Guest Column

In Search of a New Normal for thoughts on this and I will share them with you in this piece of writing. Higher Education Firstly, after the end of colonial era, the newly independent countries used education (primary and secondary) to By Prof. A.K. Enamul Haque integrate their nation. Many of these new countries were not created by their King and hence their boundaries were not based keen to learn about this new mode of on any principle of culture, language, education. Princes Anne was speaking in religion, race, tribe, etc. It was the theory her inaugural speech she said, “by the of convenience of the colonial rulers who middle of the next century most of the drew our boundaries based on how best to universities will not find students in their administer the colonies. As such, the campus”–it struck me by surprise! Is it biggest challenge for these new countries going to be true? Then she was to use education to create nationhood. explained–people will find it hard to stay In doing so the challenges were many. on campus rather they will use distance Choice of language for education was a mode of education to learn. Educators big bottleneck. Countries ruled by colonial must prepare for this change. masters were not used to use their own As days gone by, innovations in language in offices. English became an technology starting from video to audio effective alternative in many countries If I remember well, it was 1994, the World chatting, webinar facilities, MOOC and given their difficulties in communication Congress of Distance Education other technological advances have made it with each other. History was a contentious Institutions was being held in Hong Kong. possible for people to consider a campus- matter. Hundreds of years of colonization Delegates from Open Universities across less education more actively and probably destroyed our pride, our thought process the world gathered to discuss the future of it is not the end. Almost every mainstream and our politeness. Asia and Africa after distance education. The challenges were universities have begun to deliver their the colonial era became synonymous for many– how to reach the students with the education in dual mode– offline (face to poverty, hunger, and illiteracy. We began right kind of tools? How to motivate them face) and online. Virtual classroom, virtual think the West as the savior – a different to study at home? How to mainstream whiteboard, virtual pen, are no longer kind of savior. During the colonial era distance education in higher studies? something that we imagine but we also they were the masters, now they are the use them actively in our courses. source of our knowledge!, our dream and Distance Education Educational technology has made it our aspirations. Let us accept that this is Challenges were many: possible to change our attitude towards what a 'foreign' education system can education. provide. Mind you, I am not calling them • How to reach the students with 'western' education system. Have you ever the right kind of tools? However, what kept me wondering is not wondered why Messi, Maradona, Kaka, • How to motivate them to study the mode of delivery of education rather Neymer, Suarez, and many others from at home? what we teach in our classes. Education Nigeria, Egypt, Senegal never planned to and particularly higher education must migrate to Europe leaving their country • How to mainstream distance change to fit to the new needs of the behind! This is also true for our cricketers, education in higher studies? society. We must ask few fundamental and many other players, musicians of the questions to ensure that the education is region but it is not true for most of our It was also my first introduction to valuable to human society. highly intellectual and meritorious distance education. At the time, I was in students! They all seem to plan for an exit charge of developing study materials for What is the purpose of education? Is there route to leave their respective countries as the first Diploma in Management at the a macro and a micro purpose of soon as an opportunity arises! Bangladesh Open University – I was a education? How the curriculum shall be new recruit in this arena – I was used to designed? How shall we select our faculty Secondly, education has both a purpose of give lectures in classes – face to face. As members etc. etc.? I do not have answers self-fulfillment as well as a purpose of such, it was a new domain for me. I was to all these questions but I have my contribution towards nation building.

2 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Clearly, when meritorious students leave schools. You will never find a half- There are many similar articles published en-masse the nation-building purpose has Moulvi or half-Hafeez-al-Quran in Islamic and rewarded by the system but they fail failed. The remaining question is – education system which is very old. to take account of the real problem of the whether our education has contributed to society. As such many of our educated the self-fulfillment prophecy? To answer In absence of outcome based education the youths are now unfit for jobs. The real this question, we need to ask few more difficulty comes during the process of world (who are private employers) are questions? Did the education help me to cross-recognition. National education looking for a person who is productive in achieve my goals of life? Can I take a schemes, which were developed to terms of knowledge and skills which our detour in case I find that the current route integrate nations failed to provide a education system has not fully addressed is not what I want? Mind you, we have pathway to develop cross-recognition of yet. We need students to develop ability only one life – shall I die without fulfilling these degrees across the boundaries. to solve problems of the society, not to my aspiration? The twenty-first century is a globalized provide a memorized version of the problem and solutions! An education system based on 'rules of century. It is a century where people are prohibition' cannot serve our aspiration. no longer separated by language, culture, Finally, we are still debating – is it an Imagine that I want to be a doctor and an religion, or other technology barriers. It is online degree or not? We are not asking engineer at the same time. Can I do it? a century where mobility across the globe whether he or she 'knows' his/her subject? Answer is no. Imagine a situation when I will increase much more than any other We are saying xx credit hours are became a doctor and then realized that I centuries of the past. Therefore, our important – convert your education into should have been a Professor of education system must create a new norm credit hours. We do not want to see Philosophy. It is where I have my to fulfill the aspirations of today's whether it was taught in the class or not. comparative advantage – where I can generations. We are still working on an education contribute. In our education system it is Fourthly, the process based education system to exclude people and not to simply impossible. I believe the education system has also corrupted the complete include them to become a good citizen, a system shall be free from such draconian system. Our teachers are no longer thinker and a philosopher so that they help rules. It shall be flexible and interested to solve a social problem for make our society a better one. accommodative to help us become what which they are historically respected in the The twentieth century education must be we want to be and not to tell us what we society. Their primary goal is to 'publish' based on a new paradigm. It is an should be. and publish topics which are in most cases education system to develop our human Thirdly, what is education? Is it useless in nature, repetitive, repackaged capital (not human graduates) who will fulfillment of credit hour requirements? Is the existing knowledge and rarely creates help Asia and Africa to compete with the it completing a check-box of courses? It any new knowledge. rest of the world. It has to be an education should not be and yet it is how we have Our primary method of quality assurance system which is flexible to help developed our system. Education shall be is to use 'impact factors' to 'judge' our individuals fulfill their dreams. This is a based on outcomes – not based on a research quality. We are now blind in new century where Asia is again going to process like how many courses? How terms of what the real problem of the be the center of the universe and so we many credit hours? At the end when I society is or what the needs for research in need to create our ability to sustain it. The obtain a degree shall I be half qualified? the society are where we live. We are new education system shall be global in When we pass with 50% marks what does praised, raised and even rewarded for nature to create good global citizens so it mean? Shall we consider that we have publishing in many useless 'journals'. that we live a world where racial, cultural learned 50% of the prescribed knowledge? or religious hatred is part of past history, Shall I call myself a half-economist Let me list a few articles from some of the the new education system must be ready because I got 50% marks in the exam? Or top journals in the region – “Philips curve to ensure mobility of people across a three-quarter-economist when I get 75% in a small economy – a time series boundaries and to pursue innovation and marks? A process based education cannot exploration”; “Factor substitution and creation of new knowledge. It is based on be a complete education. It has to be Technical Change in Agriculture”; “An set of educational outcomes recognized by outcome based. The best example of such empirical analysis of Q-factor all, not a set of process where the outcome based education that exists today model–evidences from stock exchanges”. graduates are half or quarter educated. is in medical colleges. Have you ever seen a 'first class' doctor and a 'third class' Professor A.K. Enamul Haque is teaching Economics in East West University, doctor? The answer is no – because Dhaka, Bangladesh and he was the founder Dean of the School of Business, medical education is still an outcome Bangladesh Open University, Gazipur, Bangladesh. He can be reached at based education. You will also see this outcome based education in religious akehaque[at]gmail[dot]com

CLOMMONWEALTHof EARNING 3 Commonwealth Educational Media Centre for Asia Spotlight On

