is an important part of the Finnish
higher education system and is regulated by the same
legal framework as traditional campus education. The
Finnish National Agency for Education is responsible
for ensuring that all higher education institutions
offering distance learning meet these standards . The
legal framework for distance education in the Finnish
higher education system aims to ensure that students
receive high-quality education, regardless of whether
they study on campus or at a distance. The Finnish
government strives to provide equal opportunities for
all students, and distance learning is an important part
of this effort. Establishing distance higher education in
cooperation with universities that provide higher
education services for prisoners is an important issue
that requires careful consideration. In Finland, the
Open University of Helsinki has been providing
distance education to prisoners since the 1990s. The
program aims to provide access to higher education for
prisoners
regardless
of
their
socio-economic
background. The program is based on the principle of
equal opportunities and is designed to provide a
limited amount of higher education to prisoners who
have passed the final exams. The program has been
successful in providing inmates with access to higher
education as well as helping them develop the skills
and knowledge they need to succeed in life after
release. The program has also been shown to reduce
recidivism by giving inmates a sense of purpose and
direction and helping them develop the skills and
knowledge they need to succeed in life after release.
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Publisher:
Oscar Publishing Services
Servi
Distance higher education in Norway is regulated by
the Norwegian Ministry of Education and Research.
The legal framework for distance higher education in
Norway is based on the Universities and Colleges Act,
which sets out the requirements for higher education
institutions offering distance education programmes.
Higher education institutions in Norway must obtain
accreditation from the Norwegian Agency for Quality
Assurance in Education to offer distance learning
programs. The agency is responsible for ensuring that
all higher education institutions in Norway meet the
required quality standards for distance learning .
Distance education in Poland is regulated by the Act on
Higher Education and Science, which defines the legal
framework for higher education institutions offering
distance education programs. The law defines distance
education as a form of education that separates the
student and the teacher from a distance and uses
modern
communication
technologies
to
communicate. Higher education institutions in Poland
must
obtain
accreditation
from
the
Polish
Accreditation Committee (PAC) to offer distance
learning programs. PKA is responsible for ensuring that
all higher education institutions in Poland meet the
quality standards required for distance education.
In Brazil, Article 80 of the Law on Policies and
Frameworks gave new status to distance education.
According to it, academic degrees obtained through
distance education are exactly the same as education
obtained through traditional forms. In 2016, 331 higher
education institutions in Brazil were authorized for
distance learning undergraduate programs, of which
74 (22.4%) were public and 257 (77.6%) were private.
Currently, more than 1 million students are studying
remotely.
Canada has a strong distance education network, with
institutions such as Athabasca University offering
online programs at the undergraduate and graduate
levels. Canada's virtual university and other online
consortia also contribute to the country's distance
education system. A partnership of 11 universities and
Canada Virtual University (CVU) was established to
promote distance education and online education in
Canada. Later, their Media and Technology in
Education Association and Distance Education
Association merged to become the Innovation in
Education Network. This organization is responsible
for managing and overseeing distance education in
Canada. The Brightspace platform for distance learners
has been launched in Canadian higher education.
China has a fast-growing distance education sector,
with institutions such as the Open University of China
offering a wide range of online degrees and courses.
Online platforms such as XuetangX and MOOCs also
contribute to the country's distance learning
landscape.
The adoption of the document "Starting pilot
programs for modern distance education" in China
became the basis for the beginning of distance
education. Zhejiang University has developed Quality
Standards and established a Quality Assurance
Committee and a Center for Quality Control and
Evaluation to improve the quality of distance
education. As of February 2020, 250 million full-time
students in China continued their studies online.
