Role of
Distance Education to Impart the Higher Education in Assam
A case
study of IDOL (Gauhati University) in Sonitpur District
Dr. Manoj Kumar Hazarika, Assistant
Professor, Department of Commerce,
Ms. Daisy Rani Kalita, Assistant
Professor, Department of Economics,
Darrang College, Tezpur
Abstract: Overall development and growth of a nation is based on educational system of the nation. Higher education imparts in-depth knowledge and understanding to expose new edge of knowledge in different fields. It plays a key role to human resource development (HRD) of a nation. In present competitive world only the higher education provides qualified and trained human resource to keep pace with the fast changing world. The higher education scenario in India is below the expectation and always creates to a pressure on the government to establish more and more colleges and universities. Distance and open learning is an alternative to overcome the public demand and it is a massive way to reach the un-reach. The main objective of the paper is to analyse the role of distance education to impart the higher education in Sonitpur district in particular and in Assam in general. Implementation of semester system in under graduate level in Assam creates several problems such as a huge enrollment pressure, maintenance student-teacher ratio, physical-infrastructure etc. Introduction of distance and open learning system with various tools like counseling programmes, on-line class room facilities, comprehensive study-materials etc, makes the education system cost effective and provides education in the door steps of the stakeholders.
Key-words: Higher Education, Distance Education, IDOL
Overall
development and growth of a nation is based on its educational system and it shows
the true picture of the people of the nation. Higher education imparts in-depth
knowledge and understanding to expose new edge of knowledge in different fields
of commerce, economics, science and technology etc. It helps to develop
confidence in individual as well as community about their own ability and
inherent strengths, which helps to shape their lives and fights against
oppression, exclusion, discrimination, corruption etc. It is the key to human
resource development (HRD) of the nation. In present competitive world, only
the higher education provides qualified and trained human resource to keep pace
with the fast changing world. If we look to the history of India, education was
never in reach of its entire people of the country. Unequal access to education
has been rampant in India. There are serious problems of gender, regional,
sectoral and caste disparities. A significant number of children continue to drop
out due to socio-economic and cultural factors and lack of adequate
infrastructure. It is not easy to overcome the situation by establishing new
educational institutions, since the establishment cost is very high. Distance
and open learning is an alternative way to overcome the public demand for
higher education and it is a massive way to reach the un-reach. Distance
education plays a crucial role in the economic development of a nation by
providing human resource as per the requirement. This system of education can
cater education to all without any barrier.
Conceptual
Framework of Distance Education:
The
term Distance Education has been applied to a tremendous variety of programmes
serving numerous audiences via a wide variety of media. American Council of
Education (ACE) defined Distance Education as a system and a process of
connecting learners with distributed learning resources.
Desmond Keegan (1995) provides
another definition. He states that distance education and training
result from the technological separation of teacher and learner which frees the
student from the necessity of traveling to “a fixed place, at a fixed time, to
meet a fixed person, in order to be trained” (p. 7).
Greenberg (1998) defines
contemporary distance learning as “a planned teaching/learning experience that
uses a wide spectrum of technologies to reach learners at a distance and is
designed to encourage learner interaction and certification of learning” (p.
36).
Teaster and Blieszner (1999) say
“the term distance learning has been applied to many instructional methods:
however, its primary distinction is that the teacher and the learner are
separate in space and possibly time” (p. 741).
However,
distance learning is not a new phenomenon. The
history of distance education could be traced back to the early 1700s in the
form of correspondence education, but technology-based distance education might
be best linked to the introduction of audiovisual devices into the schools in
the early 1900s. With
the development of the postal service in the 19th century, commercial
correspondence colleges provided distance education to students across the
country. This trend continued well into the 20th century with the advent of
radio, television, and other media that allowed learning from distance. In the
last decade, distance education has changed significantly with the use of
computer-mediated learning, two-way interactive video, and a variety of other
technologies. Colleges and universities are forging ahead to provide learning
at a distance, and many institutions are making substantial investments in new
technologies for teaching.
Historical
Background of Distance Education in India:
Starting from
the ancient time, Indian educational system was not able to provide educational
facilities to the all section of the society. Indian society is a hierarchical
society and its knowledge base has always been elitist (discriminatory). It
covered a group of people mainly of the royal families and high class
community. Legendary, “Ekalavya” of the Mahabharata is the best example of this
educational system prevailing in ancient India. Since, he was not a ‘Khatriya’ ,
he was deprived from formal education directly of his Guru, Drunaswarjya and
hence he had his education trough distance education.
