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PublicationStudent Satisfaction with Open Distance Learning: Experiences of Open Universities( 2021)A very significant and sustainable innovation in the form of Open and Distance Learning (ODL) was necessary for making education accessible to everyone. In other words, a system was needed for continuous support to all learners within all sub-systems of education so that education could reach the unreachable. The ODL system emerged in Commonwealth Asia three decades ago to provide access to education to all. The ODL system is more flexible in nature and is ready to make desirable changes as per the situation.
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PublicationBest Practices in Open and Distance Education: Case Studies from Commonwealth Countries( 2021)The diversity of population with respect to age, qualifi cations, locality and social and economic status cannot be addressed through a single and traditional mode of education. Secondly, growing need for continuous upgradation of knowledge and skills and technological advances mean that traditional ways of organising education and learning systems need to be augmented with innovative, fl exible and technology-driven methods, so as to universalise education as a fundamental right of all people. It is well accepted that Open and Distance Learning is an indispensable part of mainstream education both in developed and developing countries due to widespread use of web-based multimedia technologies. It has become a powerful force for social and economic development. // During the last two decades, many institutions have undergone profound changes in their organisational structures, governance and modes of operation. ICT has been used in every sphere of institutional and teaching learning activities. Traditional universities are transforming themselves to dual mode universities and providing students with the best possible learning resources. More and more open universities and dual mode institutions are being established across the world.
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PublicationBest Practices of Community Radio and Sustainable Development Goals: A Handbook( 2021)Community radios as a third tier of broadcasting in addition to commercial and public radios, cover relatively smaller geographic areas but cater to a wider range of communities of interest. The hyper local and participatory nature of content creation in community radio has great potential to reduce the gap between the content creators and listeners making communities - especially the marginalized and vulnerable – active partners in the development process. Thus, community radios are well suited for providing new and unexplored opportunities for more inclusive sustainable development. In the time of the on-going COVID-19 pandemic, community radio stations (CRS) have once again proved their mettle as sources of timely and dependable information and guidance, increased their listenership, and grown in stature as a valuable community asset. Time and again, the role of community radios has been lauded in making critical public information accessible to people be it about various government provisions that they can benefit from, national campaigns on health, mobilizing people to participate in the democratic process by exercising their right to vote, or providing life and livelihood saving information in times of disasters and natural calamities. That community radios can, and do, play a vital role in engaging people in the development process is no longer in doubt, even if this is in small numbers in pockets of their immediate reach. Hence, community radios can be an integral part of the task force of the Sustainable Development Goals (SDGs) – a blueprint for achieving a better and more sustainable future for all socially, economically, and environmentally.
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PublicationHandbook on Online Education in Commonwealth Asia( 2022-01)Online learning is education which takes place over the internet. Online courses are flexible and give students enough time and space to learn at their own leisure and pace. Many studies have reported that online learning is as effective as formal learning in terms of student learning. Education delivered online has seen significant growth in the last few years. Advancements in ICT, development and use of OER, and government policies on credit transfers have led many institutions to plan and offer either partial or full online courses and programmes. Some of the universities and institutions have started looking at the credits gained through MOOCs for transfer to regular programmes in view of the policies and guidelines issued by the government’s regulatory agencies. Conventional institutions have also started making attempts to offer online courses and programmes as they are deemed to be cost effective and able to meet the requirements of present-day learners.
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PublicationSmart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies( 2022-09)Information and communication technologies (ICT) have led to the reconsideration of global public policies. In this regard, the creation of universal frameworks has mobilized networks of powerful public, private, and civil society players to scaffold a global agenda on ICT in Education (ICTE), which often combines contradictory rights-based, social justice, and economic objectives. In addition, the shift towards the digitalization of education led to the necessity for the development of national public ICTE policies, which could encompass the unprecedented changes in teaching and learning. The analysis of policy texts and case studies gives a better understanding of this sector and helps to develop the tools necessary for the successful implementation of smart education. // The Publication comprises the following: Overview of the field of smart education and the use of digital technologies in teaching and learning. Conceptual framework and the methodology adopted for the research Analysis of 10 selected national and related supranational policy texts on information and communication technologies in education and smart education policy (China, Egypt, India, Mauritius, Russia, Singapore, South Africa, South Korea, the UK, and the USA) 15 case studies of selected policy-informed implementation projects A policy template and monitoring and evaluation questions.