Advocacy
Meeting in Open Schooling of
Senior Decision Makers
From
African Ministries of Education
9-13 September, 2002
OVERVIEW
OF THE ADVOCACY MEETING
Realising
that human resource development is the key to economic and social development,
the developing countries are grappling to devise strategies to provide quality
education to their people. In their national educational policies, the issues of
access, equity and equality are kept in forefront. Due to various socio-economic
factors and resource crunch, the developing countries are striving to provide
responses to multifaceted educational challenges.
The
resolutions of the Jomtien Conference (1991) and the
Two
significant trends are inter-alia visible in the educational strategies of
developing countries.
(i)
Inter-sectoral cooperation in educational endeavours. It is being
realized increasingly that the Education sector alone can not cope with the task
of human resource development.
(ii)
Inter-country cooperation in Education. The International organizations
like UNESCO, Commonwealth of Learning (COL), UNICEF, World Bank, UNDP, UNFPA
etc., are coming forward to provide forums for developing countries for exchange
of ideas and experiences to hasten the process of Education for All.
The
UNESCO-BREDA (Senegal) and the Commonwealth of Learning, Canada joined hands to
have dialogue with several Sub-Saharan African Countries for evolving strategies
to plan and implement Open and Distance Learning Mode of Education as a
significant alternative system of education to meet the educational needs of
diverse groups of children and adults.
In
order to give first hand experience of implementation of open
schooling programme in India to the stakeholders in Education in the
Sub-Saharan African Countries, the UNESCO-BREDA and COL organized an Advocacy
Meeting in Open Schooling of the Senior Decision Makers from African Ministries
of Education at the National Institute of Open Schooling, New Delhi from 9 to
13 September, 2002. Besides detailed interaction with the NIOS faculty on
matters such as development of relevant and need based curricula and self
learning materials, modes of programme delivery, teaching-learning strategies,
training of personal, methods of pupil evaluation and certification, life
enrichment programmes and innovative programmes such as ICT based On Demand
Examination System (ODES), the delegates from eleven African Countries
(Botswana, Ethiopia, Kenya, Malawi, Mozambique, Nigeria, Somalia, Swaziland,
Tanzania, Uganda, Zimbabwe) could get opportunity to visit
some study centers of the NIOS, and the Indira Gandhi National Open
University (IGNOU), New Delhi.
A
significant outcome of the Advocacy Meet was that the delegates prepared Draft
Frameworks for Promotion of Open Schooling in their respective countries.
The enlightened Inaugural Address by Shri M.K. Kaw, former Secretary to
the Government of India, Ministry of Human Resource Development had set the tone
of the Advocacy Meet in right direction which was instrumental to examining the
crucial issues pertaining to promotion of Open Schooling in the developing
countries. I am indebted to him for
his thought provoking ideas and suggestions.
I
would like to express my sincere gratitude to Mr. A. Parsuramen, Director,
UNESCO, BREDA (Senegal), Ms. Susan Phillips, Education Specialist, Commonwealth
of Learning (COL), Prof. Asha Kanwar, UNESCO BREDA and Mr. M. Tawfik,
Director, UNESCO (New Delhi) for their addresses and guidance and suggestions
during the programme.
I
am extremely grateful to Shri S.K. Tripathi, Secretary to the Government of
The
support extended by the Commonwealth of Learning (COL), Vancouver, Cananda and
UNESCO BREDA (Senegal) in planning and organizing the International Meet has
enabled the NIOS to realize the objectives of the Meeting to its fullest extent.
I would like to express my great appreciation to these International
Organisations for their support in promoting the cause of open schooling.
The
NIOS faculty and the organizing committee members deserve special appreciation
for their dedication and hard work.
Chairman, NIOS
1.1
Education is key to human development.
It is fundamental to all round development of human potential.
It refines sensitivities and perceptions that contribute to national
cohesion, scientific temper, independence of mind and spirit.
1.2
The goal of Education for All (EFA) has been a priority agenda of the
national governments. They are
endeavouring to provide education of good quality to all irrespective of any
kind of discrimination due to caste, creed, gender and place of birth.
The major concern in the field of education is to strike a balance
between equity, equality and quality issues.
1.3
Notwithstanding the spectacular development of educational programmes, at
various stages of education in developing countries, millions of children
continue to stay out of schooling system because of various compulsions of life.