The role of
distance education in promoting higher education in India is reflected in the
report of the Central Advisory Board of Education (CABE) set up under the chairmanship of Dr. D.S.
Kothari in 1961. The committee advised on the direction, growth and development
of distance education in India to impart higher education through two types of
institutions viz. Correspondence Course Institutes attached to the conventional
universities and the Open University.
The University
of Delhi was the pioneer in starting correspondence courses through School of
Correspondence Course in 1962. In 1964, the Education Commission, Govt. of
India strongly advocated the promotion of correspondence education. Punjabi
University, Patiala was the second university to launch correspondence courses through
its Directorate of Correspondence Course (DCC) and the first university to
introduce regional medium of instruction in 1968. In subsequent years the number of CCIs
increased rapidly and in mid 1998, there were 61 CCIs attached to different
Universities ( Association of Indian University, 1998) These collectively
offered a great variety of post-graduate, under-graduate, diploma and
certificate programmes and catered to the needs of about 6,00,000
students.
There are some
drawbacks in academic, administrative and information services of
Correspondence institutions in India. By the end of the sixties an idea of
starting an open university in India was discussed. A working group constituted
in 1971 under the chairmanship of G. Partasarthy recommended to the government the
establishment of an open university so that students from the remotest parts of
the country could have access to education and obtain degree equivalent to
those awarded by the university located in urban centres. In 1982, the UGC
pointed out the need to establish a National Open University. In the same year
the government of Andhra Pradesh established the first Indian Open University
at Hyderabad. It was subsequently redesignated as the Dr. B. R. Ambedkar Open
University (BRAOU). The encouraging start of the BRAOU gave an impetus (force)
to the idea of having an open learning system for the country. It led to the
establishment of the Indira Gandhi National Open University (IGNOU) in 1985.
Subsequently, the Distance Education Council
(DEC) was formed to develop guidelines for extending support to the state open
university, identified a common pool of courses and programmes that could be
shared by the open universities. DEC also starts giving grants for research in
open and distance education. It has also established a quality assurance panel
and developed criteria and tools for evaluation of performance and consequent
accreditation.
Statement of
Research Problem: (Higher Education Scenario in India)
The higher
education scenario in India is below the expectation and always creates a
pressure on the government to establish more and more colleges and
universities. As per the Reports of CIA World Factbook only 12.4 percent of the
relevant age group, i.e. 18-23 is accessible to higher education whereas in
develop economies it is 47 percent and in medium age, it is just 26.2 percent while
the world rate is more than 28 percent. The literacy rate of India is 74.4 percent
(as per Census 2011) while the world literacy rate is 82 percent. (www.ugc.ac.in/pub/heidia.pdf). Moreover,
as per the National Family Health Survey finding of 1998-99, more than
one-third of the total populations in India are illiterate out of which only
less than 19 percent were just literate with no formal primary schooling. In
rural India, the higher educated populations consist of less than 5 percent of
the total population. A low percentage of participation in higher education as
well as low literacy rate is a serious problem for a democratic country like
India. The total sex literacy rate in India is also not satisfactory, the trend
between 1981 and 2011 are as follows:
Table-1
Sex Literacy
Rate in India (1981-2011)
Particulars
|
1981
|
1991
|
2001
|
2011
|
Male
|
56.37
|
64.13
|
75.85
|
82.14
|
Female
|
29.75
|
39.29
|
54.16
|
65.46
|
Total
|
43.56
|
52.20
|
65.38
|
74.4
|
Divergence
(Male-Female)
|
26.62
|
24.84
|
21.69
|
16.68
|
Source:
Census of India
With more than
20,000 colleges, 400 universities and 65
years experience after independence, India is able to ensure just 12.4%
participation in higher education. To put differently, to increase the Gross
Enrolment Ratio (GER) to 15% i.e. 2.94 million students by 2015, India must
establish about 1,400 colleges and 28 conventional universities each year. In
this regard, Dr. B. R. Ambedkar recognized the importance of education in
shaping the future and cautioned the under-privileged not to lose any
opportunity to get the right to education. But, after 65 years of its
implementation, India could not succeed in providing access to the ‘right to
education’ to its people in the true sense.
Need for the
study:
Education
is inevitable for Human resource development and then national development. However,
in most of the developing countries, due to the limitation of resources it is
almost impossible to educate all of their citizens through on-campus teaching.
Huge amount of money is warranted to establish the infrastructure for on-campus teaching which is out of the reach
of the developing countries. Therefore, to educate their huge population the developing
countries are to depend on open learning and distance education system.
