can open learning transform society?
TRANSCRIPT
Can Open Learning Transform Society?
Professor Asha Kanwar, President & CEO
Dr K Balasabramanian, Vice President
Dr Sanjaya Mishra, Education Specialist: eLearning
KKHSOU, Guwahati – December 16, 2017
Empowering & Transforming Society
Image Sources (left to right): 1. CC BY-SA 3.0, File: CentralJail,Viyyur.JPG; 2 and 3. Man with disability and Toddler girl/Poverty CC0 1.0 Universal (CC0 1.0) Pixabay
To help Commonwealth governments and institutions use technologies to improve and expand learning for sustainable development
ECONOMIC GROWTH Raymond Loh: CEMBA Graduate - “…offering moving and relocation services to clients in over 40 countries.”
SOCIAL INCLUSION Women in India are part of COL’s L3F project, established companies in agriculture and livestock.
ENVIRONMENTAL CONSERVATION ODL students have 1/10th carbon footprint compared to campus-based students
The Commonwealth
• population 2.4 billion, more than 60% under 29
Source: The Commonwealth Secretariat, Fast facts on the Commonwealth, retrieved on 7 November, 2017
• 1 in 3 young people (15 -29) live in Commonwealth countries
India: Youth Population (15-34 yrs)
1971 2011
Source: Central Statistics Office, Government of India, Youth in India 2017, published in March 2017
168million
422million
30.6%
34.8%
India: Unemployment, Youth Total (% of total labor force ages 15-24) 2006-2016
0%
2%
4%
6%
8%
10%
12%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Source: The World Bank Databank, Unemployment Youth total (% of total labor force ages 15-24) ILO estimate, retrieved on 7 November, 2017
India: ICT Statistics 2006-2016
0
10
20
30
40
50
60
70
80
90
100
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Internet users per 100 inhabitants Mobile subscriptions per 100 inhabitants
Source: ITU ICT Facts and Figures 2017, retrieved on 7 November, 2017
India: Tertiary Gross Enrolment Ratio 2005 – 2015
0.0
5.0
10.0
15.0
20.0
25.0
30.0
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Source: UNESCO Institute for Statistics, retrieved on 7 November, 2017
http://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/ESG2016_0.pdf
http://niti.gov.in/content/gross-enrolment-ratio-higher-education
Assam’s GER in HE
12.8%
CATEGORY GROSS ENROLLMENT RATIO IN HE %
SC Male 20.0SC Female 18.2SC Total 19.1 %ST Male 15.2ST Female 12.3ST Total 13.7 %
Source: https://www.weforum.org/agenda/2015/11/19-charts-that-explain-indias-economic-challenge/
Source: http://niti.gov.in/writereaddata/files/coop/IndiaActionPlan.pdf
Only 2.3% of India’s workforce has undergone formal skill training compared to:• Japan 80% • South Korea 96%
Higher Education and Skills Agenda
• Designation of World Class Universities
• Increased focus on vocational and profession led education
• Training 5 million apprentices by 2020
Source: http://niti.gov.in/writereaddata/files/coop/IndiaActionPlan.pdf
What truly separates developed from less developed countries is not just a gap in resources or output but a gap in knowledge….’
Joseph Stiglitz & Bruce Greenwald, Creating a Learning Society, Columbia University Press, 2014
Can Education lead to Sustainable Development?
• One additional school year can increase a woman's earnings by up to 20%
• 0.1% improvement in a country's education equality can raise its per capita income by 23%
• Six years of education improve by 20% the chance that a farmer will adopt sustainable farming practices
Sources:http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079934475/547667-1135281504040/Returns_Investment_Edu.pdfhttp://unesdoc.unesco.org/images/0022/002231/223115E.pdf
Open Learning Usually Refers to
• Correspondence courses• Open and distance learning• Open universities• Democratising education• Reaching the unreached such as women,
people with disabilities
1. AIOU2. ATHABASCA3. BAOU4. BOU5. DrBRAOU6. GOU7. IGNOU8. KKHSOU9. KSOU10.MPBOU11.NOU12.NOUN13.NSOU14.OSOU15.OUC
16. OUM17.OU Mauritius18.OUSL19.OUT20.PSSOU21.TNOU22.UOU23.UNISA24.UKOU25.UPRTOU26.VOU27.VMOU28.SOU29.YCMOU30.ZAOU
New Dimensions of ‘openness’: OER
• Free availability of quality content• Faculty time can now focus on learner
support
course development
New Realities
THEN NOW
Industrial model of operation
Institutional Teams
Student as consumer
Connected model of operation
Global Teams of course developers
Student as producer
New Realities
THEN NOW
National or provincial jurisdiction
Limited interaction at study centres
Print+ (audio, video, online)
Global classroom
Increased use of Peer2Peer learning
and social media
Online+ (increased use of learning
analytics)
What has been the Role of ODL Institutions in this Context?
• ODL institutions played a minimal role in innovation and became followers
• ODL institutions yet to adopt, appropriate and domesticate OER & MOOCs
The Philosophy of ‘Open-ness’
Open as to people, Open as to places, Open as to methods, and, finally, Open as to ideas
Lord Crowther
Open to People: Are we?
