Open and Distance Learning in India (original) (raw)
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Asian Journal of Management, 2019
The Open Universities and Dual Mode Universities in India are catering millions of Open Distance Learners (ODL) through its chain of Regional Centres and Learner Support Centres (Study Centres) across the country. In order to improve the Gross Enrollment Ration (GER), the regulatory bodies should act as facilitator rather than the administrator or inspector. Today, Open Distance Learning (ODL) offered by the Open Universities and Dual mode Universities in India is at cross roads because of multiple control and regulation by several regulatory bodies of the Central Government. A new approach is needed by the regulatory bodies as well as the Govt. of India to remove obstacles put forth by various Regulations restricting the very access of open and distance learning to reap the demographic dividends in the country. This paper critically analyzes the aspects that affect the ODL being offered through Open and Dual mode universities. The paper also critically highlights the challenges being faced by the ODL institutions as well as the opportunities available to them. The paper also touching the latest global trends related to distance and digital learning.
Reaching the unreached through open and distance learning in India
Asian Association of Open Universities Journal, 2019
Purpose Education is the most important tool for the development of different types of faculties in human beings. It plays an important role in the overall development of the human beings, and it is generally considered as a catalyst of social change. Education always remains a territory of significance and worry for the policymakers, social researchers and the academicians. In the complex society like India, which is multi-racial, multi-lingual, multi-religious and pervaded with incalculable issues, the issues of ignorance are a major test in transit of its advancement. In this direction, open and distance learning (ODL) plays an important role in providing quality education to the learners who are unable to be a part of the formal system of education. Open and distance learning serves as a source of education for the marginalized and disadvantaged sections of the society. Open and distance learning goes for the spread of learning and securing information through distance mode incl...
Open and Distance Learning in India's North East: Status and Challenges
COMOSA Journal of Open Schooling, 2014, 5(1) , 99-114 ISSN 0976 -0407 Printed in India. © Commonwealth Open Schooling Association, 2014
The trend of distance education in the north eastern part of the country has been started in the last decade. The initial hesitation of pursuing education through distance learning mode has gradually evaporated and is highly in demand as they allow the students to nurture other interest along with their studies. According to 2011 census the percentage of literate people in Assam is 73%. The highest literacy rate in the north eastern states is Mizoram with 91.6% and lowest is Arunachal Pradesh with 67%. But the percentage of people who can afford to go to a college or university is much lower. As far as democratization of higher education in the region is concerned, a few dual mode institutions and open universities are playing a very important role (Dutta, 2010). The Open and Distance Learning (ODL) system was introduced in the northeastern region in 1986 when IGNOU was established its first study centre at Gauhati University campus. Currently its operation in the NE region is made through 9 regional centres set up at all state capitals of the north east (in Assam, IGNOU is proposing to run a separate regional centre in Jorhat) besides having its study centres in a number of colleges and educational institutions of the region (Baruah, 2010). In continuing with the aim of building a knowledge based society, an open university- Krishna Kanta Handiqui State Open University was established to provide quality higher education through open and distance learning to reach the unreached of the society. It is the fourteenth of its kind along with IGNOU and the first State Open University in the whole of NE India (Dutta, Ray, 2010).
Higher Education in a Changing World: An Appraisal of the Indian ODL System
2009
In a country of India’s magnitude and diversity, the conventional system alone cannot meet the needs and demands of higher education. To meet these demands, the open and distance learning (ODL) system was introduced as an alternative system by providing flexible educational opportunities to large segments of the Indian population. This paper outlines the changing landscape of higher education in general, giving specific reference to India. Against that backdrop, the author reviews the accomplishments of the Indian ODL system in meeting the challenges confronting higher education. Finally, some of the major issues afflicting the ODL system are critically examined. Abstrak
OPEN DISTANCE LEARNING IN HIMACHAL PRADESH
Distance education has become a major form of teaching and learning around the world. It is regarded as a truly innovative educational phenomenon, vital to the transformation of education. The distance education mode was adopted by many universities to meet the ever-growing demand of those students who lacked means to pursue higher education through the regular stream. Also, there were economic constraints. Consequently, many universities in India in various regions started correspondence courses or programs by providing notes, developing a system of evaluation of response sheets. The success of these courses led to the establishment of Indira Gandhi National Open University, which is now rated as one of the best distance courses university in the world. Indira Gandhi National Open University, Regional Centre, Shimla was one of the few Regional Centres established in the year 1989. The Himachal Pradesh University took a bold step towards proliferation of knowledge and democratisation of educational opportunities by setting up a Directorate of Correspondence Courses in 1971. This paper highlights the importance of Open distance learning in Himachal Pradesh.