The
main advantage of open education system is its flexibility. The flexibility in terms of time, pace, place, age, occupation certainly gives a great scope to
thousands of learners who are the victims of the Indian rigid conventional
education system. Since the Open University is a learner-centered system; it
provides education to large and diverse groups of students in a flexible
manner. As far as the qualifications are concerned most of the learners who couldn’t
able to continue their education in the formal system, because of
socio-economic and cultural reasons have the advantage of open learning.
Further
the flexibility of entry into academic programmes irrespective of their age,
qualifying makes the learners can pursue their higher education. The
flexibility in teaching and learning process is also an additional advantage
for the learners. Since open learning system in India adopts multi-media
approach learner can study the course material, watch audio visual programmes
related to their courses in his own pace and place. To seek further help or
information they can attend the counseling sessions in nearby study centers
during the weekends. This facility helps the learners who mostly busy with
earning their livelihoods. The examination and evaluation system also gives
greater flexibility for the learners. Thus the Open University system in India
comes in to existence with a popular slogan “Education at your door step”.
Second
important advantage of this open learning system in India is its Cost effectiveness. Education in the
Open University is cost effective not only to the students but also to the institution.
A student can gain while he is earning and learn according to his convenience
and interest. Geographical distance is another advantage of distance learning
which not only saves travelling expenses but also time.
Objective of the
paper:
The
main objective of the paper is to analyse the role of distance education to
impart the higher education in Sonitpur district in particular and in Assam in
general.
The
paper aims to identify the barriers to the development of Distance and Open
learning system in Assam and recommend possible alternatives to be followed to
overcome the barriers.
Methodology:
Following methodologies are used in the
study:
(i) Sample size: Sonitpur District of Assam has
been covered under the universe of the study. 30 learners of IDOL about 10
percent of the total successful (pass out) learners from 2005 to 2011 of
Sonitpur District are selected on random and convenience sampling method, irrespective
of their age, caste and occupation.
(ii) Data
Collection:
Data
for the study are collected from the two sources:
Primary
Source:
The primary data are obtained through
personal interview and questionnaire administrated to sample learners.
Secondary Source: The secondary
data are collected from IDOL Centre, Darrang College, Tezpur; University News,
various research papers, books and websites. The secondary data are used to
establish the authenticity of the study.
(iii) Data
Analysis:
The collected primary and secondary data were analysed by using suitable
statistical tools like tabulation, percentage and mean.
Paper Design:
The paper is
divided into three parts. The first part discusses the conceptual framework and
historical background of the subject, ‘Distance Education’ and its importance.
The second part deals with the case study of IDOL (Institute of Distance and
Open Learning, Gauhati University) in the district. And the third part
represents the findings, recommendations and conclusion.
A Case study:
Institute of
Distance and Open Learning (IDOL)
The IDOL,
formerly known as Post Graduate Correspondence School (PGCS) was established in
May 1998 with the objective to ensure the opportunity to pursue quality higher
education to the large number of students who could not pursue higher education
through conventional mode of education. Starting with 514 students and 6
courses in May 1998, IDOL now witnesses its growth in all capacities with an
enrolment of more than 15,000 students and 25 programmes in a learning
environment equipped with latest technology. IDOL is the only institution in
the country to offer Post Graduate courses in 5 schedule languages viz.
Assamese, Bengali, Nepali, Bodo and English. The IDOL has started a new under-graduate
course i.e. B.A., Pass course, CTS (Credit Transfer Scheme) for those learners
who could not enroll themselves in the conventional colleges. Apart from
self-learning materials and counseling services, IDOL aims to maximize learning
opportunities and the first E-learning portal of the North-east, “Bodhiroom” (www.bodhidroom.idolgu.org)
developed by IDOL and Radio Luit, the community Radio Centre are latest modes
in students support services.
The
first IDOL centre in the district of Sonitpur was established at Darrang
College, Tezpur in 2003. At present, there are 2 (two) Examination Centers at
Darrang College and Biswanath Charli College and 9 (nine) Contact Centers in
the district. Since the beginning, the number of enrollment has been increasing
in the district, which is shown by the following table.
