ROLE OF OPEN UNIVERSITY IN EDUCATION

 ROLE OF OPEN UNIVERSITY IN EDUCATION

 

What is an Open University mean?

Open Universities operate on the principle of open-door academic policy, where admission is granted based on minimum educational qualifications without the necessity of prior experience or references. This approach eliminates barriers to education, making it accessible to individuals from all socio-economic backgrounds.

With a focus on no-classroom teaching methods, Open Universities ensure affordability, catering to the needs of rich, poor, working professionals, and non-working individuals alike. Moreover, they extend educational opportunities to remote areas and those unable to attend daily classes due to medical reasons.

One of the most notable aspects of Open Universities is the absence of age restrictions, allowing individuals of any age to pursue higher education. Recognised by the University Grants Commission (UGC), degrees and certificates awarded by Open Universities hold validity in all respects.

Additionally, these institutions offer flexibility in program duration, enabling students to complete a three-year course within six years. Notably, Indira Gandhi National Open University stands as the world's largest university in terms of enrollment, accommodating approximately 3.5 million students globally.

The University Education Commission had taken note of the practice of allowing certain categories of students to appear at public examinations withoutattend ing lectures at recognised institutions. These categories were generally school teachers, others connected with education and sometimes women. It

was urged before the Commission that this practice be extended, as many young men and women at work could, through home-based study, appear at University examinations and acquire higher qualifications. The Commission observed that the rate of failure among private candidates was much higher, and if their number were to increase substantially, it would have some impact on the standards of university examinations. The via media that the Commission suggested was establishment of more evening colleges. 

These institutes cater to a diverse range of educational needs, offering skill-based courses in areas such as computer software and languages and major degree programs like distance learning MBA. Below is a compilation of the top 15 Open Universities in India:

1. Indira Gandhi National Open University - Delhi.

2. Dr B R Ambedkar Open University - Hyderabad.

3. Tamil Nadu Open University - Chennai.

4. Sikkim Manipal University Directorate of Distance Education - Sikkim.

5. Symbiosis Centre for Distance Learning - Pune

6. Delhi University School of Open Learning - Delhi

7. National Institute of Open Learning - Noida

8. Jawaharlal Nehru Technological University Hyderabad - Hyderabad

9. University of Mumbai Institute of Distance & Open Learning - Mumbai

10. Netaji Subhas Open University - Kolkata

11. Karnataka State Open University - Mysore

12. Uttarakhand Open University -Nainital

13. Vardhaman Mahaveer Open University - Kota

14. Madhya Pradesh Bhoj Open University - Bhopal

15. Pt. Sunderlal Sharma Open University -Chattisgarh

As the institutions of higher education have entered into open education (distance education, virtual education) represented by the locomotives of scientific and economic development, with its stay professors and technical technicians with expertise that contribute to the construction of universities, including the Northern Technical University. It is useful to establish research centers, information systems and to build departments and administrative units that contribute to serving university students to raise our university to open university education. The researcher found that the construction of administrative departments and units with the availability of scientific staff capable of advancing both present education and intellectual resources, with existence of a right competitive environment which allowed existence of new expert stuff and to establish successful attempts experiments through the interchange of information and experiences through the Internet.

Service companies in Palestine face a challenging technological landscape and intense global competition, which can be addressed through digital transformation. Guided by dynamic capability theory, this study explores how employees’ abilities to manage knowledge influence intellectual capital, enabling innovation and enhancing competitiveness. The primary objective is to examine the mediating role of knowledge management processes in the relationship between digital transformation and intellectual capital in Palestinian service firms. Using a survey methodology, 300 companies were randomly selected, with 195 valid responses analysed using SPSS and AMOS. The results reveal significant positive relationships among digital transformation, knowledge management processes, and intellectual capital. Additionally, knowledge management processes significantly mediate the relationship between digital transformation and intellectual capital components - human, structural, and relational capital. The study contributes to the literature on strategic human resource and knowledge management by presenting a model that links digital transformation, knowledge processes, and intellectual capital. As intellectual capital is central to innovation, the model offers practical insights for enhancing innovative performance in the service sector through effective digital transformation strategies and knowledge management practices.