Banasthali Vidyapith: Redefining Indian Women through its unique 'Five-Fold Education' Jaipur State in 1927 and selected the remote village of 'Banthali' (as Banasthali was originally called) as the centre of his life's work. His plan was to organize a By Dr. Ajay Surana programme of rural reconstruction on the lines laid down by Gandhiji and also to train public workers through constructive service of the people. While so engaged in his work Shastriji also wanted to train his promising daughter Shantabai as a social worker dedicated to the cause of women's upliftment. But destiny ordained otherwise. All of a sudden, after a brief illness of a day, Shantabai bade farewell to Banasthali on 25th April, 1935 at the tender age of only 12 years. The loss seemed irreparable at the moment, but soon the mood of despondency gave way to a new hope. 'If one Shantabai had departed there were others who could be trained likewise'. This idea gave solace and opened the path of action. To complete the unfinished task of his daughter, the Shri Shantabai Shiksha Kutir “Banasthali is enshrined in my heart” could read and write in year 1921 formed was started in October 1935 in the mud - Mahatma Gandhi (1946) only 1.9 percent of the female population huts, with about half-a-dozen girls. in British India. Thus, women had been The founders went door to door to recruit “If I had been a girl I would have come deprived of their rightful place in society. girls and to collect donations for the to Banasthali for my education” In the rural India, at that time hardly avowed cause of girl education, a - Pandit Nehru (1945) anyone can think about enrollment of girls completely neglected social issue. The in educational institutes. In these name 'Banasthali Vidyapith' was adopted The progressive civilizations recognize the circumstances an institution for women importance of the both genders in the only in 1943. This also happened to be the education begins in remote rural area of year when undergraduate courses were development of humankind. Development Rajasthan. of societies depends upon contribution of first introduced. An ingenious mix of male as well as female race. Education Unparalleled origin pioneering spirit, dedication to a cause, plays a critical role in the development of unmatched vision and unique educational a nation whether it is social or economic Banasthali Vidyapith is the world's largest ideology made Banasthali a distinct name growth. A nation can be educated in the residential institute for women, located in in women's education, not only in India, real sense of the term, when its entire the midst of rural surroundings in the but in the world. It is nothing less than a population is educated. desert state of Rajasthan. Establish way miracle that the Vidyapith survived the back in 1935 when the concept of most difficult of the situations and by late Although in the Vedic period women had education for the girl child virtually didn't 70's and early 80's emerged as a prominent access to education in India, they had exist in the area. To realize a dream which institution for women's education. The gradually lost this right. In the medieval he had cherished since his boyhood, Vidyapith was thus notified by the period, the practices of purdha system, Pandit Hiralal Shastri, the founding father Government of India, on the advice of dowry and sati came into being. It was of Banasthali Vidyapith, resigned his University Grants Commission, as an thought that the right place for woman in prestigious post of Secretary in the Home "Institution Deemed to be University" the home. The number of women who and Foreign Department in the erstwhile vide its Notification in 1983.

4 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Moral: The aim of moral education is to develop the personality of the student. Respect for all the religions by means of collective prayers, all the religious and national festival celebration and talk by guest speakers based on moral stories are regular features. The unique feature of imparting moral education is through morning and evening prayers held by relay system, which includes Ramayan path, recitation of mantras from Vedas, slokas from Gita, preaching from Quran and Guru Grantha saheb along with Bhajans. Intellectual: Other than languages and Unique Ideology Five-Fold Education Policy mathematics, natural and social sciences are taught right from the beginning. Banasthali Vidyapith has been A pioneer in women's education, the Knowledge of world history also occupies conceptualized to materialize the ethos of Vidyapith is well-known for its a key position in the teaching of history. nation-building and Indian Culture. comprehensive educational ideology; Educational tour, festivals and fairs, one Banasthali's whole architecture stands Panchmukhi Shiksha - The Five-fold act plays related to different subjects use upon the twin foundation pillars of Education Policy which has proved its of charts models, multimedia presentation Nationalism and Indian Culture. Since its relevance in the modern era as well. Five- and educational games are some of the inception, Banasthali Vidyapith has had a Fold Education attempts a balance of the ways of imparting knowledge to students. clear perspective about its educational five aspects of education, namely The system of imparting knowledge is not efforts and has possessed a vivid picture Physical, Practical, Aesthetic, Moral and exam oriented but focused on the of the form and pattern of educational Intellectual and aims at all round development of overall personality of a programme to be adopted. harmonious development of personality. child. Synthesis of spiritual values of the East Physical: This aspect of education Where value based education is a passé, and scientific achievements of the West is includes physical education programme, Banasthali has created a niche for itself by a key feature of the Vidyapith's various activities like parade , shooting, never deviating from value inculcation in educational programme. Simple living, horse riding, flying, girl guiding, bulbul, women. Women's education should be self-reliance and khadi wearing are swimming, yoga and various modern and looked at from women's perspective only. hallmarks of life at Banasthali. The traditional sports like kabbadi, kho-kho, Banasthali Vidyapith has evolved a gender Banasthali Vidyapith believed that an hockey, basket ball, badminton, long sensitive education ideology keeping in educational programme should be able to jump, high jump etc are included. Students who have to be compulsorily opted for a mind the inherent strengths, capabilities promote the development of a balanced physical activity under the Five-Fold and psychological make-up of women. and harmonious personality of the Education programme. Indian higher education is at crossroads. students. Hence, the educational Whereas the enrollment in higher programme of the Vidyapith was distinct Aesthetic: Students learn fine art education is increasing, the graduate from the form of education prevalent at (drawing, painting etc), performing art employability is decreasing. The that time which emphasized book learning (music, dance etc) as a part of five-fold educational process of this university has to utter neglect of all other aspects of education. They can choose either music had due emphasis on experiential learning, education. The institution firmly believes (vocal or instrumental) or painting. Dance which empowers the women students with that the personality consists of education namely Kathak, Manipuri, the most needed professional and personal interdependent components, each being Rajasthani are an integral part of art skills and has thus stood the test of time. equally important requiring equal education. Vidyapith have a full-fledged attention and can only be developed orchestra of classical instrumental music. Educating Fine Arts to Artificial through a wholesome education. Practical: Under practical education Intelligence Banasthali Vidyapith's aim of a complete sanganary printing & dying, batique, and balanced development of students' bandhej, tailoring, embroidery, craft, Banasthali Vidyapith has grown from a personality got concrete expression in the papermache etc. are included. Under school catering to only 6 students to the form of 'Five-Fold Education' domestic education, students are supposed only residential women institute in the (Panchmukhi Shiksha) which evolved out to perform cleaning and washing and country that offers education to girls, a of initial experimentation. collective Shramadan. variety of programmes from non-formal to

CLOMMONWEALTHof EARNING 5 Commonwealth Educational Media Centre for Asia formal and further nursery to doctoral education when the world was still settle down in mundane jobs after level across a wide spectrum of 03 schools grappling with meager enrolment of professional education, Vidyapith nurtured up to senior secondary classes and 29 women in these fields. the likes of Ft. Lt. Avani Chaturvedi, first departments of higher education with fighter pilot inducted in Indian Airforce. nationwide representation of students. The Its School of Automation is one such When India sees Avani Chaturvedi, the Vidyapith currently has 9 faculties, 28 facility which bridges the gap between first woman of India to fly a supersonic jet departments, 5 research centres, 75 plus academia and the industry providing real solo, as a pleasing outcome of modernity, degree programmes, 46 plus hostels and time industrial exposure to its engineering for Banasthali Vidyapith, it is a tradition. four communities learning and outreach graduates. The School of Automation at In its long list of many “firsts”, Banasthali centres, in its sprawling campus of 850 Banasthali is quintessence of the Vidyapith is credited to give to the nation acres. Along with almost all types of University's relentless pursuit of the first woman Parliament speaker Ms sports facilities, Vidyapith has its own excellence, where the engineering students Meira Kumar, the first woman Rajasthan flying club within campus. are exposed to real-world situations. The legislative assembly speaker Smt. Sumitra School features sophisticated laboratories Singh, the first Asian Marathon champion Being a comprehensive university, which are the requirement of modern day Smt Sunita Godara, the first woman editor Banasthali offers graduate and post- automation including Computer Integrated in Hollywood Ms Anuradha Singh and a graduate programmes in a vast variety of Manufacturing Lab, Advanced robotics, member of the Air India's first all women disciplines such as Arts, Humanities, Mechatronics Lab, Hydraulic Lab, PLC crew in the longest flight Captain Social Sciences, Bio-technology, (programmable Logic Controller) and Ramyakirti Gupta, to name a few. Keeping Computer Science, Mathematical Industry 4.0 to name a few. pace with the changing times while Sciences, Physical Sciences, Electronics, keeping core values intact, promoting Engineering, Earth Sciences, Fine Arts, The School of Nursing is the new initiative in the field of medical education. women to venture into newer areas such Management, Aviation Science, as artificial intelligence, neural network is Education, Home Science, Design, Nurturing Women Leaders on board, while preserving the rich legacy Pharmacy, Law, Commerce and of fine arts, is very crucial. Banasthali Journalism & Mass Communication. Banasthali Vidyapith, has been nurturing Vidyapith is committed to grooming a new women leaders in all walks of life since While the department of Music, Visual generation of “the first woman to...” scale generations. In the era when literacy was Arts, Sanskrit, Philosophy and Vedic unreached heights. Vidyapiths' founders dismally low and girls remained confined Studies (since 1943) are some of the channelized their dreams of social reforms to homes, the Vidyapith set in rural oldest and premier departments of through women's education and the Rajasthan, brought girls to school, ensured Banasthali, over the past two decades original concern of rural reconstruction that women swiftly rode horses, and Mathematics, Computing, IT, Electronics, has remained with the Vidyapith in its touched the sky as pilots. The Vidyapith is Statistics, Physics and Bioscience have ethos and ideology. a unique social entrepreneurship mission. earned the reputation of one of the The women graduates of Banasthali have important national centers for research and The Social Concern become administrators, corporate leaders, education in their respective fields. renowned singers and painters, sports The Vidyapith has always been aware of Globally, STEM disciplines have always persons, social workers, leading designers its social responsibilities and is been considered to be a male domain. and entrepreneurs. successfully conducting several social Banasthali University has broken this initiatives in the area viz., Promoting Having brought the girl child to education myth long back by bringing girls to STEM Khadi for employment and basic income, over the first 25 years of its existence, Training rural women entrprenuers, Study retaining them in higher Centre for rural Women, Radio Banasthali education over the next 90.4 FM offering educative programmes 25 years and training for rural community, Community College them in new emerging a skilling Center for rural youth, Krishi areas over the last 25 Vigyan Kendra for farmers, A 100 bed years, the Vidyapith hospital with access to state of art now intends to prepare equipment and highly qualified doctors global women and facilities at a nominal cost, emissaries of culture counselling sessions on education and and science. health for villagers, village empowerment Again in the era when activities. women are asked to

