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FOUNDATION DAY LECTURE

2020

"National Education Policy 2020:Perspectives on Open Distance Learning"

by

Prof. V.S. PrasadFormerly Vice Chancellor (Acting),

IGNOU, Vice-Chancellor, BRAOU &Director, NAAC

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BRAOU Foundation day Lecture-2020

"National Education Policy 2020:Perspectives on Open Distance Learning"

- Prof. V.S. Prasad

1. Introductory Remarks

Greetings to all on the occasion of "Foundation Day" ofDr.B.R.Ambedkar Open University. The establishment of thisdedicated single mode Open University in 1982 heralded anew era in Indian Higher Education. It is time for us to payour respects to all those who contributed for the establishmentand development of this University. The establishment of thisUniversity is mainly a result of contributions of Prof. G, RamReddy's visionary academic efforts to throw open ivory towersof higher education to all, the compulsions of times and contextand the political will of the state. The result is we are here.The University is named after a great National Leader, BharatRatna Dr. B.R. Ambedkar on the occasion of his birth centauryyear, 1991. Ambedkar's vision of education for social justicethrough the development of Pragna (Competence), Karuna(Compassion) and Samatha (Equality) is the guiding spirit ofthe foundation of this University. This is also an occasion forus to rededicate ourselves to the foundation values andfoundation goals of the system. If we have any doubts on thecourse of our actions, we must look to the foundation valuesand goals of the system for answers. I have had the opportunityof working for more than two decades in this University invarious capacities. I am thankful to the University for givingme this opportunity to deliver foundation day lecture throughwebinar.

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2. The Theme

Today I propose to reflect on "National Education Policy2020: Perspectives on Open Distance Learning". After 34years, a new National Education Policy (NEP) is in place. Thepolicy is a product of churning of more than 4 years from2015, after Bharatiya Janata Party came to power at Centre in2014. In 2015, Government constituted a ‘Committee forEvolution of the New Education Policy’ under theChairmanship of late Shri T.S.R. Subramanian, former CabinetSecretary, which submitted its Report in 2016. Based on thisReport, the Ministry prepared "Some Inputs for the DraftNational Education Policy, 2016". In June 2017 Ministryconstituted a Committee to Draft National Education Policyunder the Chairmanship of eminent scientist Dr. K.Kasturirangan. The Committee submitted very voluminous(484 pages) Draft National Education Policy in 2019. Mainlybased on this report, Union Cabinet has approved NationalEducation Policy 2020 (NEP 2020) on July 29th 2020.

The NEP 2020 is a very significant event in the trajectory ofeducation in India. All of us, in the field of education, shouldreflect and take note of the transformative agenda of NEP. Weare presently in the middle of covid-19 pandemic crisis and alleducational institutions are struggling to find their way forward.Most of the educational providers are looking for using OpenDistance Learning (ODL) and Online education to overcomethe limitation of social distance in providing education. Forsome of us who are associated with the Open University (OU)system for long and convinced of its relevance, are happy tonote the presence of many new found champions of the system.We are known for the swings in our perceptions. In thehistorical trajectory of Open University system in India, wehave passed through the phases of ridicule, resistance,

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acceptance and appreciation. Now we are in the phase ofappreciation and there are high expectations on Online andODL modes of education. Generally we use the ODL as anumbrella term for 'all forms of technology mediated self learningsupported by institutions'. Earlier this form was known asCorrespondence Education and later as Distance Educationand presently as Open Distance Learning, with a broad scopeand integration of the elements of open and distance. Online isa teaching-learning form of education, supported and deliveredthrough internet. The Open University is one of the institutionalforms of ODL, others being the dual mode universities andstand alone institutions. The focus on my presentation is limitedto how the new NEP 2020 has perceived the role and place ofODL in the national system of education. Before examiningthe ODL in new NEP 2020, it may be proper to know theperceptions of ODL in earlier National Education Policies of1968 and 1986/1992.

