National Institute of Open Schooling - (Largest Open Schooling System in the World)
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National Institute of Open Schooling
(Largest Open Schooling System in the World)
Presentation
By
M.C. Pant
Chairman, NIOS
New Delhi
Major Challenges that India faces today in the educational arena are: v the challenge of Numbers v the challenge of Credibility v the challenge of Quality Both Formal Education and Open and Distance Learning Systems are required to meet these challenges
Open Learning System
Learning
LearningSystem
System
Curriculum Planning Identification of
Certification
and Design Needs of Groups
Production of Multi Media
Material (MM) and Self Printed material
Instructional Material (SIM) Face-to-face counselling
Lab practicals/ training
Delivery A.V. Cassettes Exam. &
System Learner Evaluation
Radio Broadcast
Telecast
Internet based delivery
Teleconferencing
Feedback
NIOS strives to establish an Open Schooling System that touches and
changes life of individuals and of society
NIOS: INTRODUCTION
v Established in 1989 as National Open School (NOS) by MHRD,
Govt. Of India.
v Re-christened as National Institute of Open Schooling (NIOS)
in July 2002
v The largest Open Schooling System in the World Providing Alternative
Schooling System
1.4 Million students on roll 1. 1805 Academic study centres
2. 917 Vocational study centres
(Enrolment for last 5 years)
3. 249 Centres for Open Basic
Education
23 Study Centres in
Middle East & Nepal
11 Regional Centres
1.04 Million students Kolkata, Hyderabad, Pune
certified since 1989 Guwahati, Chandigarh, Allahabad
Delhi, Patna, Kochi, Jaipur, Bhopal
Highlights & Flexibility v Self –certification for getting admission to secondary course v Self-paced learning; v Freedom to choose subjects,according to one’s needs,interest & abilities; v Need based vocational courses; v Integration of academic with vocational courses; v Continuous assessment through Tutor Marked Assesment(TMA), v Credit accumulation facility over a period of 5 years; v Learning Support through Personal Contact Programme (PCPs); v Provision of re-admission after 5 years of validity of the admission; v Facility of transfer of credits from other boards;
Courses & Programmes Elementary Education v Open Basic Education (OBE) at A level, B level and C level equivalent to Classes III, V, VIII respectively of formal Education v Offered in association with Registered Voluntary Organisations/ NGOs known as Accredited Agencies. v Learners under OBE are 6-14 years and above 14 years (Neo-literates)
• Secondary Education – leading to Secondary School Certificate (offered in 7 Mediums - Hindi, English, Urdu, Marathi, Telugu, Gujarati and Malayalam). • Sr. Secondary Education – Leading to Senior Secondary School Certificate (offered in 3 Mediums- Hindi, English & Urdu).
Courses & Programmes
v Open Vocational Education
O Package Courses
O Six months and One year
Vocational Courses
O Life Enrichment courses
O Stand-alone vocational subjects
O Vocational subjects in combination
with Academic subjects
v Life Enrichment Programmes
O Jan Swasthya
O Paripurna Mahila
O Indian Culture and Heritage
O YogFlexibilities in Open Vocational
Education Programme
v Round the Year Admission
v No age limit
v Evaluation twice a year
v Practical training centre at their own choice of
place
v Choice of medium
v Flexibility of taking one vocational subject with
academic subjectBroad Vocational Areas v Agriculture v Home- Science and Hospitality Management v Business and Commerce v Computer Science and IT v Engineering and Technology v Health and Para-Medical v Teacher Training v Life Enrichment Courses v Other Vocational Courses
Modus Operandi for Transaction of
Vocational Education Course
v Using the existing infrastructure of Partner
Institutions:
O Governmental Institutions,
O Industrial Training Institutions (ITIs),
O Non-Governmental Organisations (NGOs),
O Private Institutions called Accredited
Vocational Institutes (AVIs)Entrepreneurship in the Vocational Course vMarketing vAdvertising vDevelopment of Communication Skills vSources of Finance vBudgeting vMobilisation of Community Resources vHow to setup own Enterprise
Collaboration for recognition vIndian Medical Association (IMA) vMaruti Uydog vNational Council for Teacher Education (NCTE) vGovt. of Delhi vGovt. of India/Ayush
Vocational Education through Open Distance
Learning : A CURRICULUM FRAMEWORK
v Open and Distance learning (ODL) is the
system that is in a unique position to meet the
challenges of Vocational and Technical
Education by virtue of
O its mode of delivery,
O its flexibility of design and implementation,
O its commitment to learners from deprived section of
society.
O The innate use of technology of remote learning
O The demands of workforce – both employed and
unemployed
O The demands of life-long learning for allDefining the Territory of the Curriculum Framework v The framework aims at covering a broader canvas so as to present proper context for Open Vocational Education and detailed strategies, the curricular diversity conforming to various clientele groups of learners, economic diversity of the country, and all inclusive character of Open Vocational Education. v In this respect it is visualized to be a concise document that may require further elaboration of its elements for more detailed treatment of the subject matter : translating a vision into action
Challenges faced by Open Vocational Education vCurriculum related challenges vOutreach related challenges vMethodology related challenges vOrganisation related challenges
Potential Beneficiaries v Rural Poor and Urban Slum Dwellers v Socially and Economically deprived v Disabled or differently abled v Unemployed youth and Adults v Employed and Partially Employed Workers v Formal School dropouts v Women and Girls v Migratory Population, Hill and Desert dwellers v Life long learners v Hobby Skill Learners Open Schooling is for all Learners
The Vocational Curriculum vCompetency based curriculum vFlexibility vModular approach vMulti Skills vMultiple Entry & Multi Exit
Resources v Printed Self learning material v Audiotapes and CDs v Videotapes and VCDs v Radio and TV Broadcast v Computers and Internet v Wireless Phones, Cell Phones and Landlines v One way and Two way Audio Video Conferencing v Interactive Video v Workbench and Workplace attachment v Workplace training of workers v Practitioners in contact v Accredited Learning and Vocational Training Centres v Postal Delivery of assignments v Mobile Training Vans for Multi Skills
Evaluation & Certification v Criterion Referenced Assessment O Process criteria O Product criteria O Attitudinal criteria O Time criteria Combination of the above v Formative Assessment v Summative Assessment v Credit for Prior Learning v Examination on Demand v Certification based on Modules, Credit & Programme of Study, Courses v Joint Certification
Manpower Assessment and Need Analysis v Assessment of Manpower has traditionally been an integral component of many of the technical and vocational systems in the country. This establishes the need for a particular course for a particular area. v It sounds ideal making a proper match between demand and supply v The ODL has to concentrate on large scale supply of skilled personnel taking cue from the market and users. v For this purpose a more pragmatic way of local need analysis may be resorted to.
Programme Planning and Quality Management v Quality aspect of the programme are directly linked with how well different aspects are implemented and what is the overall impact on Employment of young people opting for the programme. v The following is the summary of the stages and their respective output goals that may also serve as checklist : O Analysis O Design O Development O Implementation O Evaluation O Review
Thank You
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