John Sagar Daniel (United Kingdom)
Mandate: April 2001 – May 2004
John Sagar Daniel was appointed Assistant Director-General for Education in 2001.
Born in 1942, Mr Daniel obtained an undergraduate degree in Metallurgy in 1965 from Oxford University. From 1965 to 1969, he studied at the University of Paris ("Faculté d’Orsay/Ecole des Mines") where he obtained a Doctorat d’Etat ès Sciences Physiques). He also holds several academic awards which he obtained as a part-time student or through distance learning, including a Master of Arts in Educational Technology from Concordia University, Montreal, Canada.
Mr Daniel spent his entire career in higher education, starting as a lecturer at the Institut National des Sciences et Techniques Nucléaires, Saclay (France) in 1966. He has occupied many distinguished positions, from President of Laurentian University, Ontario, Canada (1984-1990), to President of the United States Open University since 1998, or Vice-Chancellor of the United Kingdom Open University, which is now the United Kingdom’s largest educational and training organization with over 250,000 students throughout the world, and the world’s leading practitioner of e-learning with 110,000 students and 105,000 teachers using online technology for their studies.
John Daniel is the author of books and numerous articles in his fields of specialization including his key publication Mega-universities and Knowledge Media: Technology Strategies for Higher Education. He has also contributed to the boards of various national and international bodies such as the International Council for Distance Education, the Carnegie Foundation for the Advancement of Teaching (USA), and the European Centre for Higher Education (UNESCO-CEPES), which he chaired from 1990 to 1992. He is a recipient of some 15 Honorary Doctorate Degrees from various universities in ten countries. In 1994 he was knighted by H. M. Queen Elizabeth II for services to higher education.
- “Learning to live together: a priority challenge at the dawn of the twenty-first century”, in Prospects: quarterly review of comparative education (2001)