1.4
Due to several rigidities, the formal schooling system alone cannot
provide adequate and appropriate responses to various educational challenges.
Today the search for appropriate, economic and effective alternative
delivery systems is a basic requirement for meeting the challenges of education
at elementary and secondary levels.
1.5
Optimal utilisation of open learning/schooling and distance education
mode, along with formal, non-formal and alternative educational modalities, is
imperative in view of the emerging educational scenario.
A conscious decision needs to be taken about possible and appropriate
integration of distance mode of learning along with conventional methodologies.
1.6
The search for alternative schooling programmes has emerged from the
concern for providing minimum essentials levels of education and relevant and
need based education to all. In this
endeavour, the following distinctive aspects or concerns need to be kept in
view.
(i)
Reaching out with education to unreached disadvantaged population groups
where conventional schools are not viable.
(ii)
Providing choice to students (and their parents) for what they want to
learn.
(iii)
Providing a safety net to school dropouts so that they do not lapse into
illiteracy.
(iv)
Providing education to those who cannot attend conventional schools for a
variety of social and economic reasons, as well as to those who missed out and
are overage.
2. Models
of Open Learning/Open Schooling
Depending on the local
infrastructural facilities, there could be some models of open schooling.
These models are described below precisely.
2.1
Correspondence Education
In this mode of education, the
course of study prescribed is broken up into a number of modules or lessons that
are sent by post to students by Directorate of Correspondence Education.
The print material used under correspondence education is not necessarily
self-instructional in nature. The
learners are required to study the modules on their own.
They can seek further guidance and clarification through writing back to
the Directorate of Correspondence Education or to their designated study centres.
Some organisations dealing with correspondence education organise
periodic contact classes in the study centres.
The students enrolled under correspondence courses appear in examinations
after a specified period.
2.2
Distance Learning Model
A second mode of distance
education is one that makes use of multimedia approach to dissemination of
information. The steps for delivery
of Distance Learning Programmes comprise the following:
(i)
Identification/assessment of educational needs of the client groups.
(ii)
Development of curricula and Self-Learning Materials (SLM).
(iii)
Development of supportive media programmes.
(iv)
Visualising and operationalisation of effective delivery system.
(v)
Evaluation.
2.3 Use
of ICT in Open Learning/Open Schooling.
Usually the delivery system
under open learning/open schooling
comprises of :
t
Printed Self-Learning Material (SLM)
t
Personal Contact Programme (PCP)
t
Audio and Video Programmes
Use of Information and Communication Technology (ICT) has made the
delivery system
effective. The National Institute of
Open Schooling (
t
Making course material available on CD.
t
Regular Telecast of course related programmes and other programmes.
t
Making available on NIOS website significant organisational information
and certain other useful informational inputs.
t
Voice-mail system as ICT based student support service programme.
t
ICT based On-Demand Examination System (ODES) to give freedom to learner
to take examination in the subjects of his/her choice whenever he/she feels
confident in taking examination.
2.4 Mix
of Models of Open Schooling
t
Keeping in view the availability of infrastructural facilities, finance
and educational needs of clients etc, each country may visualise meticulously a
mix of different models of open schooling.
t
Open schooling is cost effective. It
reduces the labour intensive cost of education since it reduces the active
participation of teacher. It
generally utilises the existing infrastructure of formal schools with part-time
use of formal school teachers at modest expenditure.
3. Instructional
Process under Open Schooling Programme
3.1 Some
common elements in the Open Schooling Framework are as follows.
(i)
Self-study print material
t
Modular format
t
Each module is a self-contained study unit
t
Carefully structured presentation designed to make learning easy and
effective.
(ii)
Use of electronic media
t
Radio and TV as cheaper mode of technology to supplement the text.
t
In some cases, more effective interactive technologies, like, audio and
video conferencing, tele-conferencing, interactive television and computer
managed learning are also used.
(iii)
Face-to- Face Contact Classes
t
Preplanned occasional face-to face contact programmes complement
self-study. Contact sessions are
devoted to
Counselling
Tutorials
Drills
Laboratory experiments for science lessons
Peer group learning.
t
Diagnostic and Remedial programmes
t
Problem solving or removal of difficulties
(iv)
Student Counselling
t
Advising students to choose right combination of subjects
t
Monitoring the progress of learning
(v)
Monitoring Mechanism
t
In-text questions to monitor progress within the module.
t
Assignments and response sheets pertaining to each course.
t
Assessment and comments of tutor on the Assignments (Tutor Marked
Assignment - TMA)
t
For TMA, use of postal mode of communication, Fax and Telephone.
