The Open University is the most ground-breaking sociological experiment and an academic innovation which has great significance and relevance in the modern times. In the Indian context, the model seems to be based on Britain’s Open University. However, cosmetic changes have been made to suit the native needs and conditions. Britain’s Open University began its first courses in 1971 after meticulous planning.

The methodology of Britain’s Open University consists of :

· Distance teaching that  required receipt and return of lessons and assignments.
· A series of well-monitored radio/television programmes.
· Short-term summer classes.
· Regionally ope-rated tutorial and counselling system.

Britain played a pioneering role in this aspect. Its first transmission went on the air in January, 1971, with an enrolment of 30,000 students. Science courses also were introduced and these students received science kits along with correspondence packages. Students received and returned computer-organised material for tutorial and seminar work. They had an eight-year course leading to B.A. Degree with open entry system without insisting on any formal academic qualification. 

Distance education in India

Distance education is generally imparted by three kinds of institutions:  

1. Departments of Correspondence Courses in universities and university level institutions with names such as Directorate of Distance Education, School of Distance Education, Directorate of Corre-spondence Courses, School of Distance Learning and Continuing Education. 

2. Open Universities exclusively involved in imparting higher education through the distance mode. 

3. A large number of private institutions mostly offering professional courses. There is no territorial restriction for enrolment of students.

Correspondence education has brought about a remarkable change in the education system of India. It is estimated that in future, teachers from conventional teaching would ‘perform live’ to learners across the country with the help of information technology and satellite communication.

Distance education has two forms:

· External studentship: When a student opts to appear as an external candidate without taking admission in a college or university, it means that he has only the permission to sit for the examination of the concerned university.  

· Correspondence education: There are two types of correspondence education:
 
(a) The Regular System: In this system, the qualification requirements for enrolment are similar to those prescribed for the regular university courses. 

(b)The Open System: In this system, the courses are open to any person who may not have any formal qualifications. But, in some institutions, the candidates should have attained the age of 18 years for undergraduate and diploma courses and 21 years for postgraduate courses. For enrolment in some courses, the candidates have to qualify themselves in a written examination.
 
In India, there has been a steady increase in the number of students enrolling for distance learning courses. Since the regular Universities have limited number of seats, the admissions have become highly competitive. Owing to this reason, Distance learning courses are gaining more and more popularity in India. This system primarily encourages people, who have had no formal educational qualification, to take up their studies in the distance mode. And also, quite often we observe an active academic interest and lively scholastic aspiration among several people to make educational pursuit a lifelong affair. Indeed, there is no limit to acquire new knowledge and many individuals believe in life-long and continuing education. There are corporate professionals, industry leaders, senior executives and leading academicians, who have a bee in their bonnet. Distance learning fulfills the desire of such aspirants too.  

Distance learning programmes are designed in self-study format so as to satisfy the intellectual urge of professionals, who possess an enduring thirst for knowledge, but are otherwise busy in realising their professional aspirations and are unable to pursue specialised courses of their interest due to various other constraints. Distance learning is meant for all those who are interested in acquiring an additional academic qualification without having to make compromises in meeting their career goals. Distance learning programmes meet the scholarly needs of such professionals, which enable them to enhance their knowledge in a discipline of their specialisation. For people, who have not had an opportunity to take up the study of another domain, can now pursue it conveniently from their work locales, because it is felt that time and location should not be a constraint for acquiring a degree. Besides, there are a lot of employed people, who wish to improve their academic qualifications through distance learning because, this system also facilitates the concept of ‘earn while you learn’.

Distance Education vs Online Education

Many people tend to mix up distance learning with online education. Nonetheless, it may be noted that there is a subtle distinction between these two. Since the technology used in both the modes is different, they are not the same. Though online degree programmes can be termed as distance learning courses, distance-learning programmes cannot be described as online courses.  

Distance Education Council of India

The Open Universities in our country are regulated by the Distance Education Council of India (DEC).The DEC is responsible for the promotion and coordination of the Open University and Distance Education system and for determining its standards. The Council was constituted under the Indira Gandhi National Open University Act (1985).  The Council encourages the state governments and conventional universities to set up open universities and distance education centers. Besides providing funds, it does the assessment and accreditation of these universities. The primary goal of the DEC is to facilitate and promote distance education. The DEC has been extending financial support to the distance education institutions for improving the infrastructure, providing staff training etc.  

The Modality of Distance Education

Distance education caters to the educational needs of many categories of learners, especially to late entrants, working people, people who do not have access to higher education in their place of stay, and to those who wish to enhance their educational levels. The learning process in the distance mode comprises self-study reading material, completion of specified assignments, learning through audio-visual lessons, and participating in contact programmes and counselling sessions. Correspondence edu-cational institutions supply study material, hold contact classes and conduct examinations. Most of the teaching learning process incorporates printed learning material as well as the multimedia facilities set up at nodal/study centres or through the TV and Radio networks. These universities offer graduate, postgraduate courses, research programmes and also diploma and certificate courses. Most of these programmes are need-based and career-oriented. 

