Question

Trace the evolution of Distance Education in India starting from 1962 until now. What are the key changes that have taken place in democratizing higher education? What do you suggest to improve and sustain the present practices in the field of Open Distance Education? Give appropriate
examples and illustrations.

28 Apr 2018
Answer :
Word Count : 1116

Correspondence courses in India should be administered by the universities only and in the first instance, by one University, viz., the University of Delhi as a pilot project.

  •  Thus was born in 1962 the University of Delhi’s School of Correspondence Courses and Continuing Education. Subsequently the Education Commissi on (1964-66), under the chairmanship of Dr. D.S. Kothari, also perceived correspondence education as an answer to the increasing pressure of numbers as well as the growing financial pressures on the universities.
  •  The next decade i.e. the 1970s saw the growth and spread of the Correspondence Education system in India, by more conventional universities opening Correspondence Course Institutes (subsequently renamed as Directorates of Distance Education/ Centres of Distance Education ).
  •  The opportunity of access, affordability and convenience offered by the DE system contributed to its increasing popularity and growth. But again the DE system was plagued by the rigidities of the conventional system. The only flexibility was with regard to the larger number of seats. Education was still out of the reach of the marginalized and the disadvantaged. .It was realized that unless we open educational opportunities to the deprived, unless we remove the structural rigidities in our educational system and unless we integrate the educational system with developments in communication technology, we cannot and will not make headway in realizing the uphill task of educating majority of the people and of catering to the diverse types of education that a modern society demands
  •  Against this background the government introduced the Open University system in the 1980s, with the objective to further democratize opportunities for higher education to large segment of the Indian population, particularly those for whom access was difficult or impossible such as those living in remote and rural areas, working people, women and other adults who wish to acquire and upgrade their knowledge and skills through studies in various fields.
  •  The Ministry of Human Resource Development in its National Policy on Education (NPE) 1986,gave prominence to an OU system as a means to “augment opportunities for higher education and as an instrument of democratizing education” Clearly, the vision was that OUs would be different from conventional universities.
  •  Thus a new chapter in DE system began with
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