April 2019
ISSN 2148-7278
Volume: 5 Number: 1


GLOKALde July 2015, , ISSN 2148-7278 Volume: 1 Number: 3 Republished Material 4
GLOKALde is Official e-journal of UDEEEWANA

ENHANCING QUALITY OF ASSURANCE OF DISTANCE LEARNING: Practices of Distance Learning in the Western Balkans (Report 2.1), 2011.

Completed by Vladan DEVEDŽIĆ, Božo Krstajić, Aleksandra RADULOVIĆ,
Suzana LOSKOSKA, Anthony F. CAMILLERI

This report is intended to give a partial overview of distance learning policies and practices in the Western Balkans, particularly vis-à-vis the issue of quality. It is drawn up within the framework of the [email protected] Tempus project, and as such, it is methodology is characterized by the nature of the collaborative partnership, i.e. one composed primarily of Institutions of Higher Education from the Western Balkans. This source material has implications on the methodology used to present the report. Primary data was supplied through self-reporting from the institutions participating in the project. This in turn was supplemented with secondary data on e-learning systems in the public domain. This methodology has led to the following characteristics of the report:

  • The report is primarily based on case-studies of specific institutions in the Western Balkans, which, due to their interest in taking part in a project such as [email protected] in the first place, are considered to be amongst the more advanced in the field. Thus, conclusions drawn based on observations of these institutions do not necessarily reflect the national situation as a whole in each of the states.

  • Due to the very limited availability of cross-country comparative studies on this topic, to a large extent, most of the national-level information can also only be assessed on a per-country basis. This effect is compounded by the fact that several of the countries covered have specific issues preventing effective reporting, e.g. the Kosovo ‘national’ education system is still nascent, having only recently declared independence; responsibility for Education in Bosnia & Herzegovina is divided between 22 different ministries of education at various political levels of responsibility. For these reasons, the report limits itself to a discussion of the situation in Croatia, Macedonia, Montenegro, Serbia and Slovenia.


Nothing in this report should be construed as giving an opinion, position or suggestion regarding currently pending international disputes with regards to names of states, the borders of states, or the competent administrative units for the same states.

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