6 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia The Vidyapith is also developing a unique world class start-up ecosystem to promote entrepreneurship among youth in general and women in particular. Vidyapith has partnered with Atal Innovation Mission, Niti Aayog to establish Atal Incubation Centre (AIC) at Banasthali Vidyapith. It is one of its kinds Incubation Centre with a strong focus on women-led startups. With support from Ministry of human Resource Development, Government of India, Banasthali Vidyapith established a 'Faculty development centre' to serve the teaching fraternity of the country. Thus even with the advances and growth in its educational system, infrastructure and research, as the founder's original motive was Rural Reconstruction and Social Work the avowed mission of community development has indeed been glorious journey of over eight decades. In a country where lower enrollment of on the forefront. Fortunately the Banasthali Vidyapith has been accredited girls in schools still stands as stumbling Institutional Social Responsibility (ISR) and re-accredited by National Assessment block for women empowerment, has caught attention of intellectuals and and Accreditation Council (NAAC) with Banasthali Vidyapith overcame all odds to policy makers, but the journey of 'A' Grade. bring girl child to school and higher Banasthali Vidyapith over the last eight education. The institution nurtured them Through this ongoing journey of glorious decades has been full of with gender sensitive unique five-fold excellence, the society and the alumnae innovatively creating value for the education to instill courage and leadership will fuel the process by its never ending community, particularly for the women. qualities in them. faith in our avowed spirit of women's The Mission Continue education, as they have always done. The Vidyapith has always been blessed to All my life, I have tried to follow the The journey of Banasthali Vidyapith over receive public support for its noble ideology “Saada Jeevan Ucch the last eight decades has been full of mission and runs in a self sustaining Vichaar” which I learnt at innovatively creating value for the mode. Banasthali and I am happy that community, especially the women. The I could follow such high philosophy. institution is known world over for its The Institution is recognized as a Nation I learnt from Banasthali Vidyapith dedication to the noble cause of women Builder by India Today in 2008, ranked at education. When India is far below in all India 64th position & No.1 women's to love all beings and live as world indices on women's education, university by NIRF in 2018. The brothers & sisters, as a family; women's empowerment, Banasthali Vidyapith has received prestigious awards irrespective of caste, creed or Vidyapith has it still a lot to contribute and like University of the year 2015 by FICCI, religion and, hence, I had zeal to its dedication to the cause of women has India Skills Report Award 2015 and 2016 serve the society. I try to teach sustained it for 83 years and will sustain it by CII-Wheebox, Best University for students the philosophies of till the world celebrates equality of Value Based Education Award and Banasthali Vidyapith and fight the Financial Literacy Thought Leadership genders. social evils …Binni Yanga (Padam Award by Principal Mutual Funds, QS 4 Shree - Social Worker at From 5 girl students in 1935 to 13,000 in star and QS Diamond rating etc. 2018; from thatched huts to advanced North-East area of India) infrastructure, from basic education to over 55 degree programmes and from a humble beginning to being ranked amongst the top 350 Institutions in the Dr. Ajay Surana is Head and Associate Professor in Department of Education, BRICS countries and obtaining QS 4 Star Banasthali Vidyapith, District Tonk, Rajasthan (India). He can be reached at: and Diamond rating, the highest for any ajaysurana[at]bnanasthali[dot]in and surana[dot]ajay[at]yahoo[dot] com Indian institution, the Vidyapith has had a

CLOMMONWEALTHof EARNING 7 Commonwealth Educational Media Centre for Asia Regional Round Up

Ten Years of MOOCs, One year SWAYAM: studying in any college, he can transfer the credits earned by taking these courses into Where do we go? their academic record. If you are working or not working in school or out of school, SWAYAM presents a unique educational By Dr. Dhaneswar Harichandan opportunity so expand the horizons of knowledge.

scale participation and open access via the SWAYM is a programme initiated by web. MOOCs are a recent development in Govt. of India and designed to achieve the area of open and distance learning, and access, equity and quality. The objective a progression of the kind of open of this effort is to take the best teaching education ideals suggested by OER. learning resources to all including the Massive refers more to scale than to a most disadvantaged. It started on 4th July particular number of learners who can 2017. It seeks to bridge the digital divide participate; Open refers to access, anyone for students who have hitherto remained irrespective of his background & untouched by the digital revolution and experience etc. Online refers to have not been able to join the mainstream web/internet based learning and course is of the knowledge economy. a single set of topic on a particular subject. In a bid to promote affordable education United Kingdom Open University has the Human Resources Development The first decade of the century saw two started it's Open Learn which is now Minister Shri. Prakash Javdekar said the landmark development in the field of popularly known as Future Learn Open government aims to offer about 2000 education. One is Open Educational Universities Australia reached a online courses within one year through Resources in 2002 and a decade later remarkable milestone in 2013 when it SWAYM an indigenously developed Massive Open Online Courses (MOOCs) announced that its free online learning platform. About 60,000 students have in 2012.The University of Manitoba, platform Open2Study had 1,00,000 already completed their courses through Canada first used the term MOOC for a enrolments undertaking one or more of its this affordable platform. It makes course “Connectivism and Connective MOOCs knowledge available any time anywhere Knowledge” in 2008. Two thousand two like ATM offers cash, it can also be termed Asia's first MOOC on “Science, hundred members globally were enrolled as Any Time Learning (ATL) Technology & Society in China” was into the course online & it was free. The launched on the Coursera platform by This is done through an indigenous Pedagogical style of this course called Hong Kong University of Science & developed IT platform that facilitates cMOOC, was based on a Philosophy of Technology in 2013. hosting of all the courses, taught in connectivism and networking. However classrooms from 9th class till post- this new trend in higher education is SWAYAM is India's MOOC graduation to be accessed by anyone, poorly reported in press until elite anywhere at any time. All the courses are institution in the United States adopt then SWAYAM is Studying Webs of Active interactive, prepared by the best teachers in 2012 when Harvard University & the learning for Young Aspiring Minds in the country and are available, free of MIT founded edX to offer university level (SWAYAM) .It is an instrument for self- cost to the residents in India. More than courses in a range of disciplines to a actualisation providing opportunities for a 1,000 specially chosen faculty and worldwide audience at no charge and lifelong learning. Here learner can choose teachers from across the Country have Coursera was founded by Stanford from hundreds of courses. Virtually every participated in preparing these courses University. courses that is taught at the University/College /School level and these Massive Open Online Course (MOOC) is The courses hosted on SWAYAM are in 4 shall be offered by best of the teachers in a type of online course aimed at large quadrants – (1) video lecture, (2) specially India and elsewhere. If a student is

8 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia prepared reading material that can be downloaded/printed (3) self-assessment tests through tests and quizzes and (4) an online discussion forum for clearing the doubts. Steps have been taken to enrich the learning experience by using audio- video and multi-media and state of the art pedagogy / technology. In order to ensure best quality content are produced and delivered, nine National Coordinators have been appointed: They are AICTE for self-paced courses, NPTEL for engineering, UGC for post-graduation education, CEC for under-graduate education, NCERT & NIOS for school education, IGNOU for out of the school students and, IIMB for management studies.

