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Gupta, Shailendra Kumar
- The Role of Distance Education in the Human Skill Development of India
Authors
1 Dr. C.V. Raman University, Bilaspur-495113, Chhattisgarh, IN
Source
Asian Journal of Management, Vol 5, No 3 (2014), Pagination: 306-311Abstract
The objective of this paper is to analyze the role of distance education in the human skill development of India. The paper has been divided into three parts. First, part discusses the relationship between distance education and human resource development in general and conceptual context in particular. Indian rank in HRD corresponding to other countries has also been highlighted in this part. Second part highlighted how distance education helped to learners to bring changes economically in their personal life after getting degree from distance education institution. The third and last part discusses the futuristic model of distance training for on the job learners.
References
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- Vocational Education and Training: The Role of ODL
Authors
1 Dr. C.V. Raman University, Bilaspur, Chhattisgarh - 495113, IN
Source
Asian Journal of Management, Vol 5, No 1 (2014), Pagination: 62-66Abstract
There has been a tremendous focus on vocational education in the five year plans. It has off late caught the fancy of the academicians, policy makers, etc. The Twelfth Five Year Plan has specially laid its emphasis on skill education in its Approach paper.
However, the reality check is that, given a choice between the two options for education: general education and vocational education, the tilt has been more towards general education than vocational and compared to the western countries the participation rate of students in the vocational courses are very less. Due to globalization and the growth of knowledge economy, there is a tough competition everywhere and therefore the only mantra to success is knowledge, skill and training. The focus is more on working skills and expertise in a particular field of one‟s own. Hence vocational education and training can prove to be double edged weapon to be used against unemployment problem and also producing skilled technicians and workers for the global market. Vocational Education has been defined as any form of education, the purpose of which is to fit an individual to pursue effectively a recognized profitable employment, whether pursued for wages or otherwise. Earlier vocational education had no formal base and hence it was imparted in such a way that the learner acquired the skill by observation and manually handling things.1
Distance and Open Learning has emerged as a most viable option in higher education sector. In Assam, we have two dual mode Universities, one State Open University and IGNOU, beside some private institutions and "foreign universities" offering off campus education through their study center in the state.
The present paper aims to view the status of the vocational education and training as provided through distance mode by the distance educational Institutes. The paper has its own limitations, as it deals with the vocational education at the tertiary level only. The paper will lay emphasis on the potentialities of such education and training for the youths of Assam and the role that distance education can play to give them a dignified life by equipping them with the required skill.
References
- Basu, Swaraj and Srivastava, Manjulika, (2010). Distance Learning in North East: An Overview, University News 48(38).
- Fozdar, B.I., and Kumar, P.S. (2006).The Role of Open and Distance Learning in Vocational Education and Training in India. Retrived from http://wikieducator.org/images/f/ff/PID_89.pdf on 06-01-11.
- Ghosh, Suresh C. (2007). History of Education in India, Rawat Publications, New Delhi .
- Kamat, H.D. and David, A. (2007). Vocational Education, Crescent Publications, New Delhi.
- Lyndem, Biloris and De, Utpal K. (edt) (2004). Education in North East India: Experience and Challenge, Concept, New Delhi.
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- Moran, Louise % Rumble, Grenville (edt). (2005). Vocational Education and Training through Open and Distance Learning, Vol. 15, Routledge Falmer, New York
- Some of the websites referred: www.ignou.ac.in, www.ruralpovertyportal.org,www.planningcommission.nic.in, www.assocham.org, http://www.knowledgecommission.gov.in , http://nceuis.nic.in, http://www.aicte-india.org, www.labourbureau. nic.in, www.ifad.org, http://info.worldbank.org, http://www.oecd.org, http://dget.gov.in.
- NCERT, 2005. National Curriculum Framework 2005, New Delhi
- National Policy on Education (1986): National Policy on Education, 1986. New Delhi UGC. Available online at: http://www.ugc.ac. in/policy/npe 86.html (accessed 1 January 2008).
- UNESCO (2002a). Open and Distance Learning: Trends Policy and Strategy Consideration. Paris
- UNESCO. Available online at: http://unesdoc.unesco.org/ images/oo12/001284/128463e.pdt (accessed 1 January 2008).
- World employment report 2008, Labour Bureau Report, 2009-10
- W.M. Macmillan (1938)
- A Study on Problems and Solutions for Distance Learning Education
Authors
1 CSSDA, Dhamtari (C.G.), IN
Source
Asian Journal of Management, Vol 6, No 1 (2015), Pagination: 5-11Abstract
This paper deals with problems associated with distance education and their tentative solutions. First, it identifies those problems which were faced by distant learners during their course of study. Second, it also identifies the problems associated with the distance education system. Finally, it provides tentative solutions to these problems and some recommendations for the betterment of distance education. For this related content collected from different books, journals and internet was reviewed and then problems associated with distance education were identified. These were associated with nature of study material, lack of multi-media instruction, insecurities about learning, lack of feedback or contact with the teacher, lack of support and services, lack of social interaction among learners, lack of student training, absence of a teacher, low status of distance education institutes, rigidity imposed by university regulations, misconception about the role of distance education departments, discrimination with the product of the distance education departments lack of support by the faculty. Keeping in mind theses problems tentative solutions were suggested such as - If distance learning institutions are serious about providing equity of educational opportunity to all, then careful consideration must be given to the special needs of distance learners. We should use multi-media technologies during PCPs. Proper planning and cooperation on the part of all those are associated with distant learners. If students are undertaking distance learning courses that require knowledge of computers, then the students must be taught, at a minimum, the fundamentals of operating the system of choice of the distance-taught course. Feedback on the part of concern distance educators and authority regarding admission, PCPs, assignments, examination and projects should be provided to the distance learners time to time. Understanding and mitigating technology problems are important, especially with the rapid expansion of technology. Further research into course development techniques will help learning institutions understand which methods work best in the distance learning classroom.Keywords
Correspondence, Distant-Learner, Flexible Learning, Indirect Interaction, Open Learning.- The Study of Government Initiatives Schemes towards Skill Development and Vocational Education in India
Authors
1 CSSDA, Dhamtari (C.G.), IN
Source
Asian Journal of Management, Vol 6, No 3 (2015), Pagination: 193-199Abstract
There exists great demand for a skilled workforce, especially in the context of globalization and when Indian economy is growing at an unprecedented rate. Availability of such skilled workforce is closely associated with the kind of vocational education and training system existing in the country. This article maps the various government initiatives towards skill development by reviewing and analysing the prevailing programmes/schemes under various institutional arrangements, to promote a meaningful and employable skill development system. In doing so, it is found that skill deficiency is present across all levels despite new institutional arrangements from the government and several ongoing schemes and programmes operating in the country. Finally, the article makes an attempt to identify the limitations in the above-mentioned context and suggests some mechanism to fill the existing gaps in the skill development area.