Policy framework: There is a need for a clearly articulated national education policy that recognizes and places on an equal footing the various modes of education, including open and distance learning and alternative learning. Such a policy should include provisions for a system of accreditation, adequate funding, quality assurance mechanisms, and support for learners, including bridging programs for those without prior learning experience. In Asia Pacific, countries like India, Malaysia, and the Republic of Korea stand out for their farsightedness in having such a policy framework and implementing it at all levels of the education system, including vocational and teachers training, post-primary education, continuing professional education, and undergraduate and postgraduate education.

Unequivocal institutional commitment: This is especially relevant to conventional institutions that take on off-campus education as an added provision, but fail to provide the resources needed to ensure its sustainability. An absence of institutional commitment leads to all kinds of bad practice from poor quality course materials to the absence of learner support and a total neglect of the students outside the campus. The promises made to deliver quality education and the expectations raised for all learners must be kept.

Investment in staff training: The range of skills required to function in a multimedia environment is both demanding and daunting. Organizing and running technology-supported distributed learning programs require staff skilled in a variety of tasks. But institutions, enthusiastic about investing in new systems, applications and connections, are often totally unrealistic when it comes to investing in training. It is vital to provide both academic and non-academic staff rigorous training.

Preventing commercialization: The commercial nature of educational ventures, especially from current vendors, is beginning to cause considerable concern among many who wish to see a growth in technology-assisted educational provision. While private enterprise can and does provide valuable education services, the insensitive brand waving and marketing of education as yet another commodity by some will hurt the cause of innovation if profit appears to be its only motivation. As education becomes increasingly "borderless" and transnational, it is imperative for governments to put regulatory mechanisms in place to ensure that the public has access to quality education and is protected from exploitation by bucket-shop providers and Web cowboys.

A clear purpose for applying new technologies: Technology by itself cannot perform miracles. What is needed is imaginative and creative applications rooted in ground realities and sound training. Apart from the need to develop human capability to use the new technologies, the lack of resources for building the necessary physical infrastructure in a sustainable manner should prompt many governments in the region to take a cautious and well-considered approach to adopting technological solutions.

Minding the shift in costs from institutions to individual learners: New approaches to delivering education on the backbone of cyber pipes are gradually shifting the cost of learning from institutions to learners. Connectivity costs, line charges, and hardware and software costs are being borne by learners few of whom have the level of disposable income to pay for these in addition to tuition and other institutional fees. If providers of education are not mindful, yet another barrier to education can emerge especially for the very communities that these innovations are meant to serve.

Leadership to manage change: Innovations in delivering education require sound management and leadership. Education leaders need to be academically respected, politically connected, astute, charismatic speakers and interlocutors, and clever strategists and tacticians. They not only must manage change, they will also be required to initiate it. As the environment for education changes, there will be mounting pressure on institutions to respond to this change. Leaders with a capacity to manage the rapid rate of change must be found and empowered.

Continuous vigilance to ensure access, equity, and equality of opportunities: At the heart of educational innovation-must be the desire to reach out and reach all. This should be the guiding vision and mission of educators who are committed to the global aspiration of development for all. Similarly, serious attempts have to be made to ensure that equality of opportunity is made possible for all and that those who complete a non-traditional program (e.g. a distance education program) should be allowed to compete effectively for jobs. For this "parity of esteem" to be achieved, a "parity of quality" must be ensured.