Courses delivered through SWAYAM are available free of cost to the learners, A MOOC on Communication failed to log in even a single time once the however students wanting certifications Technologies in Education course starts. Learners use MOOCs as shall be registered, shall be offered a learning resources and many of them are it certificate on successful completion of the A Certificate course on Communication in different ways for different reasons. It is course, with a little fee. At the end of each Technologies in Education was offered by heartening to know that more than 4024 course, there will be an assessment of the the author in the SWAYAM portal in 2017 learners were actively participating in the student through proctored examination which was one of the most popular course discussion forum and there was lot of and the marks/grades secured in this exam with 7,605 learners enrolled into this active participation in the discussion could be transferred to the academic course. The completion rate of this course forum. record of the students. UGC has already also was quite satisfactory with 403 issued the UGC (Credit Framework for (5.29%) learners getting the certificate by References: online learning courses through fulfilling the requirements of the course Daniel, John (2012).Making sense of SWAYAM) Regulation 2016 advising the which included submission of assignments MOOCs: Musings in a maze of myth, Universities to identify courses where and final test at the end of the course. paradox and possibility.Seoul:Korean credits can be transferred on to the Many learners joined the course out of National Open University. academic record of the students for curiosity and many joined to know about courses done on SWAYAM. the course and view some of the videos Stamenka, Uvalic-Trumbic & John Daniel SWAYAM platform is indigenously which are relevant and useful to them. (2013).Do MOOCs announce a new developed by Ministry of Human Very few students reach to the last week of paradigm for higher education? Paris: Resource Development (MHRD) and All the course which demands going through EADTU Conference. India Council for Technical Education the online final test. There are also many (AICTE) with the help of Microsoft and learners who enrolled into the course but www.swayam.gov.in would be ultimately capable of hosting 2000 courses and 80000 hours of learning: Prof. Dhaneswar Harichandan, is a Professor cum Director I/c, Institute of covering school, under-graduate, post- Distance and Open Learning (IDOL), University of Mumbai, India. He can be graduate, engineering, law and other reached at dharichandan[at]rediffmail[dot]com professional courses.

CLOMMONWEALTHof EARNING 9 Commonwealth Educational Media Centre for Asia National Youth Summit 2018 organised by Sri Lanka Development Journalists' Forum, Sri Lanka demonstrating their shared missions, is the key to sustainable peace and showcasing innovative and creative development,” she said. solutions towards peace building and The sessions showcased youth reconciliation. involvement in achieving Sustainable Speaking about the engagement of youth Development Goals (SDG), through in peace and reconciliation, His 7parallel sessions under four broader Excellency David McKinnon – High themes; Youth Innovation in Peace Commissioner to Sri Lanka said “Youth building and Promoting Equality; Youth as are equal stakeholders in the state and they Peace Allies; Youth Peacebuilding have a lot to contribute.” Youth are often Networks and Role of the Youth in Peace seen as activists and not much in policy Building & Promoting SDGs. development process, he added. Prof. Shahid Rasool, Director, Ms. Paula Bulancea, Deputy Commonwealth Educational Media Center Representative for UNICEF Sri Lanka;Mr. for Asia (CEMCA) – India, addressed the M. Y. S. Deshapriya, Secretary of the gathering on the importance of skill Ministry of National Coexistence, Dialog building of youth for inclusive development “For a development in any country, it and Official Languages: Prof. Shahid needs a sustainable peace andan equality and peace building agenda and overcome Rasool, Director, Commonwealth unemployment issues in Sri Lanka. brotherhood which should come from the Educational Media Centre for Asia policy of the government or it needs good (CEMCA) India;Dr. Saumiya Liyanage, During the sessions youth sex changed governance,” Dr. Kandiah Sarveswaran Dean, Faculty of Graduate Studies, their peacebuilding experiences and came Minister of Education, Cultural Affairs, University of the Visual and Performing up with innovative strategies to transform Sports and Youth Affairs – Northern Arts and Mr. Waruna Alahakoon, Deputy the nation into a peaceful place with their Province said at the Inauguration session Director of Education (Drama and involvement in various peacebuilding of the second National Youth Summit Theatre), Ministry of Education also mechanisms. The Summit concluded with (NYS) 2018. addressed the gathering. Representatives an awards evening recognizing the efforts The second NYS 2018, convened by the from the U.S Embassy in Colombo also of those youngsters who contributed for Sri Lanka Development Journalist Forum attended the Summit. SDJF's peacebuilding programs. (SDJF) concluded successfully in During the Inauguration Day, two learning The feedback gathered from partner Colombo on Saturday (21). The Summit manuals focusing on Forum Theatre and organizations and participants stressed on which emphasized the Summit theme on Youth and Peace building were launched. ways to take forward the UN2250 'Sustainable Peace and Development' for a The first copies were handed over to the resolution, in which the UN Security better nation, has proposed the Ministry of Chief Guest and other guests by Mr. Waruna Council urges its member states to National Co-existence, Dialogue and Alahakoon. The manuals were developed consider ways to give youth a greater Official Languages to develop a cohesive to help young people to understand voice in decision-making at the local, and dedicatedminority inclusive youth and pluralistic values through arts and culture. national, regional and international levels. peace building policy in line with the National Youth Policy 2014. The proposal The Chief Guest for Day 2, Ms. Ritsu The U.S. Embassy in Colombo, Canadian is an outcome of the active engagement of Nacken, Representatives of UNFPA Sri High Commission, Neelan nearly500young leaders from across the Lanka and the Head of UN Youth Agenda Thiruchchelvam Trust, World Vision Sri country belonging to different in Sri Lanka in her speech highlighted that Lanka, WUSC Sri Lanka, and backgrounds and ethnicities, who youth have so much of energy, new ideas Commonwealth Media Educational Centre participated in the dialogue. and goodwill to contribute to the country. for Asia (CEMCA) supported the second “We believe unlocking this youth potential The two day National Youth Summit held National Youth Summit 2018, financially. at the BMICH and at the Department of Government Information respectively, was an endeavor of SDJFalong with its partner organizations including Ministries, Embassies, Universities, INGO's and local NGO's, aimed to create a platform for youths to reflect on the Summit theme, and to encourage youth from different ethnicities to meet, learn and be part of a wider peace building network,

10 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia CEMCA News

CEMCA Higher Education Project Review publications that are being released by CEMCA for wider dissemination and invited Dr. Shahid Rasool, Dr. B. K. Bhadri, Prof. G. D. Sharma and Prof. Shironica P. Karunanayaka to unveil the new content.

The final aspect of the meeting was to have a round of reflection and remarks by the expert, Prof. Karunesh Saxena, who looked at the 5 on-going projects and the 3 project proposals in great details. Reflecting back on the proceedings of the two days, he stressed on the fact that there is still resistance towards giving a degree to a dropout, and this is the mindset that needs to be changed. Overall, the common problems faced by all projects according to Prof. Saxena was that if a tool kit can be developed to measure the quality of Commonwealth Educational Media Centre Bilaspur University participated in the ODL and OER, most of the problems (CEMCA) for Asia held a “Higher project review meeting and presented the faced by universities at this point could be Education Project Review Meeting: on progresses of the project. avoided and this tool kit could be adopted 19th and 20th June 2018, in Hotel Royal and adapted by all partners in the future. Plaza, New Delhi, with the following The meeting began with an introduction He also suggested that proper project objectives: by Dr. Manas Ranjan Panigrahi, management guidelines can be followed Programme Officer for Education, by all, and they can create their own • Understanding Higher Education CEMCA, who defined the objectives of reviews to update CEMCA about the integrated projects of partner the meeting, Dr. Shahid Rasool, Director, projects. Resource management is also institutions CEMCA, who welcomed the guests and necessary, and CSR funding can be gave a brief overview of CEMCA's • Share 1st year project outputs and explored and exploited to augment objectives, with focus on how it is outcomes and discuss the challenges CEMCA funding. The next important CEMCA's aim is to help the youth of the aspect is effective delegation and team • Share and discuss the innovations and Commonwealth Asian countries that are building, which can vastly improve the achievements along with value for scattered and out of reach, be better educated. way projects are worked on. He also money through the project suggested that the 80-20 could be Dr. B. K. Bhadri, MHRD, Govt. of India followed by all participants, where 80% is • Help partner institutions establish and representative was invited to give a few the trivial part of the work and the real scale up the integrated model remarks. He noted that CEMCA has been focus should be on the 20% of work that is working as a real catalyst in the field of • Share follow-up actions for next year truly important. and further through current project education to bring technology to the field of higher education. In the current The meeting concluded with remarks by Eight partner institutions viz. University scenario, ICT learning is extremely Dr Shahid Rasool, Director, CEMCA, of Hyderabad, Open University of Sri important, and CEMCA can be used as a followed by a vote of thanks by Mr. R Lanka, Peradeniya University, Bangladesh reagent to propagate it to the greater masses. Thyagarajan, Head Admin and Finance, Open University, Netaji Subhas Open CEMCA. University, Uttarakhand Open University, Dr. Manas Ranjan Panigrahi took the K K Handique State Open University, opportunity to talk about the new

CLOMMONWEALTHof EARNING 11 Commonwealth Educational Media Centre for Asia Launch of International Training of Trainers Programs in Chhattisgarh

The launch of the International Training and Assessment Courses (ITAC) in Chhattisgarh on 18th June 2018 is a significant initiative in empowering the vocational trainers and assessors with relevant skills. The program, a collaboration between Chhattisgarh State Skill Development Authority (CSSDA), QSEC Australia and Commonwealth Education & Media Centre for Asia (CEMCA), is initially being piloted to a cohort of 75 trainers.