TRANSFORMATION OF OPEN AND DISTANCE LEARNING 

The key factors in this transformation could be visualised as:

• Progression from conventional student support to ICT-based student support;

• Remodeling printed Self Learning Materials (SLMs) to Digital/SLMs;

• Face-to-Face Counseling to Four-Quadrant-based Support (e-tutorial, e-content,

web resources and self-assessment);

• Three-tier Conventional ODL system to two-tier ICT-based Learner Support

System;

• Training and capacity building for ODL system to online programmes/courses;

• Pen-paper system to Online Assignments and Examination Reforms;

• Shifting from Copyright Materials to Open Education Resources (OERs);

• Skill development through Physical Laboratories to Virtual Skill and Science

Laboratories;

• Succession from ODL Regulations to Online/MOOC Regulations; and

• Periodical revision of programmes to continuous revision.

Transition from Conventional Libraries to Digital Libraries-

In the conventional ODL system, the access to learning resource through libraries is principally at two places i.e. Central Library at the institution itself and library at the regional centres. However, the ODL institutions also need to make a concerted effort to provide access to libraries at the learner support centres Limited access to latest editions of books and journals and shrinking budgetary provisions are two main reasons for the detachment of ODL learners with the libraries. With progressive integration of technology, learning resources are now available through digital libraries or digital laboratories in the form of text, images, social media files, audio and video files including e-books, online journals, etc. The biggest advantage of digital libraries is that the digital content of learning resources can be housed centrally, say, at the ODL institutions itself, and the remote access could be given to all the LSCs for them to be interoperable, sustainable and cost effective! From the ODL point of view, these digital libraries don’t require physical space and they are accessible 24x7, and their availability with multiple accesses and quick information retrieval make them ideal components for ICT-based student support. 

REQUIREMENT OF SPECIFIC REGULATIONS FOR ONLINE ODL-

The UGC Open and Distance Learning Regulations 2017 and the UGC Online (courses or Programmes) Regulations 2018 with their amendments are already in the public domain for operationalisation. For realizing the Online ODL institutions in near future, wiith the objective of increased access through online supported learning and professional and practical/experiments based curriculum/ programmes, there is a need to have separate regulations or the existing regulations need amendments to address the following: 

• AV supported TV and Radio counseling replacing face to face counseling;

• Programmes/ courses with lab/ experiments / hands on training through virtual

labs;

• Skill development courses through virtual labs;

• Transition from printed SLMs to Digital SLMs integrated with OERs;

• Computer marked assignments;

• Submission and evaluation of online assignments with plagiarism checks;

• Learning Management System for ODL student support; and

• Online Programmes / courses other than those offered in ODL mode.

The Indira Gandhi National Open University (IGNOU) was established in 1985 with the aim of providing high-quality education to individuals who were unable to attend regular university classes. With its foundation rooted in the philosophy of inclusive education, IGNOU has played a pivotal role in shaping the landscape of distance learning in India.

Today, IGNOU is one of the largest universities in the world in terms of enrollment, with millions of students spread across India and even abroad. The university offers a variety of undergraduate, postgraduate, diploma, and certificate courses in multiple disciplines, including arts, science, management, technology, and law.

Challenges and Opportunities in Open Education 

1. Digital Infrastructure 

One of the biggest challenges facing open universities in India is the lack of adequate digital infrastructure. While urban areas may have access to high-speed internet and modern devices, rural areas often face issues with connectivity and technological accessibility. This digital divide can make it difficult for students in remote regions to access online courses, study materials, or participate in online examinations.

2. Student Engagement and Support 

To address this, open universities have been increasingly using digital tools such as online discussion forums, video lectures, and virtual classrooms. These tools help foster a sense of community among students and facilitate communication between learners and instructors. However, it’s important to note that student engagement requires more than just technological solutions – personalized support services, mentorship, and regular feedback play a crucial role in ensuring student success in distance education.

3. Policy Support and Regulation 

While the DEC has been instrumental in setting standards and providing funding, there is still a need for more robust policy support to ensure the continued growth of open universities and distance learning. Government policies should focus on not only the expansion of infrastructure but also on creating a framework that allows for the integration of open education with traditional higher education systems.