Open University-Its Origin

The Open University is an extension of the concept of non-conventional or non-formal education. Its primary objective is to supplement but not to supplant the traditional and formal type of education. It has originated because the existing Indian universities are unable to meet the increasing demand for higher education arising from huge population explosion. Moreover, universities and colleges are understaffed and have become congested places with poor infrastructural facilities. And also, in India, establishing more universities and colleges is an economic burden to the States. Governments are unable to allocate sufficient budget to education. The allotted funds are not adequate even to meet simple maintenance needs, leave alone developmental requirements. It is quite disheartening to note that India still has the largest number of illiterate population. 

This is the main reason for the Indian Government to be overly concerned about giving top most precedence, though belated, to non-formal and adult education. If this thrust area is further neglected, the vision of making India as a global power would remain an elusive goal. This is the main objective behind the emergence of the Open University system in India. Open University came into existence to meet the educational needs of millions of aspirants of higher education, who are otherwise denied of this facility for various reasons. Andhra Pradesh has the distinction of having established the first Open University in the country way back in 1982. Indira Gandhi National Open University was started three years later, i.e. in 1985 in New Delhi. 

In the field of higher education, the Open University is intended to 

· draw the surplus student population to the non-conventional channel
· remove the rigidities in the academic system and make it more non-formal
· provide alternative models of instruction  
Open Universities in India provide the facility
of distance education to people who are unable to pursue regular courses. They offer flexible course options, which can be taken by candidates who do not have any formal qualification but have reached the required age i.e.18–20 and also have cleared a written entrance test. The courses are student-paced.  
Presently, there is one National Open University and 13 State Open Universities in India.  

Here is a list:

1. Indira Gandhi National Open University, New   Delhi.
2. Dr.B.R.Ambedkar Open University, Hyderabad,     Andhra Pradesh.
3. Vardhaman Mahaveer Open University, Kota,   Rajasthan.
4. Nalanda Open University, Patna, Bihar.
5. Madhya Pradesh Bhoj Open University, Bhopal,   Madhya Pradesh.
6. Karnataka State Open University, Mysore,    Karnataka.
7. Tamil Nadu Open University, Chennai,
 Tamil Nadu.
8. Uttaranchal Open University, Nainital,    Uttaranchal.
9. Pt.Sunderlal Sharma Open University, Bilaspur   Chattisgarh.
10. Netaji Subhas Open University, Kolkata, West    Bengal.
11. Dr. Babasaheb Ambedkar Open University,     Ahmedabad, Gujarat.
12. U.P.Rajarshi Tandon Open University,     Allahabad, Uttar Pradesh.
13. Yashwantrao Chavan Maharashtra Open     University, Nashik, Maharashtra.
14. K.K.Handique State Open University,     Guwahati, Assam.

Distance learning courses facilitate a person to pursue education from any State or University that he or she desires. Because of this reason, distance learning courses are increasingly becoming popular in our country. As the course fee of these courses is much lesser than the regular courses, distance-learning courses have become very popular in the rural areas also. Hence, the distance learning institutes are serving a very significant cause by taking higher education to the doorstep of the underprivileged sections of the society, enabling them to pursue higher education of their preference. 

We shall now discuss the notable strides made by Indira Gandhi National Open University in the field of higher education through its Open University System. 

Indira Gandhi National Open University–A Premier Organisation

Indira Gandhi National Open University was established as a Central University by Act of Parliament in 1985 (Act No. 50 of 1985). It has established 22 Regional Centres and over 500 Study Centres across the country. The most essential features of IGNOU are:

· Relaxed entry regulations
· Instruction is not lecture-based or teacher-oriented but student-paced
· Greater flexibility in selecting the courses from a wide range of disciplines
· Studying at places of students’ choice and appearing at term-end examinations anywhere in India and some selected centres abroad
· Pursuing studies in any other university while being a learner of IGNOU

IGNOU, which is a pioneer institute of distance learning in India, was established with the sole motto of providing distance education to less advantaged sections of the society. It has nearly 1.5 million students on its rolls pursuing various courses. It is heartening to note that most of these students hail from rural India. However , these distance-learning programmes are equally popular among urban people too as the correspondence courses help them to enhance their career options .Not only that, they can earn additional qualifications without causing dislocation to their regular work. IGNOU has been making pioneering efforts in offering programmes in as many as 50 areas covering a broad range of subjects such as computers, nursing, management, creative writing, rural development, Panchayati Raj, disaster management, tourism, women’s empowerment etc. 