Distance education in China is regulated by the Ministry
of Education (MOE) and the State Administration of
Market Regulation (SAMR) . The MOE is responsible for
formulating education-related policies and regulations,
while the SAMR is responsible for regulating the
education services market. The legal framework for
distance education in China is governed by several laws
and regulations. The Education Law of the People's
Republic of China provides the legal framework for
education in China, including distance education. It
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defines the principles and tasks of education, as well as
the rights and obligations of educational institutions
and students. Regulation on the Management of
Distance Education: issued by the Ministry of Foreign
Affairs in 2001, which provides the regulatory
framework for distance education in China. It sets out
the requirements for the establishment and operation
of distance education institutions and the quality
standards of distance education programs. The
"Measures for the Management of Online Education"
Regulation was issued by SAMR in 2018 and provides a
regulatory framework for online education in China. It
defines requirements for registration and operation of
online educational institutions, as well as quality
standards for online educational programs. The
Regulation on the Management of Foreign
Cooperation in Management Schools was issued by the
MOE in 2003 and provides a regulatory framework for
foreign educational institutions operating in China. It
defines the requirements for the establishment and
operation of foreign educational institutions, including
educational institutions offering distance education
programs.
Distance education in Japan is unique in several ways:
1. One of the most common methods of distance
education in Japan is Interactive Television (ITV). This
method involves broadcasting live lectures to remote
locations where students can watch and interact with
the instructor in real time. This approach is unique to
Japan and has been used for many years to provide
access to education in remote areas .
2. Many distance learning programs in Japan
collaborate with industry partners to provide students
with practical skills and experiences. This approach is
unique to Japan and reflects the country's emphasis on
vocational training and education.
3. Japanese universities have been at the forefront of
using blended learning approaches in distance
education. This approach combines online learning
with face-to-face learning, providing students with
flexibility and interaction with teachers and peers.
4. Japanese universities pay great attention to
ensuring the quality of distance education. Many
universities have established accreditation and quality
assurance processes to ensure that their distance
education programs meet high standards of quality
and efficiency.
5. Distance learning in Japan is also unique in its cultural
context. Japanese culture emphasizes group cohesion
and social interaction, which can be difficult to
replicate in distance education. Japanese universities
have developed unique approaches to address this
problem, such as using online discussion forums and
group projects to foster interaction and collaboration
among students.
Distance learning in Japan is unique in its use of
interactive television, collaboration with industry
partners, blended learning approaches, quality
assurance processes, and cultural context. These
unique features reflect Japan's strong focus on
education and training, as well as its commitment to
innovation and quality in distance education.
In South Korea, distance education is known as cyber
education or e-learning. It has become increasingly
popular in recent years due to its flexibility and
convenience. The South Korean government is also
promoting the use of e-learning to increase access to
education and meet the needs of a rapidly changing
labor market. There are several universities in South
Korea that offer distance learning programs, including
the National Open University of Korea, the country's
largest distance learning institution . Other universities
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Servi
that offer distance learning programs include Seoul
National University, Yonsei University, and Korea
University. In addition to universities, there are also
private companies that offer online courses and
training programs. These programs cover a wide range
of subjects, from language learning to professional
development. The South Korean government has
created a legal framework for distance education that
includes regulations for quality assurance and
accreditation. The Ministry of Education and the Korea
Education and Research Information Service (KERIS)
are responsible for overseeing distance education in
the country . Distance education is a growing trend in
South Korea and is expected to expand in the coming
years.
India has seen significant growth in distance education,
with institutions such as Indira Gandhi National Open
University (IGNOU) being one of the largest distance
education providers in the world. Other universities
and colleges in the country also offer distance learning
programs. In India, the Indira Gandhi National Open
University is empowered by an Act of Parliament to
develop, coordinate, accredit and monitor distance
education systems and programs in the country. A
special satellite (Edusat) has been launched in India to
enhance "communication and collaboration" in
distance education. Satellite-based distance education
has made it possible to establish virtual classrooms in
rural and remote areas across the country.
The Higher Education Council of Turkey is responsible
for the implementation of distance education in
universities. A number of universities operate separate
centers for the development of distance education. For
example, Distance Education Center at Ankara
University, Distance Education Research Center at
Sakarya University, Distance Education Analysis Center
at Ahmet Yesevi, Latchem Universities deal with issues
of distance education development. It is the first in
Turkey. In 2014, the Law "On the Rules and Principles
of
Distance
Education
in
Higher
Education
Organizations" was adopted. This made it possible to
eliminate problems and shortcomings in distance
education and to improve the quality of distance
education.