The International Training and Assessment Courses (ITAC) are a set of internationally-relevant courses developed by the Australian • It is intended that the pilot will be CSSDA & CEMCA on the rollout of ITAC Government in collaboration with the expanded to train up to 3,000 to all trainers associated with CSSDA, NSDC. They are designed to help meet the trainers affiliated with CSSDA enhancing their skills and helping them to global demand for skilled trainers and programs. deliver training at an international standard.” assessors. These courses leverage Australian expertise to assist in building CEMCA is an intergovernmental Successful participants will receive an capacity of trainers and assessors around organisation created by Commonwealth international certificate cobranded by the the world; a foundation of any successful Heads of Government to assist Australian Government & NSDC, giving skill development ecosystem. governments and institutions to expand the Trainers greater recognition of their the scale, efficiency and quality of efforts and pride in their work. Highlights of the International Training learning by using media in open, distance Additionally, the program will benefit the and Assessment Courses (ITAC) and technology-enhanced learning. students of CSSDA as the enhancement of trainer skills is expected to improve the • Pilot ProgramThe pilot is sponsored QSEC Australia is a group of high ability for trainers to engage students in by CEMCA, with QSEC Australia performing institutes from Australia. The industry relevant training, producing implementing the program with Consortium was established to deliver a better placement outcomes. CSSDA coordinating and scaling up wide range of high quality programs that the program to all affiliated trainers. impact positively on the lives of job “We see this program as a part of our seekers in India. The primary focus of the contribution to the Hon Chief Minister • The pilot batches will see 75 trainers Consortium is to deliver industry relevant Raman Singh's vision of 'Right to Skill in from 26 sectors and 21 districts in skills programs that lead to employment. Chhattisgarh' as it will uplift the trainers Chhattisgarh receive 2 weeks of who are providing skill training to the training and complete on-the-job Sam Freeman, Director of QSEC Australia youth under state government schemes,” assessments. said “We are delighted to be working with said Mr Freeman.

12 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia COL supporting Srilankan Universities for Gender Mainstreaming through UGC Sri Lanka

from Commonwealth Educational Media Centre for Asia (CEMCA) participated in the workshop and introduce the COL and its work with the participants. Professor Uma Coomaraswamy, Director, Center for Gender equality and equity, University Grant Commission of Sri Lanka welcomed all the participants and resource persons to the workshop. In her introductory presentation shared role and status of the center at UGC. Appreciating the support of COL she also informed how this workshop will help to the universities for gender mainstreaming in higher Commonwealth of Learning organised a the participants' Universities, and education level. The business sessions workshop on “Workshop on Gender mainstream gender in participant started with the Ms. Ranjani K. Murthy Mainstreaming in Higher Education in universities, identify future steps and presentation on gender concept and Sri Lanka” in a Train the trainer mode interventions that may be required at the relationship with higher education through UGC Sri Lanka from 5-7 June collective level, and support expected reflecting on Sex and Gender, formal and 2018 at Colombo, Sri Lanka to help from the University Grant Commission. substantive gender equality, gender Universities in Sri Lanka linked to division of labour, gender division of University Grant Commission develop an Around 26 participants (17 Female and 09 resources and gender and leadership. effective draft action plan to strengthen Male) from 7 Universities of Sri Lanka Followed by her presentation, the gender mainstreaming in their were nominated by the respective participants engaged in the groups to Universities. The objectives of the universities to participate in the workshop. discuss the situation in higher education workshop are Recapture important gender The workshop was facilitated by given to them, and analyse which gender concepts and relate it to higher education Ms. Ranjani K. Murthy, Researcher and concept it relate with their context and in Sri Lanka, Familiarize themselves with Consultant for Gender and Development reflection. Similarly the participants gender analysis frameworks to assess from Chennai. engaged to learn different gender analysis gender issues in higher education, frameworks and tools like change matrix, Workshop began with an ice breaking Familiarise themselves with international 12 box framework, Harvard framework session to introducing each other and all tools and good practices to mainstream and Moser framework using Sri Lanka participants listed their expectations from gender in Universities, and adapt them to Case Study on Higher Education. The this workshop which helped resource Sri Lankan Context, Evolve draft action groups presented their work for further persons to understand the gap where they plan for facilitating a similar process in discussion. will put filler. Dr. Manas Ranjan Panigrahi

Awarenessof Counsellors and Trainers on NSOU LMS and OER Repository

The School of Vocational Studies, Netaji Sustainable Development through to skill development programmes of this Subhas Open University, Kolkata has Vocational Education and Training”. The university. The students may take the undertaken a project supported by objective of this three year project is to advantages of skill enhancement Commonwealth Educational Media Centre increase enrolment in different vocational programme by which they can increase for Asia (CEMCA) titled “Increase Access courses of the university so that the their skills and competencies in a and Improve Institutional Capacity for disadvantaged rural people can get access particular trade. As a part the project the

CLOMMONWEALTHof EARNING 13 Commonwealth Educational Media Centre for Asia School has already organized workshop on e-content development for teachers, baseline survey and four Outreach Programmes at different districts in the State of West Bengal. For the first time, the School organized a Job Fair at its Kalyani Campus. Recently, the School organized one day workshop/ training on LMS for the academic Counsellors/ trainers of five selected vocational courses viz. i) Needlework and Knitting, ii) Travel & Tourism, iii) Export-Import Management, iv) Modern Office Management and v) Fire Safety & Security Management. Under the project, the A/V lectures have been developed as per guidelines and the question bank for learners and ODLI. They can interact with mentioned subjects were also screened each course has also been developed and the learners at the study centres during the before the house. The participants providing access to the learners through F2F counselling. So it is their appreciated the initiatives that the NSOU LMS. NSOU also developed an responsibility to motivate the learners to University is taking for the benefit of its OER repository for better learning for the access the on-line academic content learners. They also informed that the university learner. available on the LMS and OER learners will be very happy to access the Repository. The trainers can also guide the content at their home for better learning. An Awareness Programme for Counsellors learners how they can increase the and Trainers on NSOU LMS and OER accessibility to the academic content Mrs. Barnali Roy Choudhury, Co-Project Repository was organized on 28th May available in the on-line environment. Dr. Manager in her presentation, described the 2018 with an objective to train the Ghosh also appraised the House that the usefulness of the NSOU OER Repository trainers/academic counsellors so that they university is providing number of ICT where one can access the A/V lectures and can guide the learners to access the e- support services to its registered learners. course materials anywhere any time free contents through LMS and OER But they are not aware of these services. of cost. She also pointed out that the repository. Around 30 women participants Dr. Ghosh requested all the participants to difference between the LMS and OER out of 45 of different subjects (as stated train the other trainers who are engaged at Repository is that the learners need user infra) attended the programme. The entire their respective study centre and to inform ID and P/W to access the content on the programme was divided into three parts about the ICT based support services. It LMS which are not required in case of viz. Introduction of the theme, will increase the awareness among the OER Repository of the University. Other functionality of the LMS and usefulness trainers as well as among the learners. than the registered learners, any person of OER Repository of the University. can access the academic content which are During the hands on training session, the made available with an open license, CC- Professor Anirban Ghosh, the Project step by step process was demonstrated BY-NC-SA. Mrs. Choudhury made a live Director in his introductory speech about functionality and procedures of demonstration on the said Repository to mentioned the broad objective of the LMS e.g. with the user ID and Password, give an idea about the functionality of the project which is going on in association how a learner can access his or her same. In the programme the trainers and with CEMCA. He also opined that the academic content (A/V lectures, e-text, counsellors prepared a plan of action to academic counsellors/ trainers play an question bank etc.). The replicate the same strategy in their important role in ODL system who trainers/counselors practiced themselves. respective study centers. actually bridge the gap between the Some A/V lectures on the above

14 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia CEMCA & QSEC Australia collaborate to facilitate vocational leadership workshop and Lunching of Life Skills MOOC

The session was designed as a conversation starter, for a topic which is currently in a nascent stage in the ecosystem. Whilst much focus is given to making skills aspirational for the learner, very little time is spent identifying how to attract, retain and grow the best talent to teach the future workforce.

