1.

The Centre is a partnership between the Myer Foundation and The University of Melbourne, promoting public understanding of the countries of Asia and creating links with Asian counterparts. The site features extensive information about the three major programs of the Centre: Corporate and Public Programs, Asia Education Foundation, and Arts.

2.

AEI - The Australian Government International Education Network, is part of the Australian Department of Education, Employment and Workplace Relations (DEEWR). AEI integrates the development of international government relations with support for the commercial activities of Australia's education community. To do this, AEI liaises with all sectors of the education and training industry and all levels of government. This site includes information about government activities, market information, events, offshore support, publications and research and qualifications recognition.

3.

The principles were developed at a meeting in August 2007 in Banff, Alberta - involving educators from the United States, Canada, Europe, China and Australia. Graduate education, involving both masters and doctoral programs, is the key to creating a knowledge-based economy. While graduate education is in transition globally, the Banff Summit is an important step towards establishing inclusive, international collaborative action to support and strengthen graduate education through the sharing of best practices.

4.

The Bhutan Multigrade Attachment Program provides teacher training, both on campus and in regional New South Wales schools, for Bhutanese teachers in six week blocks. The Program is sponsored by UNICEF, the World Bank and the School of Education, University of New England. The site provides information about the project, and about Bhutan: its King, Animal Life, Bird Life, Currency, Weather, Thimpu, capital of Bhutan, Economy, Education, Environment, Festival Calendar, Food, For Teachers, Games, Geography, Government, Healing, History, People and Recipes.

5.

EduRoam is an international, location independent wireless network, allowing mobility between participants wireless infrastructure with seamless user authentication and enforcement of local security policy. Through EduRoam Australia staff and students from participating Australian members of AARNet and GrangeNet can gain network access at both their home institution or another participating institution in Australia or Europe without any administrative burden or added complexities. Other participating countries include: the Netherlands, UK, Greece, Czech Republic, Spain, Portugal, Croatia, Slovenia, Denmark, Poland, Latvia, Finland and Norway.

6.

The e-Framework is an initiative by the UK's Joint Information Systems Committee (JISC) and Australia's Department of Education, Science and Training (DEST), the initial e-Framework Partners. It has major implications for educational institutions as they seek to harness the potential of ICT to realise their strategic goals. This guide explains the background, aims and benefits of the e-Framework and will be of interest to institutional decision makers. JISC, 5 September 2006

7.

This study, published by the Higher Education Division of the Department of Education, Science and Training, is a follow up to the report 'Creative Associations in Special Places': Enhancing the Partnership Role of Universities in Building Competitive Regional Economies. The extensive data includes regional profile analysis, student flow data collection, case study information and campus operational data.

8.

HASTAC ('Haystack') is a virtual network, a network of networks. The primary members are universities, supercomputing centers, grid and teragrid associations, humanities institutes, museums, libraries, and other civic institutions. The site offers information about resources, projects, events and participation.

9.

Paper prepared by Michael Gibbons, World Bank Education for the 1998 UNESCO World Conference on Higher Education. This paper presents a view of the relevance of the higher education in the 21st century that begins from the changes that are taking place in the production of knowledge. The major change is the emergence of a distributed knowledge production system.

10.

This paper examines the impact of the World Trade Organization?s (WTO) General Agreement on Trade in Services (GATS) on transnational higher education in four countries: New Zealand, Australia, Singapore and Malaysia. The GATS is a multilateral agreement through which WTO members commit to voluntary liberalisation of trade in services, including education. Transnational (or offshore) education refers to education that is delivered by an institution based in one country to students located in a different country. Two of the countries considered, New Zealand and Australia, have made commitments under GATS to allow relatively unrestricted cross-border provision of education in their countries, while the other two countries, Singapore and Malaysia, have made no such commitment. There is currently considerable activity in renegotiating countries? commitments to GATS as part of the Doha round of WTO negotiations, and simultaneously bilateral free trade agreements are being proposed between countries in the region. In this context, this paper examines the practical impact that GATS has had on these two countries that have made commitments regarding education, and the likely impact that similar commitments by Malaysia and Singapore would have on the tertiary education systems in those major importing countries.