The legal framework for distance education and e-
learning in France is governed by several laws and
regulations. The French Education Code is the main
legal framework for education in France, including
distance education . It defines various types of
educational institutions and programs, as well as the
requirements for accreditation and certification.
Digital Republic Act: This document passed in 2016
aims to promote the development of digital
technologies in education, including distance learning.
It envisages the creation of digital resources and
platforms for education and sets requirements for the
protection of personal data . The Labor Code defines
the legal framework for employment in France,
including the rights and obligations of employers and
employees . It also includes regulations on e-learning,
distance work and distance learning that may be
relevant to distance learning. The Education Code sets
the legal framework for higher education in France,
including distance learning . It defines various types
and programs of higher education institutions, as well
as the requirements for accreditation and attestation.
The National Center for Distance Education (CNED) is a
public institution that provides distance education
programs for students in France and abroad . It is
governed by its own legislative framework, which
defines
the
accreditation
and
certification
requirements for its programs.
The legal basis of distance education in Russia is
provided by the Federal Law "On Education in the
Russian Federation" and other relevant regulatory
documents . These laws define distance education as a
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Publisher:
Oscar Publishing Services
Servi
form of education that is based on the use of
information and communication technologies and
allows students to study at a distance without being
physically present in the classroom. One of the main
problems related to distance education in Russia is
ensuring the quality of education. Studies have shown
that the quality of distance education in Russia varies
greatly depending on the institution and program.
Some programs are well-designed and provide high-
quality education, while others are poorly designed
and provide little value to students .
In response to the COVID-19 pandemic, distance
education is becoming increasingly popular in Saudi
Arabia. The government of Saudi Arabia is actively
promoting distance education as a way to increase
access to education and improve the quality of
education in the country. In 2019, the Saudi Ministry of
Education launched the National e-Learning Center
(NeLC) to provide online courses and resources to
students and teachers across the country. NeLC offers
a range of courses in various subjects such as Arabic,
Mathematics, Science and English . In addition to NeLC,
many universities in Saudi Arabia offer online courses
and degree programs. For example, King Abdulaziz
University , King Saud University and Princess Noorah
bint Abdulrahman University offer online courses and
degree programs in various fields.
To support the growth of distance education in Saudi
Arabia, the government has also established a number
of regulatory bodies and accreditation agencies. The
National Commission on Academic Accreditation and
Assessment (NCAAA) is responsible for accrediting the
nation's distance education programs , And the Saudi
Arabian Cultural Mission (SACM) provides assistance
and guidance to Saudi students studying abroad,
including those enrolled in online degree programs .
New Zealand has established the New Zealand
Qualifications Authority (NZQA) to regulate and ensure
the quality of distance education programmes. NZQA
regularly reviews and audits online providers.
Legislation and regulatory frameworks have been
introduced in these countries that prioritize quality
assurance, student protection, and accreditation of
distance education programs. Foreign experience
provides Uzbekistan with rich knowledge and best
practices on the organizational and legal foundations
of distance education in higher education. In
Uzbekistan, it can be effective to use the distance
education system like the USA, Great Britain, Australia
and Canada. Learning from these countries will help to
determine the best world experience and standards
for the formation of organizational and legal
frameworks of distance education in higher education.
Adoption of foreign experience also helps to adapt
universal guidelines in organizational systems, thus
creating an environment that meets world standards.
Uzbekistan manages to make reasonable decisions in
the development of standards and regulatory
documents in the field of distance education and avoid
specific legal and organizational obstacles. In
conclusion, it can be said that the experience of foreign
countries in developing the organizational and legal
basis of distance education in Uzbekistan is
unparalleled. Experiences from other countries play an
important role in the formation of policy and practice
in Uzbekistan's higher education institutions and open
new opportunities and horizons for the country's
higher education system.
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Servi
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03
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Pages:
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(2021:
5.
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)
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(2021:
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Oscar Publishing Services
Servi
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