ABSTRACT
In many parts of the world, governments are directing resources to the advancement of learning and teaching in higher education, although the extent of government support and the associated pace of change are uneven. As Schofield (2003) indicated in his review of major national schemes, the United Kingdom, Sweden, the United States of America and Hong Kong have schemes that have evolved over at least the past two decades. There is also evidence that such schemes are continuing to evolve and spread. In New Zealand and Malaysia activities are beginning, and recently the American Fulbright programme initiated a new international group to advise UNESCO on innovative ways for governments (including those of Ethiopia and Pakistan) to support higher education and to assure its quality (Jaschik 2005).