During the workshop participants discussed vocational models from around the world, including Singapore, Australia, Switzerland, Germany and others, along with how to engage industry in the On 14th May 2018, Commonwealth high quality programs that impact professional development of trainers & Education Media Centre for Asia positively on the lives of job seekers in assessors and how to build aspirational (CEMCA) in collaboration with India. The primary focus of the career pathways for professionals in the Queensland Skills and Education Consortium is to deliver industry relevant sector, amongst other things. Consortium (QSEC) conducted a skills programs that lead to employment. workshop on building a model for The parties agreed to take the conversation vocational leadership in India. Director CEMCA, Dr. Shahid Rasool set forward and are planning additional the tone of the workshop by his opening workshops and roundtables around India CEMCA is an intergovernmental remarks by reflecting on the areas of to engage a wider audience and begin to international organization committed to concern related to Skill Development identify detailed solutions in this space. the cause of “Learning for Sustainable which identified “Capacity Development Development”. CEMCA, the only of Vocational Trainers” as one of the most During the workshop participants were regional office of Commonwealth of important areas to focus. joined by special guest, Prof. Ashok Ogra, Learning head quartered in Canada, works Director AIMC for the formal launch of through its partners in India, Bangladesh The workshop was facilitated by Ms CEMCA's latest product “A MOOC for and Sri Lanka in the areas of formal, Sarojni Choy, Associate Professor School Life Skills for Engineers”. The MOOC is informal and non-formal learning by using of Education and Professional Studies, designed to develop the much needed skill suitable media and technology. Griffith University. The select group of set amongst young engineers whilst also participants represented a unique cross being a tool which can help engineering QSEC Australia is a group of high section of the skills ecosystem in India trainers to grow their own skills. The performing Registered Training including Government Officials, Industry program is free and available online, Organisations (RTOs), based in Associations, Sector Skill Councils (SSCs), having already achieved more than 3,000 Queensland, Australia. The Consortium Consulting Firms, Think Tanks, Training enrolments. was established to deliver a wide range of Organisations, Universities and many others.

CLOMMONWEALTHof EARNING 15 Commonwealth Educational Media Centre for Asia Curriculum Revision and Syllabus Development of Online BBA Programme for Quality Learning

Commonwealth Educational Media Centre Udaipur Rajasthan India, presented the the participants learnt how to develop for Asia (CEMCA) in collaboration with bird's eye view of the contents to be videos for the courses they are going to Centre for Distance and Continuing covered and activities to be conducted develop and how to prepare educational Education (CDCE), University of during the 4 days workshop. Vice videos for the same was conducted by the Peradeniya, Sri Lanka conducted a Chancellor Prof. Dissanayake was very trainer, Prof. Saxena. In the motivational workshop on Curriculum Revision and happy to note that CEMCA decided to lecture on Stress Management practical Syllabus Development of Online BBA support his University in this noble and doable tips for managing stress both at Programme for Quality Learning from24- venture. He exhorted all the participants to physiological and Psychological levels 27 March 2018 at Centre for Distance and gain maximum benefit from the workshop were given. Continuing Education (CDCE), University and work with full devotion and of Peradeniya, Sri Trainer delivered a Lanka. The objectives capacity building of 21 of the workshop were: Content Writers and 03 Content Experts through • To develop rigorous training spread capacity of over 4 days. Existing Content Writers Course structure of BBA and Experts (Online Program) was revised for the entire 3 • To revise the years Program i.e. existing course Certificate, Diploma and structure of BBA Degree level. Strategy (Online Program) was formulated for the to bring it in development of e- harmony with the Contents for 1st year contemporary and courses. To interact and relevant needs of create one to one dedication to make this project a great the Society and Industry. connection with the participants a success. In the end, vote of thanks was template was designed by Prof. Saxena • To help develop the detailed given by Dr. W. D. Chandrsena, Deputy which was given to the participants for curriculum for the courses through Director Learning Resources, who left no presenting the Instructional Design of the active involvement of participants. stone unturned for organizing this course allotted to them. workshop. • To increase participants' awareness Before the valedictory session the about the use of Open Educational Professor Karunesh Saxena made the 4 participants were asked to fill up the Resources (OERs) and help them day workshop a major takeaway of Feedback form. The valedictory session integrate the same in their e-contents. learnings. He motivated all the was presided by Vice Chancellor Prof participants to become an active partner in Dissanayake. Ms. Heshani presented the • To develop a future Roadmap with the development and delivery of Online workshop report. Prof Saxena in his established deadlines to facilitate the BBA Program of University of speech personally acknowledged the timely completion of project activities. Peradeniya. He made the participants efforts of many persons for making this familiarized with the terminology of open The inauguration of the workshop was workshop a grand success. He motivated and distance learning. Also, the held on 23rd March 2018 at 6.00 pm at all the participants to march forward with participants were given practical exposure Hotel Oak Ray Regency Kandy. Vice full confidence so that they can develop an to the art of writing Self Instructional Chancellor of the University Prof. Upul B. excellent quality curriculum contents for Material (SIM). Specific instructions in Dissanayake presided over the inaugural online BBA Program particularly for first terms of Do's and Don'ts of content function. Main Resource person of the year. Prof. Mallika Director CDCE and writing was also a part of give away from workshop Prof. Karunesh Saxena, Dr. Tilak Deputy Director also spoke on Prof. Saxena. A practical session in which Director, IQAC, ML Sukhadia University the occasion.

16 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Workshop on Design and Development of the Project on “Impacting Education and Open schooling through OER- Making a difference among the learners” educational resources (OER) at BOU and the vocational education and training (VET) program through open schooling.

In this 4-day-extended workshop, participants were given exposure in the area of pedagogic integration and features of OER as well as designing and developing of project. On the first day participants were oriented with the higher education (HE) and results-based management (RBM) framework of the project. Dr. Panigrahi presented the COL- CEMCA's Integrated Higher Education model and RBM framework which is more concentrates on the impact rather Bangladesh Open University (BOU) in entered into a contribution agreement with outputs. The tentative project will be collaboration with the Commonwealth BOU for a preparatory phase between implemented from July 2018 and passing Educational Media Centre for Asia February and June 2018 to assess the the preparatory stage which concentrated (CEMCA) organized a training Workshop strength and weaknesses, and to identify on couples of research activities. In the on Design and Development of the Project the strategies which should be converted first day, Mr. Mizanoor Rahman, Assistant on 23–26 April 2018 at BOU Seminar into an outcome oriented full-fledged Professor at the Open School presented Hall, Gazipur. This workshop was proposal with results-based management the results of the studies (i.e. SWOT organized to design the framework of the (RBM) framework by June 2018 for analysis, policy analysis, and project on 'Impacting Education and Open implementing the project from July 2018 questionnaire survey) as a part of the Schooling through OER- Making a for three years. As a part of this Needs Assessment Survey (NAS) to fit the Difference among the Learners by BOU' preparatory phase, BOU needs to identify project as per the result-based from July 2018. Prof Santosh Panda, an certain capacity building programs and management framework. internationally renowned distance project development procedures. The Second day, Professor Panda oriented educator from IGNOU-India, provided output of this phase would be capacity participants with theories and practices of expertise support to all participating building and finalizing integrated proposal. the framework of the project and day-3 faculties to design the 3-year project to On the basis of this proposal of the project and day-4 concentrated on designing the take BOU to the next phase of can be launched during July 2018”. framework for the project on development by reforming its pedagogy implementation of the VET and education and quality, include OER and MOOCs in In this workshop School of Education had programs through ODL. The workshop, all its programmes, reform the teacher nominated 18 (13 faculties + 5 Study finally, came out with a fruitful framework education programmes including Center Coordinators) and the Open School and strategized the outcome oriented full- developing E-MEd, bringing VET to the nominated 15 (10 faculties + 5 Study fledged proposal. Professor Sufia Begum, main focus of the Open University Center Coordinators) and they were Dean, School of Education; Dr. Sabina specifically for open schooling. In trained on integrating approach to uplift Yeasmin, Dean, Open School and Dr. Md. addition, Dr. Manas Ranjan Panigrahi - the quality of the existing courses of Shafiqul Alam, Joint Director, Training Program Officer, CEMCA – was also a studies of the open schooling and teacher patronized the workshop from beginning resource person in the workshop. education programs through open and to end. Dr. Manas said, in his address, “CEMCA distance learning (ODL) leveraging open

CLOMMONWEALTHof EARNING 17 Commonwealth Educational Media Centre for Asia CEMCA and NSOU organized Outreach Programme for Higher Education

which 39 were Choudhury, Co-Project Manager in her women. Two deliberations pointed out three pillars of team members ODL system viz., Study materials, PCPs, from NSOU and evaluation procedure. She also and Project elucidated educational resources available Adviser along in on-line mode and offline mode. She with the also highlighted NSOU OER repository. Secretary of In this program NSOU team met all the the participants individually to make them Organization understand the accessibility of ICT and were present NSOU-OER repository. during the interaction The 4th Outreach Programme was held at with the Ananda Chandra College, Jalpaiguri on participants. 08th April 2018. 170 participants out of Dr Anirban which 130 girls students attended the Ghosh, programme. The Project Adviser, Project Project Director met the students and discussed Director the importance and prospects of elucidated the vocational training in 21st century along with the Project Manager. The Principal The School of Vocational Studies, Netaji vision of vocational courses as a whole and Coordinator of the study centre were Subhas Open University, Kolkata has and acquainted learner about different also present in the programmes and shared undertaken a joint project with types of courses being offered by NSOU. their views on vocational training. Commonwealth Educational Media Centre He also elaborated various scope and Ms. Barnali Roy Choudhury deliberated for Asia entitled “Increase Access and coverages of different courses. So that on the on-line resources specially on Improve Institutional Capacity for present learners may spread the awareness NSOU OER Repository. Sustainable Development through regarding said courses. Dr Manas Vocational Education and Training”. The Panigrahi from CEMCA and the project A structured questionnaire was circulated objective of this three year project is to adviser stressed upon the need of the among the participants to get their increase enrolment in different vocational vocational education in present day response on different aspects of ODL, courses of the university so that the context for the purpose of sustainable on-line learning, A/V lectures etc. for the disadvantaged rural people can get access development. Mrs. Barnali Roy feedback of the participants. to skill development programmes of this university. The students may take the advantages of skill enhancement programme by which they can increase their skills and competencies in a particular trade. As a part the project the School organized two Outreach Programmes in Jalpaiguri district at the North Bengal.

