The Tribune, Chandigarh, India

Distant education brought nearer
S. Saraswathi

THE Central Advisory Board of Education (CABE) recommended introduction of distant education in India in 1996. Following this, correspondence courses were initiated by the University Grants Commission and were started by some universities. One of the earliest to welcome this experiment was Delhi University, while older conservative universities like Madras University were reluctant to change their conventional systems and took a long time to fall in line.

The Education Commission (1964) strongly favoured the introduction of correspondence education to cope with the enormous growth in the demand for college and absolute shortage of institutions and infrastructure.

The National Education Policy Document in the mid-1980s came out with idea to utilise modern communication technologies to reach distant areas and most deprived sections of the students population as easily as affluent and accessible students. Educational planners had by now accepted that alternative method of education must be adopted along with traditional formal education system not only to cover more areas and people, but also to improve the contents and methods of learning in the context of new communication technologies.

Thus, correspondence education began to transform itself as distant education — postal and messengerial services, yielding place to the audio-visual media, computers and the Internet. The change is slow in India due to slow growth of technology and still slower growth in transfer of technology. But the change is definitely taking place.

In India, the first open university — the name by which institutions imparting distant education has come to be known all over the world — was established in Hyderabad in Andhra Pradesh in 1982. This was followed by the Indira Gandhi National Open University (IGNOU) in New Delhi in 1985 as a bold venture of the Government of India on a very big scale.

What prompted the Government of India of introduce open universities was not just the pressure of population, but the need to break the rigidities of the traditional system which blocked education to a large number of aspiring students and to overcome the mismatch between the contents of education and development needs of the nation. There are eight open universities and over 50 distant education divisions attached to traditional universities in India.

The UK open university — the first in the world set up in 1969 — is the model for India and many other countries. Though IGNOU is also based on this pioneering institute, the choice of courses offered and methods have been based on local needs and available facilities, making use of existing courses in the traditional system. IGNOU is a statutory institution but autonomous. It has become the model for other distant education centres, and also a resource centre to help them.

Distant education is an innovation in education, but made possible only by a political decision. In fact, political bosses have played crucial roles in acceptance, rejection, or delay in acceptance of distant education concept everywhere. In Germany, for instance, it was the political system that helped overcome opposition. British institutions very soon became the model for others to emulate. But, wholesale copy is neither feasible nor desirable in distant education. Contents and methods have to be adapted to local requirements and conditions.

Distant education, however, depends much on inter-institutional co-operation to a degree unknown in the formal institutions. Sharing of resources, modules, and expertise is a precondition for success which rules out competition and separateness. Four countries of the SAARC region, namely India, Pakistan, Bangladesh, and Sri Lanka, have made considerable progress on educational resources. The Asian Association of Open Universities has been set up to promote cooperation among institutions of distant education in the Asian region.

For developing countries like India, there is an urgent need for widening the accessibility to education. Easy admission, entry at any level without reference to the hierarchical order, non-insistence on prescribed qualifications, relaxed atmosphere of learning, a life-long system of education without consideration of age or status are our requirements.

The maladies that haunt the state of education in India are varied such as non-enrolment in schools, heavy dropout from the stage of primary education entry into the working world early in life, inability to withstand competition for entry into traditional institutions, and lack of adequate number of institutions provided with proper infrastructure. In such a society, facilities for education suited to individual speed and convenience are urgently required.

It is, therefore, necessary to ensure that open universities do not become mere supplements to traditional institutions. They have to fulfil the role of an alternative education system so as to bring education to the doorstep of a large mass of people.

Unfortunately, many of these institutions are already subjected to political interference and administrative hurdles making it difficult for the institutions to move fast with innovative ideas to make use of fast changing technologies. Of all impediments in the educational sphere, the one coming from bureaucracy unwilling to change is perhaps, the worst, particularly when the institutions depend on the government for financial resources.

Institutions imparting distant education have to be building their educational resources including personnel and adopting methodologies for which they require full freedom and understanding support from the government.

Even advanced countries like the USA have felt the need for distant education. There is said to be triple crises of access, cost and quality with regard to higher education in the USA and, hence, resort to distant education.

In India, the expectation of easy accessibility of open education may elude if the stress in on extensive use of computer network in the learning process. Though the computer revolution has invaded India also, there is still a long way to go before it becomes a mass culture with easy accessibility to the poor and the disadvantage. We have to guard against depending the cleavage between the educationally backward and the non-backward classes by another factor as accessibility to distant education.

This points to the importance of the inescapable route to progress, that is universal education which must precede any type of higher education. Distant education can benefit a society only if there is universal basic education.

Rs 15.96 lakh spent on storing obsolete books
V.P. Prabhakar

THE National Council of Educational Research and Training (NCERT) had incurred an expenditure of Rs 15.96 lakh on storage of obsolete books. As it had failed to recover from a printer Rs 17.27 lakh in another case, it had to knock the doors of the court.