4. Student
Support Services
Student
Support Services aim at helping students to learn.
Significant components of these services are as follows.
(i)
Pre-Student Support
t
Informing about programmes and methods used in open schooling.
t
Publicity of open school programmes.
(ii)
Enrolment and Registration
t
Registration through study centres to facilitate enrollment.
(iii)
Advice and counseling for selecting courses
t
Help for selecting courses provided through study centres.
(iv)
Ensuring timely availability of self-learning print materials
t
Through mail
t
Through study centres
(v)
Personal contact programme
t
Individualization of instruction.
5. Finances
t
Considerable investment in the beginning to set up infrastructure for
open schooling programme.
t
Government support is needed initially.
t
As a welfare measure, a modest fee is taken from students as cost of
learning material and tuition fees. Cost
of material charged is generally on no profit no loss basis.
6. Organization
and Management
t
Academic Department mainly for development of curricula, self-learning
material, teaching learning strategies and methods of pupil evaluation.
t
Central Administration including Accounts Branch
t
Publication and Material Distribution Division.
t
Examination Department
t
Student Support Services Department (including admission, enrollment,
PCP, TMA, counseling).
7. Exploring
Appropriate models of Open Schooling
7.1
Realising that the formal schooling system as a major delivery system
alone is not in a position to provide opportunities for developmental and
continuing education to those who have missed opportunities to complete school
education, the National Governments may consider adopting/promoting the open
schooling system as a viable and effective alternative and complementary
education system for social reconstruction and renaissance and specially for
reaching the unreached through courses and progrmmes of general, life enrichment
and vocational education from primary to pre-degree level.
7.2
The nation states in
7.3
The National Institute of Open Schooling (NIOS),
t
Identification of educational needs of client groups
t
Development of relevant and need based curricula and self-learning
material for courses and programmes of general, life enrichment and vocational
education from primary to pre-degree level.
t
Flexibility in chose of subjects: self-paced learning, no age limit.
t
Authority to examine and certify students for all courses.
t
Learning strategies include self-learning material (SLM), Personal
Contact Programme (PCP) for diagnostic and remedial measures and removal of
difficulties, diagnostic and audio video programmes, and Tutor Marked
Assignment.
t
Open Basic Education Programme (Elementary Education) for children and
adults in partnership with NGOs with provision of joint certification.
t
Introducing a large number of vocational courses and some life enrichment
programmes
t
Devising an ICT based On Demand Examination System (ODES)
At present at Open Basic Education level.
To be extended soon at
Secondary level.
t
Setting up of a centre of excellence for training in open schooling at
international level. This has been
named as the International Centre for training in Open Schooling (ICTOS).
This centre is going to launch soon certificate and diploma courses in
open schooling.
t
Transparency in examinations
Deputation of observers
Complete computerisation and processing of results.
Placement of Question Papers and Marking Scheme on Internet immediately
after the examinations are over.
Placement of results of NIOS on internet (website www.nos.org.)
Re-evaluation of answer scripts on request.
t
Setting up of more than 1800
Study Centres and 10 Regional Centres for effective delivery of NIOS programmes.
The NIOS Headquarter at
7.4
The NIOS would be pleased to provide consultancy services to National
Governments for promotion of open schooling programmes on mutually agreed terms.
The purpose of the five day Advocacy Meet was to orient the Senior
Decision Makers from eleven African Countries in Open Schooling methodologies,
apprising them about various parameters of a successful system of open schooling
and to equip them to prepare models of open schooling to be implemented in their
respective countries.
The
inaugural address by Shri M.K. Kaw, former Secretary to the Government of India,
Ministry of Human Resource Development (MHRD), the Background Paper presented by
Prof N.K. Ambasht, Chairman, National Institute of Open Schooling (NIOS), India
and addresses by Mr. Armoogum Parsuramen,
Director UNESCO-BREDA (Senegal), Mr M. Tawfik, Director, UNESCO Office, New
Delhi, and Ms Susan E. Phillips, Education Specialist, Commonwealth of Learning,
Canada set the agenda of this international meet in motion.
