Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study

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Date
2016
Authors
Bose, Sutapa
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.
Description
Subject
Teacher Education, Assessment, Policies
Country
India
Region
Asia
Rights
Series
Journal of Learning for Development;vol. 3, no. 2
Citation
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