Opportunities for Educational Diplomacy in South Asia

Umesh Chandra PANDEY Indira Gandhi National Open University, Regional Evaluation Centre, Bhopal, India [email protected]

ABSTRACT :

The South Asia is at the focus of Post 2015 developmental agenda primarily because of the largest concentration of poor population. Though the region is growing at the rate of 6 % during past 20 years the inequalities are on rise. It is a major impediment in the realization of Sustainable Development Goals (SDG). The glaring socioeconomically inequalities in the region call for major educational interventions in the region. Open and Distance Learning systems (ODL) have emerged as a viable option due to its potential to smooth out inequalities. However the growth of these systems has been largely uneven in the region. Whereas some of the countries have been able to develop world class capabilities to design and deliver such programmes, the smaller countries have little policy level sensitization on these matters. The Quality, Scope and Diversity of these programmes make them ideal option for Educational Diplomacy. Regional Cooperation based on ODL can help the South Asia to achieve SDGs. Such soft diplomatic initiatives will build “People to People Contacts”, create workforce to Strengthen Trade, develop Mutual Appreciation and Trust in South Asian Communities. Further it will counter the hard diplomatic interventions of developed countries and balance the geopolitical environment of the South Asian region. This article evolves a perspective for networking of ODL institutions for meeting the emerging developmental needs and describes the issues which come across such a networking.

Keywords: Open and Distance Learning (ODL), Educational Diplomacy, Satellite, Sustainable Development Goals, SAARC, South Asia, Space Diplomacy

INTRODUCTION : However the region suffers from a weak Human Resource base which seriously With one fourth of world population and jeopardizes its developmental initiatives and 36 percent of world’s poor, South Asian slows down its economic growth. The low Region is plagued by major developmental expenditure for Human Development and gaps, barriers and bottlenecks (UN-ESCAP, increasing expenditures for militarization 2017). Despite striking complementarities due to volatile geopolitical environment of and similarities the region is least integrated the region perpetuates such a condition of in the world and the enormous potential for the sub region. The inequalities in the Regional Cooperation is largely unutilized region are getting more and more striking (World Bank, 2017). With 614 million which pose a major impediment for the people (approx 37% of the population) implementation of post 2015 development under the age of 18, South Asia is the most agenda (Kanbur et al, 2014). youthful part of the world and education is on the forefront of developmental agenda (The Economist, 2013).

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South Asia performs poorly in terms of THE CONTEXT FOR REGIONAL opportunity which affects the overall COOPERATION socioeconomic scenario of the region (Rama et al, 2015). There has been a major The South Asian region has similar apprehension across the world that rising colonial past, shared values, cultural inequalities in South Asia can potentially similarity and almost similar socioeconomic affect the pursuit for Sustainable conditions which have resulted in similar Development Goals. The economical educational issues (Table 1). deprivations largely stem from their poor capacities, geographical remoteness and The major segment of South Asian poor infrastructure in such areas. It has population is dependent on agriculture prevented the people to productively sector and is largely unskilled, highly participate in the economic growth of the vulnerable for shocks and dependant on region which implies that the global monsoon based agriculture. Most of these achievement of the SDGs will not be target groups are too vulnerable, almost possible without South Asia achieving them disconnected from urban based centers of (UN-ESCAP, 2017). It is difficult for the excellences and poorly capacitated to adopt Governments to initiate mass capacity new practices. The people need to be building programmes primarily due to capacitated to adopt new and scientific scarce resources. Furthermore the target practices to effectively participate in the groups cannot participate in conventional process of development. It has been a big systems of education due to their livelihood challenge to reach out to such pursuits. Open and Distance Learning disadvantaged population, sensitize them systems due to their innovative and flexible and equip them with necessary skills & systems of delivery presents a viable scientific knowhow to strengthen their opportunity for the National Governments livelihoods. The areas requiring immediate in SAARC countries. However these attention are poorly connected by the options have not been sufficiently explored. transport and communication infrastructure and the intended beneficiaries find it This paper is organized as below: difficult to travel long distances to get educated. It is well realized and understood a) The first part gives an overview of the that capacity building systems for such context for Regional Cooperation in target groups need to be radically different South Asia. It further takes up all the from “business as usual approach”. It is SDGs one by one and examines how well realized and understood that we need Open and Distance Learning systems to employ “out of box approaches” have potential to realize Sustainable primarily aimed at helping the people to get Development. knowhow right at their doorsteps at an b) The second part gives a chronological affordable cost. Open and Distance sequence of concerns for Regional Learning systems are favorably positioned Cooperation as highlighted by various to address these issues (Sharma, 2005). SAARC summits. However despite sincere efforts of the c) The third part gives an account of Government the situation on the ground various opportunities and competitions leaves much to be desired. There is an in contemporary geopolitical urgent need for development of Human environment of South Asia. Resources and up gradation of Skills in d) The last part gives Conclusions and areas like Education, Health, Agriculture, way forward for ODL led socio Rural Development and Business. economic development in the SAARC region.