The NCERT brings out educational textbooks every year on the orders of the Central Board of Secondary Education, New Delhi. These books are purchased by students recommended by various school systems spread all over the country.

With the introduction of the new national policy on education 1986, the council published new textbooks during 1987-91. This rendered 3508717 textbooks obsolete as these were published prior to the introduction of new education policy. In March 1992 it was proposed to sell these books as waste to make space for new textbooks in godowns.

Simultaneously, it was decided that instead of disposing of these books as "raddi", these books should be distributed free of cost to educational institutions provided they lift the books from godowns at their own expense.

The Secretary of the NCERT, according to the report of the Comptroller and Auditor-General of India and Autonomous Bodies for the year ending March, 2000, wrote to all state Resident Commissioners in May 1993 to lift these books free of cost. Reminders were also issued in February 1994.

No follow-up action was taken thereafter. There was no response from any state. However, between 1992-93 and 1993-94 the council distributed 1138234 books free of cost to government educational institutions.

For 2370483 books, the council hired godowns at Kirti Nagar, New Delhi, from February, 1995, to October 1996, and at Sahibabad from July 1996. As there was no demand from any state for these obsolete books, there was no justification in hiring godowns for storing these books.

Thus, the council incurred an infructous expenditure of Rs 15.96 lakh between February 1995 and March 1999 on hiring godowns which could have been avoided had the books been disposed of or distributed on time.

The Union Ministry of Human Resource Development, while confirming the facts, stated that in March 2000 the process of disposal of obsolete stock of books by auction had been initiated by the NCERT.

The NCERT also had assigned the job of printing two books (a) "Abhyas Pustika Bal Bharti, Bhag-I" (198000 books) and "Desh Aur Unkey Newasi-I" (70000 copies) to Parampara Offset Printers, Delhi, on October 25, 1994 and December 26, 1994, respectively.

As per the conditions of agreement in the event of any dispute, the matter is to be referred to the sole arbitration of the Head of Publication Division, NCERT. The award of arbitration so appointed shall be final and binding on the parties.

It was observed in the audit that the printer could print and supply only 45300 copies of the first book and he failed to print the balance copies of this book and the entire quantity of second book (70000 books). The NCERT had supplied 3365 reams and 1070 sheets of paper of different sizes to the printer, out of which 2129 reams and 1036 sheets costing Rs 881707 were left unutilised with the printer.

The NCERT took up the matter in February 1996 for return of or recovery of the cost of unutilised paper with the printer, but the latter neither returned the paper nor refunded the cost.

The NCERT appointed an arbitrator for the claim under the "Arbitration and Conciliation Act 1996" and informed the printer through a notice on January 9, 1997. The NCERT claimed the amount equal to four times of the cost of the paper, but the arbitrator awarded the claim equal to double the cost Rs 1763414.

An amount of Rs 43759, according to the report, was payable to the printer for printing of books. The NCERT could not recover the balance amount of Rs 17.27 lakh even after a lapse of about three years through as per the agreement deed, the award of arbitrator was final and binding on the printer.

The NCERT, while confirming the facts, intimated in February 2000 that the printer had failed to honour the award.

Course on Seismic Design of Bridges
Sneh Kaushik

THE, IIT Kanpur, will conduct a short course on "Seismic Design of Bridges" at Kanpur during October 7 to October 11. The course is meant for engineers engaged in design and construction of bridges and for senior engineers engaged in directing these activities.

The course contents include: earthquake engineering basics, concepts of seismic design, difference between seismic design philosophy of bridges and buildings, review of codal provisions in different countries, critical review of Indian code, future directions of Indian code provisions for bridges.

The aim of the course is to provide the participants an overview on seismic design procedures for highway/railway bridges. At the end of the course, the participants are expected to: have an overall understanding of the seismic design concepts, procedures and current practices for bridges to enable them to plan and direct the construction activity appropriately, understand the methodology of seismic design to be able to execute a proper design and have a clear appreciation of how seismic design methodology for bridges is very different from that for buildings.

The course is designed for civil engineers engaged in planning, design, or construction of bridges and senior professionals responsible for directing these activities.

It will be conducted by Dr Sudhir K. Jain and Dr C. V. R. Murty of the Department of Civil Engineering, IIT Kanpur.

Participants who successfully complete the course will be awarded a certificate.

The course fee is Rs 7,500/- per participant. It includes course material, lunch, and tea break. The fee is payable in advance by a crossed draft in favour of Course on Seismic Design of Bridges, IIT Kanpur. Limited, twin-sharing accommodation, is available on a first-come, first-served basis at the IIT K Guest House on payment.