The 3rd Outreach program was held on 7th April, 2018 at Vivekananda Educational Institute, Moynaguri. 55 students attended this program out of

18 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Advanced Workshop on Moodle enabled e-Course Development at University of Hyderabad

The e-Learning Centre, University of conducted for 20 faculty from different there may be required to bring changes in Hyderabad (UoH) and Commonwealth disciplines to equip the teachers of the University system also. Welcoming the Educational Media Centre for Asia University Hyderabad with the skills participants Prof. J. Prabhakar Rao, (CEMCA), New Delhi have jointly required to develop and deliver eCourses Director, e-Learning Centre has narrated conducted Advanced Workshop on with multimedia content; individual and the latest initiatives and future activities of "Moodle enabled e-Course Development" collaborative learning activities; and the Centre. Dr. Indira Koneru, Faculty during 06-07 April, 2018 for 15-20 UoH assessments through Moodle. It was Member, e-Learning Department, IFCAI faculty. It was conducted under COL- conducted in hands-on training mode and was the main resource person for the CEMCA-UoH project on "Designing learning by doing. The faculty have workshop. Integrated Education Model for HEIs in actively participated in the workshop. The India: An Action-Outcome Study of UoH workshop dealt with the topics such as It was decided that each of these trainees (2017-2020)". This workshop is finding OER in multimedia, Question will train the faculty in respective continuation to the four-day workshop on Bank and Question types, creating MCQs, Schools/Departments/Centres apart from "e-Course Development using OER for creating and awarding badges and designing Online Courses. Prof. J. Quality Learning" which was conducted managing grade book. Prabhakar Rao, Director, e-Learning during 06-09 December, 2017 for 30 Centre had distributed the certificates to faculty of UoH which has enabled them to Inaugurating the workshop Prof. B. P. the participants. develop e-Content for some of the courses Sanjay, Pro Vice-Chancellor has Integrated Open and Distance Learning and encouraged some of the faculty to use mentioned on the conflict between (ODL) through ICT for Sustainable technology in their pedagogy. traditional and technology enabled pedagogy. He also said that in view of the Development at Uttarakhand Open The present workshop is advanced shift in paradigm of teaching and learning, University training programme (Workshop)

CLOMMONWEALTHof EARNING 19 Commonwealth Educational Media Centre for Asia Case Study

Open Educational Practices (OEP) in the number of recommended textbooks by the teachers. About 68% of the students Bangladesh – Potentials and Commitments! borrow 1-5 books on average from library or friends (Fig 2).

68% By Professor Mostafa Azad Kamal

Traditionally, the educational resources produced and distributed by the publishers 14% 14% are usually copyrighted as “All Rights 2% 2% Reserved (ARR)” by the publisher or the 0 1-5 6-12 13-20 20+ creators. Due to this rigid nature of the Fig. 2 - COL Survey 2017 resources, ARR documents cannot be reused, revised, remixed, redistributed or Even though the students anyhow manage retained by the users without the to get the textbooks, unfortunately the permission from publisher or the textbooks they buy or collect are not the concerned copyright holder. However, we original textbooks. About 73% of the know educational resources are not the students buy Nilkhet print (photocopied) Fit-For-All type materials that they can be books, only 7% students buy original adopted anywhere as it is. Depending on brand new books that are supplied by the the learners' readiness, context, culture publishers, 17% students collect chapter and affordability, the educational photocopies available at the photocopy resources must need to be customized to shops, only 3% students buy the old books fit best with the learning design. million (UNPD, 2017), Bangladesh is that are available at some book stores Therefore, ARR-type copyrighted passing a demographic dividend period at especially in the Nilkhet area (Fig. 3). educational resources lost their the moment. However, to reap the best of applicability or usability by a wider the demographic dividend, the country 3% population in the world or even in a requires a higher percentage of its citizens 7% particular country. As a result, OER was have a higher education. Existing 17% born to fill out the gaps in accessing, education system here still remains reusing, revising, redistributing and retaining the educational resources. In 4% fact, OER is considered as the biggest 5% 8% innovation in education, especially in open 73% education (David Porter, 2017). By 21% definition, OER (Open Educational Resources) are the educational resources Original (New) that are free and can be reused, revised, Nilkhet Print (Photocopy) remixed, redistributed and retained 62% Chapters (Photocopy) depending on the permission type or Old books (Friends/relatives) license provisions. That means, OER=Free + Permissions (Wiley, 2017, para. 2). Fig. 3 - COL Survey 2017 0 1-5 6-12 13-20 20+ The developing countries like Bangladesh Fig. 1 - COL Survey 2017 The reason behind the students' preference can exploit huge benefits through open to Nilkhet books is their unaffordability of sharing. This case study highlights some expensive at tertiary level. In a recent the original books. Almost 68% students key facts that admit the essentiality of study by Commonwealth of Learning do not afford the original textbooks creating and using OER in teaching (COL) found that almost 62% university (Fig. 4). Also few students think that the learning process, especially in higher students can use 6-12 textbooks on original books are not available in the education. With a population of 163+ average (Fig 1) which is much lower than local market.

20 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Do not afford original 67.6% funds for producing textbooks, open already been drafted and submitted to books sharing of these resources should be the Ministry of Education for final Not available in local 19.1% market ensured. Repeated use of public funds for approval. The policy followed a series Unwilling to spend more the creation of similar educational of activities, such as a Baseline 13.3% money on books resources by the separate departments/ Survey, National Consultation Fig. 4 - COL Survey 2017 institutions made the use of public fund Workshop, and individual meetings Therefore, the students learning is affected not only inefficient, but also the quality of with the key stakeholders. resources cannot be improved. significantly and their grades become low. 3. A number of universities and In the study, it was found that the almost Given the realities above, adopting open institutions developed the online 64% students at tertiary level are licenses on the publicly funded education repositories of journals and research concerned that lower access to textbooks and research resources can create a reports that can be openly accessed. affects their grades (Fig 5). 33.2% of the positive shift in the access to educational Few examples are: Daffodil respondents mentioned that they were resources. However, the journey toward International University Institutional somewhat concerned that not purchasing openness is not so easy in an environment Digital Repository, DSpace at BRAC books would hurt their grades, while where policy makers and other University, EWU Institutional 26.80% said that they were significantly stakeholders are still lagging behind in Repository, IUB Library Digital concerned, and 19.10% told that they were terms of the knowledge about the practice Repository, Eastern University Digital not concerned (Fig. 5). and benefits of being open. On the other Library, International Centre for hand, the growth of access to ICT in Diarrhoeal Disease Research Digital Not applicable 20.9% Bangladesh and several initiatives and the Repository, National Library Digital policy of the Government of Bangladesh Repository, Dhaka University Yes, somewhat concerned 33.2% provides an enabling environment for Institutional Repository, IUT Digital No 19.1% Bangladesh to adopt OER in its teaching Library, etc. However, these and learning strategy. Bangladesh has ICT repositories are still copyrighted. By Yes, significantly 26.8% concerned in education Masterplan that focusses on simply putting open licenses, these Fig. 5 - COL Survey 2017 strengthening access to quality learning repositories can add more value to the materials for all. There are several scholarly works locally and globally. Cost of textbooks affects the students' websites for teachers to share educational decision to choose the study discipline. contents, and these could be easily Implementation of National OER Policy is Study shows that 64.5% of the university converted into OER by developing expected to create a big shift in the students in Bangladesh are concerned or appropriate policy and providing training creation and adaptation of OER in somewhat concerned about the cost of to the teachers. Bangladesh. It will bring the existing textbooks while deciding their study government educational portals under discipline (Fig. 6). It was also found that Realizing the potentials of creating, open licenses and a culture of open almost all students at university level in repurposing and sharing the educational educational practices will start soon. Bangladesh use internet and download resources openly, a number of steps have already been taken at institutional as well References: educational materials from web. However, as national levels. Some of the major steps in the case of awareness of legal Wiley, D. (2017, June 30). The Sleight of are as follows: permissions or copyright provisions, Hand of “Free” vs “Affordable” [Web students are not that much careful. About 1. Bangladesh Open University blog post]. Retrieved from 36% of the students are not concerned or developed an OER Policy in 2014 https://opencontent.org/blog/archives/5055 aware of the copyright issues. with the support from COL. The Poter, D. (Presenter). (2017). ODL policy has already been implemented. Innovation [GIRLS Inspire Webinar]. Not applicable 7% With further support from Retrieved 1 June 2018 from Commonwealth Educational Media Yes, somewhat concerned 31.5% https://www.youtube.com/watch?v=hxkw Center for Asia (CEMCA), BOU gCheObs&t=6s. No 28.5% developed a OER Repository within Yes, significantly the framework of the approved OER COL Survey. (2017). Towards a National 33% concerned policy. Policy on Open Educational Resources in Bangladesh. Retrieved 04 July 2017 from Fig. 6 - COL Survey 2017 2. With the support of COL, a National http://oasis.col.org/handle/11599/2740 The access to textbooks by the students at OER Policy for Bangladesh has primary and secondary levels in Bangladesh is much better. Government Professor Mostafa Azad Kamal working as a Dean-School of Business, provides free textbooks to all the students Bangladesh Open University, Gazipur, Bangladesh. He can be reached at in the beginning of every year. However, mostafa_azad[at]yahoo[dot]com for enhancing efficiency in using public