3. ODL in Earlier National Policies on Education

The first National Policy on Education was put in place in1986, based on Kothari Commission (1964-66)recommendations. This policy has a section on "Part-timeEducation and Correspondence Courses". The policyemphasised the importance of part time education andcorrespondence education for providing educationalopportunities for working population and for those who cannotpursue full time education for various reasons. The policy alsoclearly mentions that it should be given the same status as fulltime education. This policy should be appreciated in the contextof Delhi University offering correspondence education from1962 and Kothari Commission strong recommendationsupporting corresponding education to extend educationalopportunities to all deserving disadvantaged. To quote thepolicy:

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(13) Part-Time Education and Correspondence Course:Part time education and correspondence course shouldbe developed on a large scale at the university stage.Such facilities should also be developed for secondaryschool students, for teachers and for agricultural,industrial and other workers. Education through part-time and correspondence courses should be given thesame status as full-time education. Such facilities willsmoothen transition from school to work, promote thecause of education and provide opportunities to the largenumber of people who have the desire to educatethemselves further but cannot do so on a full-time basis".(From National Policy on Education 1968),

The second National Policy on Education in 1986/ 1992has a section on "Open University and Distance Learning".Note the change from first National Policy document focuson 'Part -time Education to Correspondence Education' tosecond policy document focus on 'Open University andDistance Learning'. May be this has to be understood in thecontext of establishment of first state open university inerstwhile Andhra Pradesh in 1982 and the establishment ofNational Open University, Indira Gandhi National OpenUniversity in 1985. The policy emphasised the importance ofopen learning system to enhance the opportunities for highereducation, as an instrument of democratising education andto make learning a lifelong process. The policy advocated forstrengthening of Indira Gandhi National Open University andpromotion of establishment of Open Universities in the States.The policy also suggested the strengthening of National OpenSchool and extending open learning facilities at secondaryeducation level in all parts of the country. The policy has alsoemphasised the use of media and educational technology ineducation. To quote the policy:

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Open University and Distance Learning

S.35 The Open learning system has been initiated in order toaugment opportunities for higher education, as aninstrument of democratising education and to make it alifelong process. The flexibility and innovativeness ofthe open learning system are particularly suited to thediverse requirements of the citizens of our country,including those who had joined the vocational stream.

S.36 The Indira Gandhi National Open University,established in 1985 in fulfilment of these objectives, willbe strengthened. It would also provide support toestablishment of open universities in the States.

S.37 The National Open School will be strengthened and openlearning facilities extended in a phased manner at thesecondary level in all parts of the country.(From National Policy on Education 1986 / 1992)

4. NEP 2020 on ODL

The NEP 2020 is developed in the context of new realitiesand new challenges. At this point of time, at higher educationlevel the Open Universities are playing an important role.Though small in number they have been playing a significantrole in bringing more credibility to the ODL mode in education,in extending educational opportunities to large number ofsocially disadvantaged groups of learners, in developingeducational resources in both print and audio-visual forms, inmaking education cost-effective and affordable and in providinglifelong continuous learning opportunities. After reading 65pages of new NEP 2020, I get a feeling that the policy has notgiven sufficient recognition to the contribution and relevanceof Open University system. In the NEP 2020 there is noseparate section on ODL and no mention of Open University.

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Interestingly, this policy is titled as National Education Policy2020, unlike the two previous policies which were titled asNational Policy on Education. Is it only a different way ofexpression or a different focus? We may not be totally out ofbounds, if we assume that in earlier times the focus was onnational policies on education and now the focus is ondevelopment of National Education. Nationalism is thedominant ideological frame of the present regime and we mayhave to look at the NEP 2020 from the 'rootedness and pridein India', as stated in the principles of policy. The NEP 2020envisions 'an education system rooted in Indian ethos thatcontributes directly to transforming India, that is Bharat,sustainably into an equitable and vibrant knowledge society,by providing high quality education to all and thereby makingIndia a global knowledge superpower'. (NEP 2020,Introduction).