‘graduate and post graduate distance learners mostly belong to middle class family in UP’
Source: Suja, George in “A study of distance learners socio economic status, study habits and attitude towards distance learning in relation to their academic achievement” 2014 http://shodhganga.inflibnet.ac.in/handle/10603/24873 ; Image credit: Biswarup Ganguly (https://commons.wikimedia.org/wiki/File:Open_Discussion_-_Wikipedia_Students_Meet_-_Bengali_Wikipedia_10th_Anniversary_Celebration_-_Jadavpur_University_-_Kolkata_2015-01-10_3250.JPG, https://creativecommons.org/licenses/by/3.0/legalcode
People with Disability
• Only 0.56% seats in higher education go to disabled candidates though there's reservation to the extent of 3% in public institutions (2015 data)
• 0.21% students in higher education with disability as per the All India Survey of Higher Education (2015-2016)
http://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/AISHE2015-16.pdfhttps://timesofindia.indiatimes.com/home/education/news/Disabled-get-only-0-56-of-seats-in-higher-education/articleshow/46810639.cms
Is parity leading to equity?
• Sen (2010) found that ODL students in four Master’ level programmes in India subscribed to stereotypical views of gender based learning tasks. She observed that even in regions where gender parity was supposed to be high, these stereotypical views still prevailed.
56.87
49.70
62.83
52.8056.60
53.4751.00
27.40
58.97
44.37
61.9060.15
42.15
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
BRAOU VMOU NOU YCMOU MPBOU BAOU KSOU NSOU UPRTOU TNOU PSSOU UOU KKSHOU
Rural students
Open to Places: How Far? 52% of rural students enrolled in Open Universities
Source: http://cemca.org.in/ckfinder/userfiles/files/Status%20of%20The%20State%20Open%20Universities%20in%20India(1).pdf
Open to Places! How far?
https://cis-india.org/telecom/blog/business-standard-september-1-2016-shyam-ponappa-digital-india-needs-these-policy-changes
• 50% of India's internet users will be rural
• 40% will be women by 2020
Economic Times Quoting Boston Consulting Grouphttps://economictimes.indiatimes.com/small-biz/sme-sector/50-of-indias-internet-users-rural-40-will-be-women-by-2020-bcg/articleshow/59802340.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst
Are we ready?
Open to Methods? How Good?
• Learner Support System: • Still urban-based: fewer rural students
benefit due to limited access to services• Mobile phone based learning:
• still to take off in Open Universities• yet to integrate Community based
approaches
Mehta, Neelima M . “A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra” 2011 http://shodhganga.inflibnet.ac.in/handle/10603/2484
Open University
Student per Teacher
BRAOU 27IGNOU 12KKSHOU 686MPBOU 8777NOU 947NSOU 17OSOU 7PSSOU 117TNOU 12UOU 229UPRTOU 71VMOU 2892
Student to Teacher Ratio
Output Rate 2016
16.06
7.93
16.77
5.73
31.24
38.96
4.93
2.22
33.05
30.14
32.13
15.07
17.23
7.52
0 5 10 15 20 25 30 35 40 45
BAOU
BRAOU
IGNOU
KKSHOU
MPBOU
NOU
NSOU
OSOU
PSSOU
TNOU
UOU
UPRTOU
VMOU
YCMOU
Qualifications Awarded Compared to Enrolment in the Previous Year
Dropout rate
• 80% of dropout in distance education happen due to non-completion of assignments (Pierrakeas, 2004)
• Two-way communication and Feedback strengthen learning (Holmberg, 1995)
• Instant feedback and regular engagement of students keeps them motivated
Source: Pierrakeas, et al (2004). A Comparative Study of Dropout Rates and Causes for Two Different Distance Education Courses, The International Review of Research in Open and Distributed Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/183/265
Open to Ideas: Are We?
• Extent of Outreach?• Focus on Lifelong Learning?• Offering programmes specific to the
needs of labour market?• Combining academic content and
employable skills?
Scimago Institutions Rankings 2017
InstitutionPercentiles
Overall RankResearch Innovation Societal
The Open University UK
16 72 22 537
Open University of Israel
43 70 84 609
Open University Netherlands
48 86 14 615
Hellenic Open University
75 80 65 651
Source: Scimago institutions rankings 2017 Retrieved on November 21, 2017
Out of 5,250 ranked institutions:
Impact of ODL on Development
• mission statements of 12 major open universities focus on: access, equity, equality, democratization, social justice, transforming society, with an emphasis on development;
• “nowhere is there proposed a theoretical and substantive understanding of what development is, or how it works, nor …what should be done in terms of curriculum and pedagogy to support such aims” (Tait, 2014, p.8).
Source: http://www.irrodl.org/index.php/irrodl/article/view/1526
Makerere University’s Initiative in collaboration with COL in promoting Lifelong Learning through ODL using mobile phones and blended learning in Kabale district.
Mobile Phone Technology Improves Farmers’ Fortunes in Uganda WorldWatchInstituteBecause L3F Uganda adapts its educational tools to fit farmers’ lifestyles and technological capacities… the project can make real advances in empowering farmers and improving their livelihoods
I. Lifelong Learning for all
• Create bridge between formal, non-formal and informal learning
• Strengthen outreach• Innovative approaches
III: Holistic approach
• Appropriate curriculum with content and skills• Industry/labour market linked courses• Partnerships
Economic Growth
Environment Conservation
Social Inclusion
EDUCATION
EDUCATIONEDUCATION
Ecosystem Approach
To transform society, ODL must transform itself first