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Table 1: Various Indicators for South Asian Countries

The demand for trained manpower in capabilities and resources can be such critical areas of development has been effectively addressed through effective overwhelming. It’s difficult for the cooperation among SAARC countries. Ever governments to spend huge amounts of since the SAARC was formed there has money to respond to such huge training been an increasing understanding to address requirements. National Governments have the gaps in the levels of development in been laying increased emphasis on the need these countries. With similarities in of skill up-gradation, to give them more educational contexts of these countries diversified options of livelihoods and cooperation there is a perceived need for capacitate them without any clash with their sharing of expertise and resources (Dash existing livelihoods pursuits. The emerging and Menon,1997).There have been a systems of Open and Distance Learning growing feeling among the Distance (ODL) having a focus on “Innovation and Education Communities of SAARC Flexibility” are ideally suited to meet such countries to share experiences and insights requirements. Open and Distance Learning and collaborate on common issues on systems can provide opportunities for developmental concerns of the region. Open judicious utilization of the resources and and Distance Learning system have come expertise already available in the region. up as a natural option for SAARC countries. However the available expertise, Such collaborations can be meaningfully infrastructure and resources in all these undertaken for course development, course countries have been markedly different delivery, sharing of infrastructure and (Nair 2013). There has been a growing training of human resource. realization that such variations in

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An effective South Asian Collaborative OPEN AND DISTANCE LEARNING AND Network of ODL institutions can facilitate POST 2015 AGENDA such cooperation. Table 2 describes how networking of Open and Distance Learning institutions can affect pursuits of South Asian countries on different SDGs. Table 2: The likely Impact of Open and Distance Learning on various SDGs in South Asia

SDG IMPACT OF OPEN AND DISTANCE LEARNING

SDG-01 Several studies have proved beyond doubt that education can significantly contribute for poverty reduction (UNESCO 2014 Reducing Poverty and Fhi360 Report, 2016).The Educational Networking of ODL institutions can significantly enhance the educational outreach in smaller countries. It is expected to significantly reduce poverty.

SDG-02 The educational programmes on agriculture and training can enhance the agricultural productivity. It will in turns reduce Reducing Hunger hunger and help to achieve SDG-02.There are several ODL based initiatives which can be replicated across the South Asia (UN Solution Exchange). The smaller countries of South Asia can get benefitted by satellite supported capabilities for agriculture extension by India.

SDG-03 The education can significantly influence the health status (UNICEF 2015; UNESCO 2014 and Fhi360 Report 2016).The Health networking between ODL institutions will enhance educational outreach in South Asia which will have direct impact on the women’s health status, incidents of malaria, diseases like HIV, child health and infant mortality.

SDG-04 The Regional Cooperation among ODL institutions will create the sharing of Infrastructure, Expertise and Market for all the Quality Education countries .It will enhance educational outreach at much reduced cost. The Centers of Excellences can be linked to grassroots through ICT capabilities already acquired by bigger countries. It will ensure the availability of quality education up to remotest areas.

SDG-05 Women are uniformly disadvantaged across the South Asian countries. Open and Distance Learning systems can transcend the Gender Equality and social barriers and enhance the educational outreach for women. Empowerment of Education of women can significantly improve their social status, Women employment, decision making and income status. It further reduces their tolerance for domestic violence, makes better control over their choice of children and enhances their choice about spousal partner (Fhi360 Report 2016)

SDG-06 Studies have shown that enhanced access to education improves the behavior of the farmers for rainwater harvesting and Ensure availability supplementary irrigation technology (UNESCO 2014 and Fhi360 and Sustainable Report 2016).The better access to low cost education right at the Management of doorsteps of the rural population will change their behavioral Water and Sanitation patterns for Sustainable Management of water and sanitation. for All

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SDG IMPACT OF OPEN AND DISTANCE LEARNING

SDG-07 Studies done across the OECD Countries show that people having higher education are more sensitive for sustainable use of Ensure Access to energy at household level (UNESCO 2014 and Fhi 360 affordable, reliable, Report2016).Hence the enhanced access for education through sustainable and networking of ODL institutions across South Asia can effectively modern energy for all address SDG-07

SDG-08 Several studies have documented that there is positive impact of education on GDP (R4D/EAC 2013) ,private returns and Promote Sustained productive employment(Fhi 360 Report 2016).Hence South Economic Growth Asian countries can tremendously get benefitted by closing educational divides.

SDG-09 It is well established that education can significantly enhance the innovation capacity .It can also influence technology absorption Build Resilient processes and diversification(UNDESA 2015 and Fhi 360Report Infrastructure, 2016) Promote inclusive and sustainable industrialization and foster innovation

SDG-10 The Education is known to reduce income inequalities (UNDESA 2015 and Fhi360Report 2016) .Further it has also Reduce Inequalities been well documented that unfavorable socioeconomic status drastically reduces access to education.