Interested persons may send the enclosed registration form to Ms Sneha Kaushik, Department of Civil Engineering, IIT, Kanpur-208016. Web:http://www.nicee.org/NICEE/course.htm

ADMISSION DEADLINE

Languages

Central Instt of English & Foreign Languages, Hyderabad 500007.

www.ciefl.ac.in

Oct 15 (1) MPhil (Eng) (2-yr, Corresp)

Dec 31 (2) PG Cert in the Teaching of Eng (1-yr, Corresp)

Elig: For (1): PGCTE or PGDTE (GPA of 3.00 or equiv).

For (2): MA (Eng).

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Nov 12: Badruka Instt of Foreign Trade*, Station Rd, Kachiguda, Hyderabad 500027. Email: biftmpib@rediffmail.com

MBA (Intnl Bus)

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Appln F: Send Rs 250/- by DD favouring "Indian Institute of Foreign Trade" payable at Delhi to above add or IIFT, B-21, Qutab Institutional Area, New Delhi 110016, with 2 self-add labels.

(* Partner Instt of IIFT)

Oct 11 Jamia Millia Islamia, Maulana Mohd. Ali Johr Marg, New Delhi 110025. www.mbajmi.org; http://jmi.nic.in

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Selectn: Entrance Test (3 Nov).

Appln F: Website.

Oct 25 Indira Gandhi National Open University, Maidan Garhi, New Delhi 110068.

www.ignou.ac.in

(1) Master of Bus Admin (MBA)

(2) Master of Public Admin (MPA)

Elig: UG Deg, 2-yr wk ex, kn of Eng & Scores in CEMBA/ CEMPA/ CEMAT.

Appln F: Send Rs 1050/- by DD favouring "IGNOU" payable at New Delhi to Dy. Director, International Cell, Block-14 at above add.

Merchant Navy

Oct 31: Marine Engineering & Research Instt (MERI), (GoI) Hay Bunder Road, Mumbai-400033 (Mah)

Pre-Sea Training (1-yr)

Elig: BE/BTech (Mech/Naval Arch).

Details & Appln F: Employment News (21-27 Sep)

Oct 11: The Shipping Corporation of India Ltd., Shipping House, 245, Madame Cama Rd, Mumbai 400021.

www.shipindia.com

Trainee Marine Engineer

Elig: Unmarried M/F; BE/BTech (Mech/Naval Archi). Age: 25-yr (on 1 Jan ’03)

Selectn: Written Test.

Details & Appln F: Website.

Scholarships

Oct 21: Indian Institute of Science, Bangalore 560012.

www.iisc.ernet.in/ysfp

Young Fellowship for toppers in PUC/Class XII

Elig: Toppers (within top 20 ranks) in PUC/Class XII (with Maths) intending to pursuing a career in Phy, Chem, Maths & Biol.

Appln F: Apply on plain paper with PP photo, proof of your rank along with an endorsement from the Principal of yr college, to Asst. Registrar (Acad) at above add. Superscribe "IISc Young Fellowship Programme" on env.

Details: Website.

Oct 16 M/o HRD, (D/o Sec & Hr Educn), ES.5 Section, A.1/W. 3, Curzon Rd Barracks, Kasturba Gandhi Marg, New Delhi 110001

NORAD Fellowships (Norwegian Govt Scholarships)

MSc (Dev & Resource Eco; Hydropower Dev; Petroleum Engg/ Petroleum Geo Sc)

Appln F: Apply on plain paper in prescribed format.

Scholarships

Dec 5: Jawaharlal Nehru Centre for Advanced Scientific Research (Deemed Univ), Jakkur PO, B’lore 560064.

www.jncasr.ac.in

Summer Research Fellowships 2003 (2-mth)

Elig: II & III yr students of BSc/ BVSc/ BE/ BTech/ MBBS/ BPharma/ MCA and MSc (1st yr).

Details & Appln F: write to Programme Co-ordinator at above add with stamped (Rs 8/-) env (16 x 25 cm) before 5 Nov.

Schools

Oct 18: Navodaya Vidyalaya Samiti, (M/o HRD) IG Stadium, IP Estate, New Delhi 110002

Jawahar Navodaya Vidyalaya Selectn Test 2003 (Class VI)

Elig: Pass (in single attempt without break in attendance) in class III, IV & studying Cl V from a recognized school. DOB: 01 May ‘90-30 Apr ‘94.

Test: 9 Feb in each state.

Appln F: Available from Distt./Block Educn Officer, Headmaster of Primary School (with Cl V) OR Principal, JNV (of the distt).

University

Oct 9: Punjab Agricultural University, Ludhiana

Ph: 0161-401960 Extn. 286

Dip (in Food Enterprise Mgt; Interior Deco) (1-yr)

Elig: 10+2 Girls.

Appln F: Send Rs 450/- by crossed DD favouring "Additional Director, Extension Education (Communication Centre), Punjab Agricultural University, Ludhiana".

Pervin Malhotra, Director, CARING (Career Guidance India), New Delhi. e-mail: pervin-et@careerguidanceindia.com