IGNOU is making use of the latest information technology in a big way for its MBA and Computer Application programmes. IGNOU, under its novel project, Management Education Through Interactive Delivery System (MEIDS), delivers 20 capsule programmes in management in collaboration with 20 management institutions across the country.

IGNOU introduced computer education programmes in 1999 at three levels–

· Masters in Computer Application (MCA)
· Bachelor in Computer Applications (BCA)
· Certificate in Computing (CCI) 

This is a part of IGNOU’s online educational programmes. Its two other computer programmes, also introduced in 1999, Bachelor of information Technology (BIT), and Advanced Diploma in Information Technology (ADIT) linked to the MCA programme , are delivered through Tele- learning Centres. IGNOU has teamed up with Satyam Infoway Ltd. to provide limited Internet access to its students for its unique project Virtual Campus Initiative (VCL). For students, who register with the School of Computer and Information Sciences, IGNOU provides courseware on CD, which comes with software for net access. Internet access helps the candidates to have online interaction with faculty members, peer groups and external experts. In the year 2000, IGNOU also introduced interactive radio counselling and has been transmitting educational programmes through a TV channel named ‘Doordarshan Gyan Bharati’. 

Benefits

It is agreed on all hands that Open University is more convenient and cost-effective than the traditional university. The Open University does not require either an elaborate infrastructure or a large workforce whereas, these two aspects are indispensable in the case of its conventional counterparts. The cost of an Open University’s degree is one-third of the cost of a regular college degree. Educational technology aids in supplementing the reading material. Audio cassettes and video films help the students to learn at their own pace through self-study.
  
To cite an example, in Nairobi, the establishment originally consisted of one senior lecturer who was also the Assistant Director of the institute. There was one lecturer, who took care of material development and instruction and one lecturer who was a radio-education specialist. The instructional staff was expected to mark students’ exercise and examination papers. In order to meet this requirement, they had 50 part-time markers who worked under the supervision of the correspondence tutors. The administrative unit functioned with a skeleton staff. Evidently, there are alternative models and different types of Open Universities in the world, who function and evolve according to the local requirements.  
 
Fallacy

There is a general misconception that the Open University products would not be up to the mark. This is a groundless apprehension which springs from the invalid supposition that the regular universities and colleges are models of excellence. As a matter of fact, today, everyone knows that most of the professional colleges are conducting their own admission tests because the university degrees are devalued. And also, the prospect of delinking jobs from degrees has been gaining currency in the recent times. Therefore, the conservative educationists should change their perspective and accept the fact that the Open University system demands high levels of self-discipline and self-motivation coupled with diligence and determination to face the challenges of an exacting course of private study. Many a time we come across students of Open Universities display outstanding merit and academic brilliance and surpass their counterparts of regular universities. 

The Final Analysis

A critical evaluation has to be made with regard
to the quality and maintenance of Open University system in India. The following issues of vital importance need a closer attention.

• Improve the quality of lessons
• Provide systematic orientation  to teachers
• Offer rigorous training to lesson-writers

The Future Road Map

Open University has clearly demonstrated that it has very bright prospects in India. Yet, it calls for more innovativeness and diverseness. Educational planners and policy makers should constantly evaluate the worthiness and relevance of the content of the courses offered. Curriculum should be revised periodically to lend a touch of contemporariness. The syllabus should focus more on the acquisition of vocational skills rather than merely imparting theoretical knowledge. Diversified courses / programmes should be added as frequently as possible so that the learners would have a wide choice. The vocational component of the syllabus has to be increased to make it more job-oriented. The pedagogical tools have to be benchmarked with global standards and the methodology should be in tune with the current developments in the field of education. More prominence should be given to active research in different fields. The latest trends should be followed in the areas of research and development. In order to meet the fast-changing requirements of the corporate world, cutting-edge courseware, which is structured and inventive, should be put in place. If contemporary and updated emerging curriculum is offered, the mission of preparing the future professionals, who are equipped with the latest know-how, would be fulfilled. Finally, Open Universities in India should relentlessly strive to raise the bar so as to subscribe to a world-class academic culture, which is vibrant and dynamic. 

Swami Vivekananda focuses on the concept of education and says, “The education which does not help the common mass of people to equip themselves for the struggle for life, which does not bring out strength of character, a spirit of philanthropy and the courage of a lion….is it worth the name? Real education is that which enables one to stand on one’s own legs.” He further urged that education should aim at ‘man-making and character-building’. Indisputably, this has to be the main thrust and ultimate goal of any educational programme. Therefore, it is expected that the Open University in India should live up to the dream of Swami Vivekananda and participate in the mission of ‘man-making and character-building’ which ultimately leads to nation- building. The New Education Policy states, ‘Education has an acculturating role. It should refine sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit–thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution.’  In the Indian context, it is imperative that Open Universities should subscribe to these noble ideals.