CLOMMONWEALTHof EARNING 21 Commonwealth Educational Media Centre for Asia Technology Tracking

AssistiveDT evices and echnologies for LVIearners with isually mpaired

By Dr. Papiya Upadhyay and Dr. Parimal Sarkar

Any adaptive device or service that LEARNERS WITH VISUAL IMPAIRMENT increases participation, achievement or independence for a learner with a Assistive devices & Functions disability may be considered assistive technologies technology (AT). Assistive technology Tactile Tactile keyboarding instruction is the foundation of technological helps learners who are differently abled, key-boarding instruction. Typing without looking at the keys improves learners increase their access to the general instruction speed, accuracy and also minimizes the need for the learning curriculum and improve their academic to shift their gadget between the source, screen, and keyboard. performance. It is important to thoughtfully consider what devices, tools Braille code Braille code is a system of raised dots arranged in cells. The and technologies will be appropriate to number and positions of the raised dots represents a particular meet the learner's individual and unique letter, word, number, or symbol. For reading and writing of learning needs. Assistive devices should language arts the Braille that is used is known as literally not give learners an unfair advantage, but Braille. Mostly in school two standardized grades, (grades I & instead, should provide them the II) are used in literally Braille. independence to compete effectively with Word processing These are a kind of shortcuts in computer with a Win Logo Key peers in the school. shortcut on the key board which provides reference to instruct a VI The subsequent section of this article learner. Learners can be instructed in using windows key strokes discusses some of the supportive/assistive for needed applications and use word processing software to devices for learners with disabilities. Not all complete written assignments. disabilities are covered here but some more Audio books Auditory books are very effective tool for learners who are often occurring disabilities in educational blind or visually impaired though it cannot replace instruction institutions have been discoursed. in reading, print and / or Braille. It is helpful in reading long passages. Pairing of books (Braille) with audio supported learning fruitful strategy to build listening skills.

iPods as This wonderful device can be used for accessing information, instructional tool music, videos, books etc., for the learner with visual impairment.

Note taker This is a kind of electronic Braille note taking device. It is a instruction small and portable device. Notes may be taken by using a Braille (featuring six large keys that correspond to the six dots Figure: Various kinds of devices for the learner in the Braille cell), standard (QWERTY) keyboard, or both. with low vision Video magnifier This tool is a best option when a learner needs greater (Source: http://www.teachingvisuallyimpaired.com/ instruction magnification while reading print material. The video magnifier orientation-mobility.html) allows access to regular print materials with an ability to enlarge and write on work sheets.

22 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia Magnification: There are four types of Large key calculators: Oversized magnification: relative-size (large format, numbers to accommodate vision needs. bigger manipulative), relative-distance (material presented closer to the student), Audio graphic calculator: Software and is normally published quarterly by angular (lens-based magnifiers), and hardware give VI learners an auditory Commonwealth Educational Media Centre projection (camera-based electronic access to graphing capability. Large print for Asia (CEMCA). magnifying devices). keyboard stickers in order to make the keyboard labels more visible stickers with CEMCA, a Regional Office of the Specialized lighting: Lamps and lights large print characters can be used. They Commonwealth of Learning (COL) with various types of illumination may come in two colour versions white on Vancouver, Canada, is an international enhance the visibility of the working black, or black on white. Built-in agency. surface. Material positioning devices-page magnifier (PC), Zoom (Mac) computer CEMCA ’s mission is to promote the holders, book holders, or book stands, and operating systems come with meaningful, relevant and appropriate use of slant boards enable better positioning of the magnification accessibility features. Third ICTs to serve the educational and training material to decrease distance, angle or glare. party magnification software is a full- needs of Commonwealth member states of fledged application that increases the size Asia. Audio support: Software or hardware of screen content. High contrast (20/20) gives information through auditory pen is a simple writing tool that makes visit us at: channel in addition to the primary channel letters more visible due to the high 7/8, Sarv Priya Vihar whether it may be visual or tactile. Text- contrast ink. Third party combo New Delhi - 110 016, India to-speech-software converts digital text magnification and screen reading software please call us at: into audio. It is implemented in talking combines features of screen magnifying programs, like word processors, or is part 0091 11 2653 7146 software and speech output software 0091 11 2653 7148 of read aloud imported text. giving dual-mode access to computer 0091 11 2651 6681 information. Hardware screen magnifiers Portable reading devices: Hardware monitor-mounted screens with magnifying Our Fax No.is supports various formats of audio text. screen used less than software magnifier. 0091 11 2653 7147 Information may be stored either as audio or visit our website: files on media cards, or as soundtracks on http://www.cemca.org.in CDs. e-mail: admin[at]cemca[dot]org[dot]in

Editor-in-Chief Dr. Papiya Upadhyay and Dr. Parimal Sarkar working as an Shahid Rasool, PhD

Assistant Professor of Education in School of Education, Netaji Editors Subhas Open University, Kolkata. Both are can be reached at Manas Ranjan Panigrahi, PhD papiyaupadhyay19[at]gmail[dot]com & srkprml[at]gmail[dot]com Sanjogita Mishra, BE, MBA

Printed and Published by R. Thyagarajan For and on behalf of CEMCA

University of Hyderabad, Osmania University, Hyderabad Hyderabad Printed at Surekha Digi Pack Coming Soon……. New Delhi You are welcome to reproduce or translate any material in this newsletter. Please credit us appropriately and send a copy of the reproduced material for our information. The views expressed in the articles are those of the authors and not necessarily that of the publisher. Products mentioned in the Level II newsletter are only for information and do Starts From October 2018 not mean endorsement by CEMCA or COL.

CLOMMONWEALTHof EARNING 23 Commonwealth Educational Media Centre for Asia Forthcoming Events

Open University International Research Sessions 2018 PHILOSOPHY OF EDUCATION CONFERENCE, 2019: (iOURS 2018): Re-imagining the Future through Research Nation, Nationalism and the question of Education and Innovation Venue: Azim Premji University, Bangalore, India. Venue: The Open University of Sri Lanka, Colombo Date: January 10 – 12, 2019 Date: 29th, 30th November 2018 For more information: http://azimpremjiuniversity.edu.in/ For More Information: http://www.ou.ac.lk/ours/ SitePages/school-of-education-conferences-philosophy-of- education-conference-2019.aspx

Ministry of Commerce & Industry Government of India

The 6th Global Higher Education Forum 2018 (GHEF6.0) 14th FICCI Higher Education Summit 2018: A Global Conference & Exhibition Venue: Le Meridien Hotel, Putrajaya, Malaysia Date: 08-10 October 2018 Venue: Vigyan Bhawan, New Delhi, India For more information: http://www.gheforum.usm.my/ Date: 30th October 2018 - 1st November 2018 For more information: http://www.ficci-hes.com/speakers.php

IAU 2018 International Conference: Higher education partnerships for societal impact

Venue: University of Malaya, Kuala Lumpur in Malaysia Date: 13-15 November 2018 For more information: https://www.eiseverywhere.com/ehome/ iau2018/558383/

24 CLOMMONWEALTHof EARNING Commonwealth Educational Media Centre for Asia