Reforms in the education sector are always slow. This is amply clear when one looks at the struggle through which the ministry of human resource department (MHRD) is passing while triggering several policy changes – right from the creation of an umbrella structure for regulating professional education, to bringing of private accrediting agencies in the domain of quality, to regulation for entry of foreign universities in India — in higher and professional education. The reasons for such delays are obvious. Despite the creation of several reports on education, with the Knowledge Commission and Yashpal Committees report being the latest additions to this repository, India never came out with an integrated blueprint with clear expectations and directions of governance, economics, relevance and quality in the education domain. The path of reforms has always been erratic, mainly because the government addresses and takes policy decisions on the most pressing critical issues in a hurry. For the past several years, each and every decision of the government on professional education has always been challenged in the court of law.

The latest surge for such erratic changes is reflected in Ignou’s expediency to venture into the domain of conventional face-to-face education.

In the 70s and 80s, the emergence of open-distance education (ODL) was looked upon as a boon for all employed people who thought of enhancing their knowledge and skills. In India, right from its inception, firstly through the open university in Andhra Pradesh and later through the establishment of Ignou and many other state open universities, ODL became a saviour for all such layers of society that were deprived of an opportunity to get higher education. Initially those in jobs, housewives and senior citizens found it a good alternative to enhance qualifications. Later, all those who could not get into regular conventional stream of education also went for the ODL mechanism. Thus, the ODL approach became an enhancer to access to education. The conventional – F2F— is a predominant delivery mode of education for the past 150 years in India. The scenario changed with revolution in communications, computers and broadcasting science and technologies. The delivery methods have changed radically in the past two decades. Today e-learning — integration of multi-media embedded learning objects (LO) — is an integral part of classroom teaching. The clever and innovative use of LOs by teachers enhances the learning and understanding of students. Thus F2F education is enormously aided by technology revolution.

The ODL is an approach for expanding the opportunities to those who miss the bus of F2F education. The approach and process for distance learning has also undergone a far-reaching change because of the revolution in technology. The very first version of the instrument for delivering of education through specially designed and deeply researched print material — this was necessary because the learning abilities of those going through ODL are different from those who are in the conventional education str­eam — reached learners through postal delivery. Now, one does use print materials but it is further enriched by audio, video and e-learning objects. The students can directly access education support material through the internet and interact with tutors through the web. However, in India, where internet connectivity is still touching just 5 per cent of the population, postal delivery of learning material - in its entire new format – is still a ground reality. Thus ODL, in its present form would continue to be a larger engine for spread of education in India for all those who are either in jobs or those who cannot be a part of the conventional system.

In the past one year, Ignou has expanded its terrain in two directions. One in the skills development domain by endorsing certificate and di­ploma programmes of several public and private skills education providers. The other is involvement in to graduate and master’s degree- level activities in the field of management, IT, bio technology, nanosciences, nanotechnology and related subjects. They would do full-time F2F activities that fall in the legal jurisdiction of UGC and AICTE. One wonders whether UGC and AICTE were consulted before embarking on these activities. There are few other open issues; one on the clarity in the process of selection of private education providers and other on mechanisms to check and maintain quality.

It also appears that internal contradictions are emerging in two agencies of MHRD, namely UGC and Ignou. UGC’s new regulations for deemed to be universities categorically ban them from go­ing in to the ODL mode, whereas Ignou is going in to F2F education presumably without consulting the MHRD. Today, Ignou has an identity of a liberal clearing agent in skills development and conventional education domain. In the process, it is losing its own credibility and further it is diluting its own mandate. Presently, a larger challenge is in the creation of new delivery methods to make ODL more effective.

It requires research and also development of strong deployment-policy apparatus. It would be better if the Distance Education Co­uncil (DEC)/Ignou put in time and effort on devising strategy for such purposes rather than getting tempted to indulge into F2F education.

The writer is a former chairman of UGC and former VC of University of Pune