The policy emphasised the important role of ODL and Onlineeducation in improving access to equity and inclusion througha range of measures discussed in different sections of the policy.Separate sections were included to detail Technology Use andIntegration (section 23) and Online and Digital Education(section 24). The current policy focus is more on Online anddigital education and technology integration in education. Thefocus areas on ODL and Online education in NEP 2020 are:

l All Institutions to have option to run ODL and OnlineProgrammes

The policy recognising the importance of ODL and Onlineprogrammes to improve access and to provide lifelonglearning opportunities, gives option to all Higher EducationInstitutions (HEIs) to run ODL and Online programmes,along-with in-class programmes, provided they areaccredited to do so. The policy visualises three modes of

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education i.e., ODL, Online and in-class and prefers blendedmode. This may be one of the reasons why there was nomention of OUs in the policy, when discussing about ODLand Online education. In future there may be triple modeinstitutions offering in-class (face-to-face) ODL(multimedia) and Online (internet based) and dual modeinstitutions offering in-class and ODL or Online and singlemode institutions offering only ODL programmes. Thepolicy preference is for triple mode institutions of topcampus based or in-class institutions accredited for ODL,getting encouraged and supported to develop high qualityOnline courses.

l Extensive Use of Technology

The policy envisions extensive use of technology totransform educational processes and outcomes at all levels.The policy is highly appreciative of Digital India campaignand various initiatives of MHRD for the application oftechnologies in education. Recognising the need for a thinktank for design and development of proper ways of useand integration of technology to improve multiple aspectsof education the policy has suggested an autonomous body,the National Educational Technology Forum (NETF). TheNETF is expected to provide all necessary intellectual andoperational inputs to all higher education institutions forthe deployment and use of technology in all aspects ofeducation.

l Ensuring Equitable Use of Technology

The policy recognises the digital divide in the country andthe limitations in the use of technology and includes manysuggestions to overcome them. The policy suggests anumber of initiatives for leveraging technology for teaching-

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learning at all levels from school to higher education. Thepolicy suggests a dedicated unit in the MHRD for thepurpose of orchestrating the building of digitalinfrastructure, content and capacity building.

l Quality of ODL and Online Education

The policy emphasises the need for high quality ODL andOnline programmes equivalent to that of in-classprogrammes. The policy strongly advocates the frameworksfor quality of ODL including norms, standards andguidelines for systemic development, regulation andaccreditation. The policy clearly articulates the need forparity of esteem to all modes of education by followingglobal standards of education. The policy considerseducation as a public good and public service and qualityeducation as the right of every child. The policy stronglyadvocates curbing of commercialisation of education. Thishas many implications for the current practices of moneymaking through ODL programmes by many public andprivate HEIs. Presently many institutions are in the field ofOnline education for profit making. It is a challenging taskto government to regulate the profit making activity ineducation, more particularly in ODL and Online education.Hope the non-commercial view of education provisionemphasised in the policy, will be implemented faithfullyand quality of ODL and Online education is ensured inreality.

l Transforming the Regulatory System

The policy is highly critical of present regulatory system inhigher education, stifling the institutional freedom. This ismore so in case of ODL institutions. The OUs are subjectedto very rigid regulatory practices, to the extent of making

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it necessary to have approval to individual programmes tobe offered by ODL institutions. The NEP suggests Lightbut tight regulatory framework to ensure integrity,transparency and resource efficiency of the educationalsystem through audit and public disclosure whileencouraging innovation and out-of-the-box ideas throughautonomy, good governance and empowerment. It is awelcome development. Another welcome feature in thepolicy is the suggestions for a single regulatory authorityfor all forms of HEIs and uniform regulatory system for alltypes of HEIs. Presently ODL institutions are treateddifferently from conventional universities in matters ofregulatory practices. Hope this policy will end this unfairdiscriminatory treatment of ODL institutions in matters ofregulation.