Governance leadership and management :-

The University’s governance is strictly as per the provisions contained in its Act, Statutes and Ordinances. Further, the directions of the UGC, UGC-DEB, other Regulatory Authorities and the State Govt. are also followed in its governance. It is fairly transparent and it ensures the representation of various stake-holders in the governing bodies. The University's Vision, Mission, and Thrust Areas were developed using a systematic approach and have been officially accepted by the University's Executive Committee. The University's objectives are specified in Schedule-2 of the Uttaranchal Open University Act ,2005, and they are strictly followed. The University has consistently adhered to its geographical authority and complied with the established norms, rules, and regulations to prevent any confusion or legal disputes. e-Governance is increasingly applied in all the functional areas like planning and development, administration, finance and accounts, learners’ admission, dispatch of SLM, learner-support, grievance redressal, and examination. Professional development of teachers, academic consultants and employees is a priority area for the University, as most of the eligible teachers have completed their orientations and refresher programs.

Several faculty members have participated in Faculty Development Programs (FDPs), summer or winter schools, and other training programs. Specific training courses were arranged for the personnel and more employees were assigned to participate in professional training programs on GEM, e-tendering, and e-Granthalaya. 

OPEN UNIVERSITY SYSTEM: THE CONCEPT OF MASS HIGHER EDUCATION

As you know, it was in 1969 that the move for establishing an open university in the United Kingdom yielded results (the actual functioning of the university began in January 1971). It was appropriate that India, which was constantly endeavouring to meet the increasing pressure for places in higher education, should also consider a similar initiative. The establishment of the U.K. Open , University, naturally led to a consideration of the feasibility of starting an open university in India. To this end, the Ministry of Education, in collaboration with the Ministry of Information and roadc cast in^ and the University Grants Commission, organized a seminar on the open university system in December 1970, to which experts from the U.K. Open university were invited.

 Seminar on open university, 1970

The seminar was of the view that the time was ripe for India to venture into an experiment with the open university system. But, as Prof. V.K.R.V. Rao, the then Minister of Education, pointed out in his inaugural address, if the concept of the open university was to have any relevance to the developing nations, it should cover not only the comparatively limited number of university students, but the much larger number of students who drop out from schools at various stages, the neoliterate, and eventually all adults who desire to avail themselves of programmes of continuing education. And the seminar later on recommended that the open university should be directed to meet the needs of highly motivated adults jacking the necessary formal qualifications and1 or the means for joining a university on a full time basis. But at the same time, the open university was to be designed as a quality institution, of which an outstanding feature was to be its openness to new ideas and schemes of operation. It was also to have the choice of the best in curricula from all the existing universities in the country and abroad. The method employed in the open university was to be an approach including multi-media integration, using postal communications, the radio and television programmes, and individual or group guidance.

CONCLUSION1:-

Unequal access to opportunities for growing humans can lead to disparities in society . Thus, it is essential to promote accelerated development of higher education among the underprivileged population to ensure equity and inclusion in higher education in India . Uttarakhand Open University is providing opportunities for a high-quality education that offers equal access to all learners, irrespective of their social and economic status. Higher education plays a critical role in the sustainable development of society.The Open and Distance education system can help to accelerate the growth of higher education among disadvantaged populations. In the evolving higher education landscape the Open and Distance education system is becoming is the preferred choice for individuals seeking higher education who have missed out on possibilities owing to limited finances or the unavailability of traditional higher education methods.and aware towards recent system of teaching and learning 

CONCLUSION2:-

In this era of Information and Communication Technology, it is in the fitness of the purpose for the ODL institutions to integrate technology into all its domains and make sincere efforts towards providing technology enabled learning environments. ODL system will have to be transformed to a learner-centric approach, coupled with technology-enabled online education system. Transition towards online learning can overcome some of the biggest challenges faced by higher education vis a vis ODL system. Apart from this, technology enabled ODL will help in combating other challenges of traditional ODL system i.e. huge expenditure in printing and distribution of SLMs; conducting examinations; and delay in delivery of SLMs to the students. Since the receipt of SLMs is first point of commencement of learning process in the ODL system, delays or incomplete receipt of SLMs can hamper the objective of effective and efficient learner support system. The digital SLMs can overcome these challenges of printed SLMs and physical examinations as well. The second biggest advantage of online technologies is developing a culture of collaborative framework of ODL institutions for design, development and sharing of    resources for digital technologies and thus making it cost effective too. The only challenge that one can foresee is its adaptability in the heterogeneous group of learners and accessibility related issues due to connectivity problems. However, these issues could be addressed with the help of different strategies.