After
the inaugural session, presentations were made by delegates from eleven
Sub-Saharan African countries viz.,
The
presentatives were followed by detailed presentations by the faculty of the NIOS
(
During
each presentation, live interaction was made through questions and answers and
observations/suggestions. This
enabled the delegates and the host country (
It
was planned that the delegates from African countries will develop need based
draft framework for promotion of open schooling.
In order to facilitate this developmental activity, an NIOS faculty
member was attached with each foreign delegate.
After detailed interaction and deliberations, the participating countries
developed their frameworks and plans of action for introducing /promoting open
schooling programme in their respective countries.
This framework included informational inputs on (i)educational scenario,
(ii) imperatives for open schooling, (iii) proposed model for open schooling
progrmme, (iv) organisation and management of open schooling programme, and (v)
need for consultancy services, particularly from India bilaterally as also
through financial and other assistance from international agencies, specially
from UNESCO-BREDA and COL. Based on
the (i) deliberations in various sessions, (ii) frameworks developed by the
participating countries, and (iii) interactions with delegates from the
international agencies, draft recommendations of the conference were finalised
and presented in the penultimate session on
The
Valedictory session was presided over by Shri S.K. Tripathi, Secretary to the
Government of
A
copy of the programme schedule is at Annexure-1. A list of Delegates from
African countries and other participants is at Annexure 2.
A precise account of
presentations, issues discussed, observation and suggestions given and
Recommendations of the Advocacy Meet is given in the following pages.
The inaugural function started with lighting of lamp
by the Chief Guest,
Shri M.K. Kaw, former Secretary to the Government of
Dr. Kuldeep Agarwal, Director (Acad.), NIOS welcomed
the Chief Guest and the galaxy of educationists from
Ms. Susan E. Phillips, Education Specialist, COL conveyed the good wishes of
Mr. Dhanaraja Gajarajan, President and CEO,
Mr. A. Pursuramen, Director, UNESCO-BREDA emphasized
the need of international cooperation and sharing of experiences. He appreciated
the innovative programmes being visualized and operationalised by
Mr. M. M. Tawfik, Director, UNESCO (
Prof. N.K. Ambasht, Chairman, NIOS,
In his inaugural address, Shri M.K. Kaw, Former
Education Secretary, MHRD emphasized the need to remove the odium that gets
attached to those whose pass out from open schooling system which could happen
if the teaching quality was superb, examination system beyond question and if
all the road blocks to their entry into colleges, universities and professional
institutions were removed. Open Schooling is the only way poor countries can
manage to send all eligible children to school and deserve attention of all
senior decision makers. Certain other highlights of the inaugural address of
Shri M.K. Kaw are as follows :
A massive programme called Sarva Shiksha Abhiyan
has been launched which promises to send every child to school or other
institution of learning by the year 2003, so that he/she completes eight years
of schooling by 2011.
The open schooling system attempts to fill the gap
between the numbers that need to be put into school and the numbers that
actually go. The system would also
provide opportunities for education
to those who missed the bus when they were young and would like to acquire
qualifications now.
The On Demand Examination System (ODES) visualized by
Prof. N.K. Ambasht, Chairman NIOS, is an exciting idea of a system where any
student can appear in any subject at any place at any time.
The
text of the speech of Shri M.K. Kaw is at Annexure 3.1.
After the inaugural session, presentations were made
by delegates from the African Countries (
In order to give exhaustive view of open schooling
system of NIOS, India and its operationalisation, presentations were made by
NIOS officers on the following topics:-
1. Introduction to Open and Distance Learning/Schooling.
2. Management and Organizational Structure of NIOS.
3. Curriculum Design and Courses offered by NIOS.
4. Development of Self Learning Materials (SLM) both print
and non-print.
5. Productions and distribution of instructional materials
and other publications.
6. Evaluation programme in NIOS including
Tutor Marked Assignments (TMA), Conduct of Public Examinations and
Certification.
A
lively discussion took place during the above mentioned presentations.
In response to queries, necessary informational inputs were provided.
In
order to give exposure of implementation of open learning and distance education
programme at the school stage and higher education stage, study visits of
delegates of Sub-Saharan African Countries were arranged.
The following institutions were visited.
1. Akshay Pratishthan, a Special Accredited Institution for
Education of Disadvantaged (SAIED).
2.
3.
Indira Gandhi National Open University (IGNOU), New Delhi, an apex
university in open learning and distance education in India.
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