5. Way Forward to OUs

The policy visualises the new conceptual perception/understanding of higher education institutions i.e., Universityor a College. The policy suggests phasing out of single streamhigher education institutions and conversion of all HEIs asmulti-disciplinary institutions of Research-intensivesUniversities, Teaching-intensive Universities and AutonomousDegree Granting Colleges. In this proposed structures of HEIswith far reaching implications, we have to visualise the futurerole of OUs. The NEP 2020 preference is for multi-disciplinaryand multi-model HEIs. Some of the measures suggested forway forward to OUs are:

l Move from Single Mode to Multi Model

The OUs may have to move from single ODL mode tomulti model Universities offering programmes in ODL,Online and in-class modes. To start with they may offer

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programmes in ODL and Online and cautiously move tooffer a few in-class innovative, experimental and higherlevel programmes. This will help them in enhancing theirofferings, enriching learning experiences and flexibility inways of learning. The OUs should have necessarytechnology and human resources for this transformationand may have to move in a phased manner appropriate tothe context.

l Move from Single Media to Multi Media

Presently most OUs are mainly using print material forteaching-learning with audio-visual programmes assupplements. They have to move fast to blended mode ofeffectively using multi media of print, audio-visual, internetand other new technologies. For this building institutionalcapacities and developing staff competencies are theessential requirements.

l Move from Dependency Model to Atmanirbhar Model

The OU have adopted dependency model of using availablepublic resources, academic and infrastructure, to makethe system more cost effective. In the changing context,every institution being encouraged to offer ODL andOnline programmes, the OUs may find difficulty in drawingservices from other institutions. There is a need for OUsbecoming Atmanirbhar (self-reliant) Universities. Theybecome Atmanirbhar in learning resources by extensivelyusing Open Education Resources (OER), Massive OpenOnline Courses (MOOCs) and other technology resources.They may become Atmanirbhar in financial resources byenrolling more students and in administrative matters byaccountable performance. Atmanirbhar is a relativeconcept and in no way underplays the role of seamless

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integration and coordination across all higher educationinstitutions. Atmanirbhar emphasises participation in highereducation with self dignity and on equal terms.

l Move to Flexible Professional Management Model

The traditional hierarchical, procedure and position centricadministrative model may not be suitable for flexibleeducational institutions like OUs. The OUs should adaptflexible professional management model with a focus onperformance and results. In OUs where teaching-learningis a product of collective effort of many units, team workis critical in the performance of institutions. Differenceswhich are normal in any institutional setting should notbecome disputes, disrupting the functioning of theinstitutions. In case of individuals or institutions,performance alone will get the real recognition and theposition should be viewed as an opportunity forperformance. I have been observing that many OUs aresuffering from 'Common Cold' problems of not providinglearning materials on time conducting examination on-timeand declaring results on-time etc. We have to overcomethese problems. The OUs should urgently address thegovernance deficit issues.

l Prepare Institution Centric Reform Agenda

The 15 public Open Universities in India are in differentstages of development. Every OU, taking into account itsown context, should prepare an InstitutionalDevelopment Plan (IDP) with a holistic approach ofinstitutional development. The IDP should be a strategicplan for institutional reform agenda. Here, all thestakeholders in the system, in particular the governmentshould play an important role by providing necessary

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support and guidance in the preparation and execution ofIDP. The academic community within the institution andinstitutional leadership has a critical role in the IDPpreparation and implementation. In preparing IDPs theinstitutions may draw on the valuable knowledge resourcesdeveloped by many experts and agencies, in particular theCommonwealth of Learning (CoL), Ministry of HumanResource Development (MHRD) and University GrantsCommission (UGC).

6. To Conclude

Enlightened leadership with pragmatic vision, committed andcompetent staff, adequate technology and learning resourcesinfrastructure and flexible professional management are thefour pillars of re-imagination of the system. In a systemic view,weakness in any one pillar affects the system as a whole. Ihave been observing different levels of deficit in these fourpillars in many OUs with existential threats to the system.

The NEP 2020, with all its strengths and limitations, providesa broad framework to ODL institutions to move forward toserve the cause of education. The OUs are passing through acritical phase. The NEP 2020 is an opportunity to reflect andchange. It is time for action. If we fail to act today, tomorrowwe may not be there to act.

References:

1. For Public Policies on Education and other related matterssee www.mhrd.gov.in and www.ugc.ac.in.

2. For knowledge resource in ODL and technology enabledlearning see www.col.org.in

* This lecture is available for download at :www.braouvidyagani.in