Journal of the Maharaja Sayajirao University of Baroda ISSN : 0025-0422, 2024
Open and Distance learning system integrates online educational resources using technology of education and technology in education through both online and physical classroom modes. This study is an attempt to find out prospects of distance education in present time and explore challenges in distance education. Education is an effective means for bridging social category gaps and exclusion. Higher education supports to break out the disadvantage of exclusion in marginalized section of society. Higher education inculcates positive attitude towards inclusion through accepting importance of existence of every individual in society. It is crucial for sustainable development to include marginalized groups in higher education. Dissemination of awareness and updating existing system are very crucial for success of any system. 'Uttarakhand Open University' is working in these priorities for better achievements. University a key contributor in providing higher education to underserved communities in Uttarakhand and India. The significant increase in enrollment from '2776' learners in 2005 to about '85000' learners in 2023, demonstrates the widespread acceptance of Open and Distance learning system among learners of 21 st century.
Towards Open Distance Learning for Future: Practices and Challenges in Sri Lanka
2019
The greatest challenge in the 21st century for higher education is the recognition of relevance, which is the need to adapt to the immediate needs of the society by produce an employable or employability graduate. ODL has the potential to provide higher education while the personnel remain in employment to continue servicing the market. It is a form of education that combines the world of work with learning with mutual benefit. The Open University of Sri Lanka is now moving towards the 5th generation ODL technology supported by a combination of online-and blended teaching and learning techniques. Today it caters to a student population of about 40,000 learners who offer courses through the Faculties of Education, Engineering, Natural Sciences, Health Sciences, Humanities and Social Sciences and Management Studies. Together they offer about 67 study programs. The ODL as a mode of learning has the prime objective of facilitating learners who were mostly unreached education or employed...
ENCOURAGING HIGHER EDUCATION THROUGH OPEN AND DISTANCE LEARNING (ODL): Some Aspects
Turkish Online Journal of Distance Education-TOJDE , 2012
Higher Education system of a country enhances the human resources potential and gives the country the right niche in global scenario. Due to wide scattered and over whelming population and an increasing demand, it is not possible for country like India to provide higher education to all who really need through formal mode. Open and Distance Learning (ODL) is one of the best alternatives to satisfy the growing demand for education of a variety of learners. The present writing deals with the role of ODL in the promotion of higher education in India.
Pune, is one of the largest autonomous distance learning educational institution in India. In this day and age, distance learning looks beyond traditional reference books and course-end assessments. Online and Distance Learning (ODL) is the need of the hour in a young country such as India, as it makes higher education available to aspiring youth as well as adult learners, and reaches out to the unreached in the remotest corners of this vast nation. It is one of the best modes of increasing the GER in higher education at almost one fifth the cost. ODL institutions are in a sense great contributors to the national cause of making available higher education to the physically, socially, financially and locationally challenged youth of our country. Technology is a game-changer as it has brought about a paradigm shift in the teaching-learning and evaluation pedagogies and facilitated this process.
DISTANCE LEARNING IN NORTH-EAST: AN OVERVIEW
The key concern of education planners in India is to make higher education more accessible, relevant to the world of work and to ensure quality in order to transform India into a knowledge-based society. Along with the initiatives taken for curriculum reform, vocationalisation, application of information and communication technologies the major thrust in our education policy at present is to make education more inclusive. We have witnessed that with the passing of Private Universities Bill by some of the State Legislatures, setting up of about more than hundred Deemed Universities and Central Universities in all the states the number of universities in India are nearly about 500 but still to reach the target of 1500 universities, set by the Knowledge Commission of India, which is a long way. Point is not only the number of universities but facilities provided to learners in terms of faculty, physical and academic resources, relevant curriculum, etc. are matters of serious concern to the academicians. An answer to this challenge of access to quality education is found in the distance education mode. It is a fact that distance education is well positioned to strategically meet the challenges and reform the educational organization and processes. This was precisely the rationale when the State Government of Andhra Pradesh and thereafter the Central Government set up open universities in India in the early 1980s. In the backdrop of this rationale an attempt has been made to review the success of Open and Distance Learning (ODL) Institutions in the North-East region based on the data collected from these institutions and to suggest the road for further development.