Equivalency Programmes Through 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.

Towards a SDG Compliant Framework for the Open Learning Modules

The implement-ability of the Sustainable Development Goals (SDGs) depend on effective Project Planning, Development & Management (PPD&M). This applied research bases on the extensive possibilities for open learning modules via distance education. The two-fold research gap addressed are content and delivery. Participants need a SDG-embedded Project Planning, Development and Management offering. This curriculum redesign initiative is in line with the book's aim to disseminate, sustain and continuously improve content and practice incorporating new tools, insights, methods, necessary for proper implementation of the SDGs. The re-designed content emphasizes the ability to inter-relate through appropriate tool-sets on challenges, priorities, themes, sectors in the project development management domain. Complex developmental concerns are best served when the participant deploys the right combination of tools. Need for re-look at the evaluation system is highlighted with an interesting proposal to engage PPD&M alumni for continuous improvement on SDG-led growth.

KHETI

The advancements in Information and Communication Technologies (ICTs) and their applications in development arenas have tremendously boosted prospects of human development. In education and agriculture domains ICTs have been applied and paid dividends. In this paper, an innovative and participatory designed ICT solution – ‘Knowledge Help Extension Technology Initiative (KHETI)' that is meant to ensure flow of agriculture information in real time to poor farmers at remote locations has been discussed. KHETI has leveraged upon the power of ICTs, particularly the multi-media mobiles phones to boost the extension services. It has features to construct, record, play and sending Short Dialogue Strips. The system and its functionalities are speeding-up communications through images and voices amongst various stakeholders and Agriculture Specialist with help of mobiles to get back responses on their queries, problems and other areas of interest. The paper has dealt in detail about KHETI and its possible extension in open and distance learning services for facilitating access to education facilities.

Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning

The aim of this chapter is to provide readers with a fresh perspective on the challenges facing Technology Education (TE) in developing countries today, as well as the established skills and intervention strategies necessary to overcome these challenges hence sustaining the teaching of TE. In this chapter TE has find its way into school environment successfully and effectively through engaging TE teachers with action research approach. The study was designed from educational living paradigm and is underpinned by critical theory and Mapotse cascading theory. The chapter intends to share a model developed during interaction with the Technology teachers: the developed Mapotse PEAR model to empower technology teachers from the challenges they faced in their Technology Education pedagogy and didactics. If this model can be well implemented and followed, then the Technology teachers will be emancipated to teach Technology Education even without a prior formal training. The theory behind the Action Learning will be the Mapotse cascading theory of ‘each one teaches one'.

Enhancing the Reach of Health Care Through Telemedicine

Healthcare sector is now using telemedicine solutions to increase the reach of its services to population. Target areas are highly sparsely distributed devoid of basic amenities which makes the job of Governments difficult. Further people don't have enough disposable income to travel long distances and take preventive health care from urban areas. Problems are uniformly the same across the developing countries. The mindboggling developments in Information and Communication Technologies (ICT) particularly the web based technologies have opened up exciting new possibilities for health care across the world. These developments have evoked significant policy response in developing countries where the quality of health care is poor, resources are scarce and demands have to be immediately met. Telemedicine is gradually coming up as a viable policy option for the Governments in developing countries. This chapter gives an account of the telemedicine initiatives taken in India, describes emerging regional cooperation and its contribution for Sustainable Development Goals.

New Perspectives to Bridge the Gaps in School Education Through Satellite Connectivity

Lack of civic amenities discourages well qualified teachers to be posted in rural interiors which has perpetuated the dismal conditions of school education in such countries. Keeping in view of Post-2015 Developmental Agenda of United Nations, the issues need immediate redressal. Indian situation is all the more challenging primarily due to its diverse ethnic, linguistic, cultural and geographical variations. Technological advancements have opened exciting new possibilities to link such resource starved regions to urban based centers of excellences. It has created unprecedented opportunities for delivering content, train teachers and utilize the rich tacit knowledge of the rural teachers. This chapter reviews the relevance of satellite technologies within the context of developing countries, identifies the issues for sustenance of such interventions and evolves new perspectives for pursuits of Sustainable Development Goals (SDGs). The discussions are based on the experiences gained by the authors in the process of planning and monitoring of a major satellite supported project in India.

Scalable Capacity-Building for Geographically Dispersed Learners

Energy-related training is much needed for SIDS to achieve sustainable development goals and reduce energy poverty. Online learning enables innovative formats of practice-centered trainings that address local needs and help overcome geographic constraints by efficiently reaching learners on remote islands. To justify high course production costs, content must be re-usable and the instructional design must match participants' motivation, skills, capacity, and constraints. An interdisciplinary university research cooperation used SIDS survey data to develop a learner-driven, collaborative online course for energy practitioners. Problem-based learning and peer-review mechanisms were used to localize knowledge and to practice real-world skills; sustainable institutional structures assure future iterations. The pilot reached a heterogeneous audience of 1,000 learners, geographically dispersed across the main SIDS regions. Principles of learning design outlined by the authors may also be valuable for capacity-building with geographically dispersed, heterogeneous learners beyond SIDS.

Cloud Computing

The chapter aimed at describing cloud computing technology and its components and how developing countries find opportunities of future growth through the adoption of cloud computing in the areas of e-governance, e-business/commerce, e-health or e-education. Chapter details the benefits of cloud computing due to its nature of reduced cost, pay-as-you-go, elastic, scalable, higher availability and managed offerings. The chapter also outline challenges in Cloud Computing infrastructure implementation in the developing countries, even though there is a huge demand for cloud based solutions. The chapters has references to multiple case studies, trends and articles to showcase how developing countries are moving fast in the adoption of cloud computing.

OER and Management Education in India

This chapter discusses the strategic perspective of OER in Management Education specifically in India. The study is exploratory and descriptive in nature and is based more on the secondary data. The primary data is in the form of informal feedback from the faculty and academic associates of Business Management in the State Open Universities having Management Departments/Schools in India. The primary data has been gathered using awareness, use, innovation methods and content delivery as the basic parameters for the purpose of study. The data was collected using informal questionnaire. The findings of the study show that there is limited awareness regarding the concept and theory of OER and therefore the use of the resource are not as expected. The study is limited to the Distance Learning Universities and the conventional Universities offering distance education have been omitted.

An Appraisal of ODL Interventions in Terrorism Affected Kashmir Valley

The Open and Distance Learning system has been able to make a positive impact in the conflict-ridden communities of Kashmir valley in India. This part of the India has long been under the influence of armed militancy which drastically affected the access to higher education. The Open and Distance Learning systems started operating in this area with a modest beginning made by Directorate of Correspondence Courses but had a limited impact. IGNOU which is the largest provider of ODL Programmes in India started developing its network in Kashmir valley in 1999 with its unique approach based on collaboration and sharing of resources. The target groups dominantly composed of unemployed youth, school drop outs, working population, rural folks, women etc has traditionally been deprived of Higher education. This chapter describes the approach of IGNOU and its impact in such conflict-ridden societies which is worth replicating in similar socioeconomic setups across the developing world.