Assuring quality evaluation practices in open and distance learning system: The case of National Open University of Nigeria

2012 ◽  
Vol 9 (2) ◽  
pp. 230-248
Author(s):  
D. Ofoha
Keyword(s):  
Distance Learning ◽  
Quality Evaluation ◽  
Learning System ◽  
Open University ◽  
Evaluation Practices ◽  
Distance Learning System ◽  
Open And Distance Learning ◽  
National Open University

Equivalency Programmes Through Open and Distance Learning

2018 ◽  
pp. 289-300
Author(s):  
Anita Priyadarshini
Keyword(s):  
Distance Learning ◽  
Adult Literacy ◽  
Basic Education ◽  
Education Programme ◽  
Educational Programme ◽  
Learning System ◽  
Successful Implementation ◽  
Course Materials ◽  
Distance Learning System ◽  
Open And Distance Learning

This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.

Equivalency Programmes Through Open and Distance Learning

2021 ◽  
pp. 706-717
Author(s):  
Anita Priyadarshini
Keyword(s):  
Distance Learning ◽  
Adult Literacy ◽  
Basic Education ◽  
Education Programme ◽  
Educational Programme ◽  
Learning System ◽  
Successful Implementation ◽  
Course Materials ◽  
Distance Learning System ◽  
Open And Distance Learning

This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.

scholarly journals Digital and Web Content Accessibility for Persons with Disabilities: A case study of Indian open universities

2021 ◽  
Author(s):  
Akhilesh Kumar
Keyword(s):  
Distance Learning ◽  
Learning System ◽  
Web Content ◽  
Persons With Disabilities ◽  
Wcag 2.0 ◽  
Distance Learning System ◽  
Information And Communication ◽  
Ict Tools ◽  
Open And Distance Learning ◽  
Content Accessibility

Abstract The radical development of internet and other Information and Communication Technologies have changed the scenario of education system in general and open and distance learning in particular which was further accelerated by the recent COVID-19 pandemic. Information and Communication Technology (ICT) tools now a days are pivotal to any Open and Distance Learning (ODL) system. With the growth of ICT based education the issue of accessibility of digital information has also gained the attention of intelligentsia. With the interference of ICT tools, discussions have been taking place about the digital accessibility of web-based information available over websites. Websites of Open Universities are central source of educational and administrative information and learning for a learner enrolled in open and distance learning system. Further the basic promise of an open and distance learning system is providing education for marginalized group too and thus it must be as per the needs of persons with disabilities which has been recommended by United Nations Convention on Rights of Persons with Disabilities (UNCRPD). An enquiry has been made in present research to study primary accessibility features Screen Reader Access, High Contrast Text, Word Spacing, Text Resize feature and the feature of language change available over websites of Indian Open Universities. It was observed that about 45% of Indian Open University websites lacks any such accessibility features. Remaining 55% open universities of India, mostly were found providing two to four out of these five accessibility mechanisms required for persons with disabilities on any website. As Government of India has developed Guidelines for Indian Government Websites (GIGW) which has advised government institutions to confirm their websites in compliance with Web Content Accessibility Guidelines (WCAG 2.0) guidelines of World Wide Web Consortium (W3C) at ‘AA’ level. The preliminary study revealed that Indian Open Universities has long way to go to make their websites GIGW & WCAG 2.0 complaint in order to ensure digital accessibility in higher education through open and distance learning for persons with disabilities to ensure inclusion in higher education in India.

Applications of E-Tutoring at Indira Gandhi National Open University

2010 ◽  
pp. 185-200
Author(s):  
Ramesh C. Sharma ◽  
Sanjaya Mishra
Keyword(s):  
Human Capital ◽  
Distance Learning ◽  
Social Responsibility ◽  
Education System ◽  
Educational Systems ◽  
Open University ◽  
Open And Distance Learning ◽  
The University ◽  
Tribal Areas ◽  
National Open University

The education system in India has witnessed various transformations: from ancient system of Gurukul (where the teacher and the taught used to attain educational objectives living in proximity) to online or virtual education where the teacher or students interact through Internet technologies only. There have been a lot of improvements in telecommunications and educational facilities. The country as a whole has noticed developments in many areas of social, economical, scientific and infrastructure sectors. Therefore educational systems need to be integrated with such sectors so that the investment in building human capital results in overall national growth. The open and distance learning (ODL) system is one such tool which can help in addressing local, regional and national needs. Indira Gandhi National Open University (IGNOU) with more than two million learners in 2009 and a country-wide reach with over 60 regional centres and over 2000 learner support centres catering to remote and tribal areas has been a leader towards the democratization of education with social responsibility. IGNOU offers a large number of vocational and employment-oriented courses in the area of health, agriculture, retail, tourism, hospitality, and so on. The university has the challenges of managing the convergence (of formal and ODL stream) and to serve large number of students spread across the breadth and length of the country. Three vital areas of education (i.e., inclusion, expansion and excellence) need to be addressed as priorities. Thus to address these, new mechanisms of e-tutoring have been introduced by IGNOU. This chapter discusses the applications of e-tutoring and its implications in the context of Indian National Open University.

How Did They Study at a Distance? Experiences of IGNOU Graduates

2011 ◽  
pp. 217-229
Author(s):  
Manjulika Srivastava ◽  
Venugopal Reddy
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Empirical Research ◽  
Research Study ◽  
Study Habits ◽  
Distance Learners ◽  
Open University ◽  
Open And Distance Learning ◽  
Diverse Groups ◽  
National Open University

The question why some learners successfully study through distance mode and others do not is increasingly becoming important as open and distance learning (ODL) has come to occupy a prominent place in providing higher education to large segments of the population in India. With barely 1112 students studying through distance mode in 1962, the number has crossed 2.8 million in 2006. This article presents the findings of an empirical research study conducted to investigate the study habits of successful distance learners of the India Gandhi National Open University (IGNOU). Every year, nearly 70,000-80,000 pass out of IGNOU. What strategies were adopted by these diverse groups, what media they utilized, and what modes of support they prefered are some of the major issues addressed in this study.

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