Equivalency Programmes Through Open and Distance Learning

2009

Shah, S. Y. (2004). “Exploring the Potential of Open Distance Learning for the Training of Grassroots Level Workers", in Madhu Singh & Veronica McKay. Ed.Enhancing Adult Basic Literacy, Hamburg: UNESCO Institute for Education, 2004

This study examines some of the main approaches to the training of grassroots functionaries in India in order to tackle the backlog of 300 million adults in need of basic literacy. Besides this study explores the use of open and distance learning in the implementation of adult literacy programmes and argues that this method of delivery far exceeds the achievements of programmes using other approaches to training.

KKHSOU, 2015

The increasing pace of change, combined with the exponential increase in knowledge-work and the growing numbers of persons worldwide in the workplace, all challenge the capabilities of training and education resources to effectively and efficiently develop the human capital needed by organizations to sustain and compete. Traditional, face-to-face training has often proved inadequate in meeting the challenges of the labour market. So, it has become imperative to find out some other ways and means to impart the requisite skill and training to the youth. Open and Distance Learning (ODL) has been recognized as one of the important systems of imparting vocational and skill based learning to the people, especially the marginalized sections of the society. However, initially such training facilities were limited to only to the conventional system of education where the learners gained first-hand experience. In this paper, we have tried to focus on the instructional delivery system of Krishna Kanta Handiqui State Open University, the first and the only state Open University in the entire north eastern region of India. Though the university is of recent origin, yet it has been able to reach the unreached through its need based curriculum and dedicated workforce. The University offers vocational training programmes in a number of trades mainly through the polytechnics and Industrial Training Institutes. This paper basically intends to find out how vocational and other skill based programmes are provided to the innumerable learners under distance education and also to study the problems that are encountered while delivering such programmes to the learners.

2018

Open Learning and Distance Learning are being used almost interchangeably in present day world. 'Open Learning' and 'Distance Education' are often combined to be known as open and Distance Learning (ODL), Today we call it as ODL System. Open learning is a philosophical concept and Distance Education is the mode used for making the dream come true, as the two are complementary to each other. This paper explores weather the slogan of reaching the unreached has really taken place in disadvantaged, rural belts of Jammu and Kashmir state Indian republic. This paper showcase the work of disseminating knowledge by the educational institutions like IGNOU, MANUU, Jammu University and Kashmir University under ODL system in the trouble torn Jammu and Kashmir and the best practices perpetuated. OPEN AND distance learning has not only provided access to information to the needy areas but has enriched the life of millions of rural poor inhabiting the developing countries of Asia.

According to an estimate 32.86 million children are out of school in eight South Asian countries. Among all the South Asian Countries India has highest number of out of school children at 17.8 million. Dropout rate is also high. In order to ensure universal elementary education in these countries, a huge number of trained teachers will be required. The present paper describes need for Open and Distance Learning (ODL) in preparation of huge number of trained quality teachers to meet the growing requirements to achieve universal elementary education in South Asian Countries especially India. At first issues related to teacher education have been discussed. Then the author has tried to explore problems and prospects of ODL. And finally possibilities of imparting teacher education through ODL have been examined. The paper will be helpful for policy-makers, practitioners and researchers who use ODL in teacher education to develop large numbers of capable and proficient teachers.

International Journal of Educational Management, 1998

Journal of Global Research in Computer Sciences, 2012

The concept of open learning and distance education system focuses on open access to education and training to make the learners free from the constraints of time and place, and offering flexible learning opportunities to individuals and groups of learners. Open and distance learning (ODL)is one of the most rapidly growing fields of education now a days and it has substantial impact on all education delivery systems[1,2,3]. The new ODL system growing fast because of the development of Internet-based information technologies, and in particular the World Wide Web. The concept of ODL education came from idea where the learners and the teachers can not be in a class room and they should be separated by some geographical distance or may be they can not come close to each other to make the entire education system flexible. The distance education is not a new concept. In the late 1800s, at the University of Chicago, the first launched major correspondence program in the US in which the tea...

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).

In India, Open and Distance Learning for secondary and higher secondary level is mainly provided by the National Institute of Open Schooling (NIOS). Secondary education in India pertains to class 9 and 10 catering to the age group of 15 to 16. Similarly, higher secondary education refers to class 11 and 12 catering to the age group of 17 to 18. Based on research supported by the Commonwealth of Learning (COL) this paper discusses the results from a telephone survey of close to 1000 learners who were enrolled with NIOS and completed secondary and higher secondary education during 2008-2012 in selected states. It emerged that nearly 81 per cent of respondents were gainfully employed and NIOS helped them look for better jobs, widen their job search, and gain more stable (permanent) and secure (government) jobs. NIOS has successfully enabled a good proportion of learners to continue with their higher education. Flexibility offered by open schooling is the main motivation to join NIOS; individuals facing various constraints in accessing regular secondary education have opted for this option. It appears that two different kinds of learners join NIOS at these two levels; the secondary level seems to have a bigger representation from lower socioeconomic strata. The role of open schooling in reducing the gender gap at secondary level of schooling remains mixed.