National Knowledge Commission Report to the Nation 2009: Baseline

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Institutions: In India there are 14 open universities– 13 state open universities and one national OpenUniversity – Indira Gandhi National Open University(IGNOU). IGNOU now has a cumulative enrolmentof about 15 lakh, offers a total of 126 programs and hasa teaching staff of 325 and 1157. Distance educationthrough correspondence courses is provided byother regular universities as well. As on date there are119 Correspondence Course Institutes (CCIs) inconventional Universities. In 2003, open universitiesserved only eight per cent of the total higher educationenrolment, while correspondence courses constitutednearly one fifth of the total higher education enrolment.Quality: The quality and delivery mechanisms ofdistance education provided by correspondence coursesare relatively poor. Most correspondence courses areinstituted as a mode of resource generation in view ofthe unmet demand for higher education. Further, theresources thus earned are not used for the improvementof the correspondence programs. Therefore, qualityconcerns become secondary to those of numbers andincome. Due to inadequate mechanisms of qualitycontrol and regulation, students graduating from bothregular courses and correspondence courses get the samedegree, despite sharp differences in quality of pedagogicalprocess and achievement. Substantial investments inTable 16: Enrolment in open universities and correspondence courses (1996 to 2003)YearTotal enrolment inhigher educationEnrolment inopen universitiesEnrolment inopen universities(% of total)Enrolment incorrespondenceTotal enrolmentin open & distanceeducation1996-97 6842598 294947 4.31 819110 11140571997-98 7260418 316089 4.35 959228 12753171998-99 7705520 247168 3.21 868459 11156271999-00 8050607 381862 4.74 971991 13538532000-01 8399443 379286 4.52 1055317 14346032001-02 8821095 632214 7.17 1123344 17555582002-03 9516773 765489 8.04 1012779 1778268Source: Department of Secondary & Higher Education, MHRDTable 17: Enrolment and teachers in open universities in India (2003-2004)Open University Enrolment Studentson RollTeachers Budget # RevenueReceipts*Indira Gandhi National Open University, New Delhi 334315 1187100 307 21170 13950Dr. B.R. Ambedkar Open University, Hyderabad 190320 - 89 3320 2730Vardhaman Mahaveer Open University, Kota 5999 - 30 355 390.5Nalanda Open University, Patna 1805 8484 6 948 95.95Yashwantrao Chavan Maharashtra Open University, 102642 800587 39 2189 1600NashikDr. Babasaheb Ambedkar Open University, Ahmedabad 13824 68865 39 - -Madhya Pradesh Bhoj Open University, Bhopal 192230 192230 36 121.5 1129.04Netaji Subhas Open University, Kolkata 14734 225244 4 310 175Uttar Pradesh Rajarshi8025 22172 11 - -Tandon Open UniversityKarnataka State Open University, Mysore 19580 33172 63 46 1156Tamil Nadu Open University, Chennai 9361 9361 20 192.9 192.9#Budget plan + non plan * in Rs LakhSource: Distance Education Council204 National Knowledge Commission
correspondence courses must be made by universities toimprove resources, delivery and modes of pedagogicalassistance and assessment.International comparisons: Most of the developingcountries worldwide have realised the need for openuniversities. Developed countries such as France andUK have pioneered open and distance education. UnitedStates remains the undisputed leader in online education.Table 18 below lists mega open universities of the world,along with enrolments and budget.Issues in the Current Framework1. The same form and structure of degree programs:Open and distance education imparted in openuniversities system has evolved alternative deliverymodes with a lot of flexibility. However, it has retainedthe same form and structure, eventually culminating in adegree or diploma certification. Though this is followedto retain recognition from employers and acceptancefrom society, it has not made the system responsive tothe dynamic developmental needs of the people.2. Limited linkages with the workplace: The emphasison people’s education with a focus on work relatedskills and productivity as expected in the Report ofEducation Commission (1964-66) on Educationand Development is yet to be achieved and built intothe open and distance education system. Linkingeducation with productivity demands linking learningwith workplace based training and education for valueaddition.3. Limited coverage and access: Although the existingsize and the share of the open and distance educationsystem in higher education is significant, it is still toosmall to support life-long learning for the citizens of thecountry.4. Lack of access to media: Study texts form themain study materials for a large majority of students.Pedagogical use of various electronic media is yet verylimited.5. Lack of coordination: There is an overlap of targetgroups to be covered by the open schooling and open anddistance higher education. The latter is for mature adultsand many open universities have reduced the age criteriafrom 21 years to 18 years to enable open admissionfor preparatory courses essential for admission to opendegree programs, for those who have not class twelvegraduates. Since open schools also cater to mature adults,it is essential to have coordination amongst the schooland higher education programs to cater to diverse needsof mature adults.Table 18: Open and distance education in other countries - mega universitiesCountry Institution Enrolment ~Budget in Million US$ Unit Cost*Pakistan AIOU 456,126Turkey Anadolu 1,187,100 32.4 budget for 2000 10China CCRTVU 2,300,000 40France CNED 184,614 56.0 1995 figure 50India IGNOU 1,187,100 47.0 budget for 2004 35Korea KNOU 196,402 > 79.0 1995 figure 5UK OU 203,744 > 300.0 1995 figure 50Thailand STOU 181,372 > 46.0 1995 figure 30Indonesia UT 222,068 > 21.0 1995 figure 15* Unit cost per student as a percentage of the average for other universities in the countryReport to the Nation205
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National Knowledge Commission Report to the Nation 2009: Baseline

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