CONCEPT OF OPEN LEARNING
1.01 There has been a terminological evolution in this
field beginning from `correspondence education' through `dis-
tance education' to `open learning'. The openness refers to the
dimensions of prior educational qualifications, place of learn-
ing, accessibility, choice of subjects, diversity in instructional
designs, flexibility in delivery mechanism and in the pace of
learning allowed to the learners. In operational terms, the
essence of open learning lies in its being imparted and received
in a non-institutional setting; making use of multi-media pack-
ages of distance education like print material, audio and video
cassettes, radio and TV programmes, etc.; and supplementing
this packaged programme by contact programmes. In the case
of vocational courses requiring skill development, some train-
ing-practice facilities in work place are to be made available for
hands-on experience.
OLS and Non-Formal 1.02 Open Learning, in common with non-formal educa-
Education tion, emphasises flexibility and learner- centredness. However,
if non-formal education does not make use of distance educa-
tion methods, it cannot be termed open learning.
OLS and Distance Edu- 1.03 OLS makes use of distance education methods.
cation However, all distance education is not necessarily open in the
sense that the courses it offers are open to all types of appli-
cants. Thus, professional programmes of continuing education,
being limited to accredited members of a particular profession.
are not categorized as open education.
OLS and Correspon- 1.04 Correspondence education, though a form of dis-
dence Education Sys- tance education, cannot be called an open system since it is
tem entirely governed by rules and regulations covering institutional
courses, in such matters as curriculum, scheme of studies,
admission criteria, and so on. The Open System is distinct
from the rigidly formal Institutional system, in respect of cur-
riculum, instructional packages and evaluation methods.
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