Table-2
Enrollment
in IDOL Darrang College Centre
Year
|
2003-04
|
2006-07
|
2009-10
|
2010-11
|
||||||||
Subject
|
Male
|
Female
|
Total
|
Male
|
Female
|
Total
|
Male
|
Female
|
Total
|
Male
|
Female
|
Total
|
Assamese
|
3
|
13
|
16
|
11
|
28
|
39
|
13
|
51
|
64
|
17
|
54
|
71
|
English
|
6
|
14
|
20
|
1
|
11
|
12
|
9
|
20
|
29
|
11
|
23
|
34
|
Pol. Sc.
|
8
|
5
|
13
|
6
|
10
|
16
|
28
|
31
|
59
|
34
|
39
|
73
|
Eco
|
2
|
2
|
4
|
1
|
10
|
11
|
1
|
4
|
5
|
4
|
7
|
11
|
History
|
0
|
6
|
6
|
1
|
3
|
4
|
9
|
12
|
21
|
12
|
13
|
25
|
Phil
|
0
|
1
|
1
|
0
|
0
|
0
|
3
|
3
|
6
|
5
|
7
|
12
|
Math
|
1
|
1
|
2
|
1
|
3
|
4
|
6
|
0
|
6
|
5
|
0
|
5
|
Com.
|
2
|
1
|
3
|
1
|
3
|
4
|
31
|
26
|
57
|
34
|
28
|
62
|
PGDBM
|
0
|
2
|
2
|
4
|
1
|
5
|
5
|
1
|
6
|
|||
PGDSMM
|
1
|
0
|
1
|
18
|
12
|
30
|
16
|
11
|
27
|
|||
Nepali
|
5
|
7
|
12
|
7
|
11
|
18
|
||||||
Bengali
|
0
|
2
|
2
|
|||||||||
BA-CTS
|
7
|
11
|
18
|
|||||||||
Total
|
22
|
43
|
65
|
23
|
70
|
93
|
127
|
167
|
294
|
157
|
207
|
364
|
Growth
|
Base Year
|
43%
|
352%
|
460%
|
||||||||
Source:
IDOL Center, Darrang College, Tezpur.
The above table
shows that number of students increase year after year and growth rates of
enrollment taking 2003-04 as base year. Females are more interested in distance
and open learning course in compare to male. Newly started BA –CTS pass course
has a very good enrollment position (18 numbers) in the 1st batch
till now. It shows the demand of under-graduate courses like B.A., B. Com.,
B.B.A, B.C.A. etc. under IDOL, which will reduce the pressure of these courses of
Gauhati University under conventional semester system.
Findings:
The
structure-questionnaires are administrated on M.A, M.Com. and MCJ students. A sample of 30 learners are selected, who had
completed their master degree from IDOL Darrang College Center, Tezpur.
Analysis of data related to the objectives of the study led the following
findings:
(i)
Status of respondent before joining distance
courses:
A large percentage
(52 percent) of the sample learners are studying in formal schools and colleges
and 31 percent are doing regular and part time job. Some of them (3 percent)
were self-employed and others (14 percent) are unemployed.
(ii)
Reason of learning under distance mode instead of
direct mode:
A good numbers (42
percent)of sample learners join IDOL due to insufficient marks to enroll in
conventional universities, 21 percent joined IDOL due financial hardship and 25
percent join IDOL due to social reason, specially the women and only
12 percent due to service.
(iii) Objective to
enroll under distance education:
15 percent
sample learners’ objective is to continue the learning, a major percentage (54
percent) join the IDOL for getting better job, 12 percent for getting promotion
and 19 percent specially women learners for social reasons such as marriage,
security, conservative family background etc.
(iv) Prefer IDOL
instead of other available distance institutions (IGNOU, KKHOU, etc:
100 percent
sample learners prefer IDOL courses because these are more familiar with their
degree syllabus.
(v)
The study materials, counseling programmes and
online programmes of IDOL :
According to the
learners study materials, counseling programmes and online programmes of IDOL are
good (80 percent) and medium (20 percent) but not excellent or poor.
(vi)
Status of respondent after completion:
22 percent get new job, 17 percent get
promotion, 12 percent are self-employed but 49 percent were unemployed after
completion of IDOL courses
Suggestions:
The following suggestions are put
forwarded for improvement of present scenario of distance education in the
district as well as in the state.
(1)
Extended
public support in audio-visual media use. Presently, IDOL has access to Radio ‘Luit’
and ‘Bodhidroom’ internet portal . IDOL should start a separate television
channel where counseling programmers are available for minimum 4 to 6 hours.
(2)
Priority in using telecommunication
facilities: The students and staffs have easy access to telecommunication
facilities on priority basis for getting various types of information.
(3)
Proper
curriculum design: Some programmes of IDOL states suffering from low enrolment
just after two or three year of launching. Proper identification of needs and
contexts can lead a good curriculum design that may help the programmes
survive.
(4)
Professional
honesty: Professional honesty is crucial for the sustainability of IDOL
programmes in the evaluation process and in administration. GU authority must
monitor and ensure the accountability of its staffs. If any coordination
problem arises in the system, authority should resolve it immediately.
(5)
On-time
production and delivery of print materials: Delay in production and delivery of
study materials discourages students to pursue with the programmes for long. IDOL
must ensure on-time production and delivery. The authority has to give extra
effort to make all the study packages ready before the session/semester starts.
(6)
Improve
the quality of print materials & counseling programme: As per the study, it
is found that print materials and counseling programme provided by the IDOL is
not sufficient. Some time some print materials can not covered the entire syllabus
and revision or updating the study materials is inevitable.
(7)
Continuous
Research and Development: Lack of research and development makes DOL programmes
very much static and backward as times goes ahead. Therefore research and
development cell should be established to pace with the changing environment.
Frequent workshop, seminar, discussion, training, etc. should be organized.
(8)
The
staffs of the study centers should properly maintain the records and
information relating to enrollment, results etc. which are helpful not only to the
students but also to the researchers.
Conclusion:
Distance
education can cater to the need of higher education in the district as well as
in the state has been proved through the study. However, a question still arises:
can the system to fulfill the needs and objectives of the learners? Some recent
research shows that the degree-holders of the open and distance learning
institutions in the developing countries are treated as second-grade degree-holders.
But in developing countries learners from DOL get more preference than regular
conventional learners. For example learners from UK Open University, London
always get preference in Europe than learners from other conventional
universities. Because distance learners have to acquire knowledge from
different sources at their own and learning with work experience is always have
a great demand. Even man like Mahatma Gandhi and Nelson Mandela earn various
degrees through DOL. In India, Government
has clarified its position in respect of recognition of degrees, earned through
the distance mode; for employment under it vide Gazette Notification No. 44
dated 1.3.1995. In spite of this, the quality in education should necessary
which reflect the purpose of learners for which they spend their valuable times
of their life. Recent introduction of semester system in under-graduate courses
by Gauhati University has created a great pressure in enrollment in semester
system. Excessive enrollment leads various problems like insufficient physical
infrastructure, poor teacher student ratio, which is 1: 150 in some colleges,
whereas it is 1: 25 as per UGC and 1:60 as per GU. Therefore, it can be concluded that distance
education is the one and only alternative to solve the problems of higher
education in the Country.
References:
1.
Singh
K.P. and Ahmed Shakeel, “Higher Education in India: Major Concerns”, University
News Vol.49,No.29, July 18-24, 2011.
2.
Swamy
Raju Narayana, “Towards an Inclusive Educational System: Role of Distance
Education in India”, University News Vol.49, No.42 October 17-23, 2011.
3.
Krishnapillai
Murugan, “Academic Leadership in India: Some Reflection in the Context of ODL”,
University News Vol. 49, No.48, Nov28-Dec04, 2011.
4.
“What’s the Difference? A
Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education”, by Larry Gold and Christine Maitland, American Federation of
Teachers, Washington, DC
6.
Ramaiah
Y.R. , “Distance Education and Open Learning”, Chapter-7: Distance Education In
India.
7.
Dr.
Chakrapani Pushpa, Dr. B. R. Ambedkar Open University: “Empowerment of Marginalized Communities: Role
of ODL in India”
8.
Prospectus
of Institute of Distance and Open Learning (IDOL), GU.
Annexure:
Part-I
- Name:
- Address: Vill:
Dist: State: Pin:
Mobile No:
- Age: yrs
Gender: Male Female [Put Tick]- Caste: GEN / SC / ST / OBC [Put Tick]
Part-II
[Put Tick]
- Status of respondent before joining distance courses:
(i) Student (ii) Regular/Part time job
(ii) Self-employed (iv) Unemployed- Why do you prefer distance learning instead of direct learning:
(i) (iii) Due to service (iv)
Social Reason- Objective to enroll under distance education:
(i) To continue the education (ii) to get new/better job:
(iii) To get promotion (iv) Social
Reason- Why learners prefer IDOL instead of other available distance courses (IGNOU, KKHOU, etc)
(i) Easy to get marks/ degree (ii) More familiar Courses(iii) Easy to get job (iv)
Not specified - Are the study materials, counseling programmes and online programmes of IDOL sufficient:
(i) Excellent (ii) Good (iii) Medium (iv) Poor- Status of respondent after completion:
(i) New job (ii)
Promotion (iii) Self-employed (iv)
Unemployed - Any question deemed to be important for the study:
[Published in a Journal “Research Promoter” in Vol.III,
No. III 2013 [ISSN No. 2231-0193]
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