SDG-11 The higher educational attainments of people living in cities can enhance the productivity(UNESCO2014) ,can lead to better Make cities and understanding of disaster preparedness plans(UNDESA 2015) human settlements and have better attitude for family planning(Fhi360 Report 2016) inclusive, safe, resilient and sustainable

SDG -12 It is believed that Education can make the people more receptive to adaptation practices. As per a study done among the farmers in Ensure Sustainable 10 African countries , each additional year of education reduced Consumption and the probability of no adaption practices to climate change by 1.6 Production Patterns % ( cited in Fhi360 Report 2016 and UNESCO 2014).

SDG 13 As per a study reported to have conducted in 30 OECD countries (cited in Fhi360 Report, 2016), the better awareness of complex Take urgent action to environmental issues can lead to better environmental science combat climate performance index. Similarly the studies have indicated that change and its higher level of education can enable people to raise concern for impacts environment (UNESCO 2014).

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SDG IMPACT OF OPEN AND DISTANCE LEARNING

SDG14 In the event organized by United Nations titled “Building ocean knowledge for sustainable development – How science will Conserve an contribute to achieving SDG 14”, it was observed that scientific Sustainably use the knowledge on ocean will contribute for the realization of ocean, seas and SDG(UNESCO,2017) marine resources for sustainable development

SDG-15 It has been highlighted in (Fhi360 Report 2016) that people having higher levels of education are more likely to participate in Protect, restore and protest or demonstration for conserving environment. While promote sustainable giving the reference of “International Social Survey Programme” use of terrestrial the report says that the participation rates of people with less than ecosystems, secondary , secondary and tertiary education was 12%,26% and sustainably manage 46 % respectively in such political actions for environment forests, combat (UNESCO 2014). desertification and halt and reverse land degradation and halt biodiversity loss

SDG-16 The (Fhi360 Report 2016) highlights that educated people have increased level of participation in democratic processes .People Promote peaceful and with higher levels of education show more tolerance towards inclusive societies other religions and face a lesser risk of war and conflict (UNESCO 2014).

SDG-17 The web site of Global Partnership for Education(GPE 2017) demonstrates through their experiences that global partnerships Revitalize Global have intimate functional relation with education.However reports Partnerships have also shown that the relation between SDG17 and Education needs further research studies.

RISING CONCERNS FOR A chronological sequence is given below. EDUCATIONAL NETWORKING Only those points of the declarations have been highlighted which has drawn attention Need for development of Open and for the need of networking among ODL Distance Learning has been categorically systems in SAARC nations: felt in SAARC summit. There has been consistent concern in SAARC summits for Dhaka Declaration (7-8 December 1985) networking and cooperation for Human Resource Development (Digital Library, It was the first summit of the SAARC 2018). Further deliberations on SAARC’s nations in which the members states platform has helped to sensitize member unanimously agreed to accelerate the states for the need of sharing of expertise process of Economic and Social and optimum utilization of resources. These development through optimum utilization concerns have formed a conducive of Human and Material Resources (Dhaka atmosphere for the cooperation through Declaration,1985, Para 4).It was also felt Open and Distance Learning mechanisms in that Regional Cooperation is a logical SAARC countries. response to the problems faced by these countries primarily because of the common

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values rooted in Social, Ethnic, Cultural The countries also felt that social, and Historical traditions of the member economic and technical themes be given states. This contention made in first emphasis by the SAARC Audio Visual summit gained more ground in various Exchange (SAVE) programme (Islamabad summits of SAARC. Declaration, Press Release).

Bangalore Declaration (16-17 Male Declaration (21-23 November November, 1986) 1990)

Member states agreed for common The heads of states expressed support for policies and approaches for finding Paris declaration (1990) and programme of common solutions to the shared problems action (Male Declaration, 1990, Para of different SAARC nations. It was 22).The heads of states also noted that emphasized that there should be greater millions of disabled persons living in “people to people contacts” through SAARC region requires immediate action interchange of scholars to reduce their sufferings (Male /academic/Professionals. It was also Declaration, 1990, Para 24).Male resolved to achieve the optimum utilization declaration did not explicitly reiterate need of resources (human and natural) through for Educational Networking among its increased cooperation keeping in mind member states. However special concern complementarities among the economies of shown for Paris Declaration (1990) SAARC countries. Children were given indicates SAARC’s resolve to utilize highest priority with special emphasis on Regional Cooperation for Human Resource universal primary education and other Development. issues. Colombo Declaration (21st December Kathmandu Declaration (2-4 Nov 1987) 1991)

The summit highlighted the need to build The member states resolved to attain the up communications and cooperation with target of providing primary education to all each other at the people-to-people children in the age group 6-14 years level(Para 22). They further recognized the through sharing of experiences and role of academics, researchers, non- technical expertise(Colombo Declaration, governmental organizations for regional 1991,para18). cooperation. Dhaka Declaration (10-11th April 1993) Islamabad Declaration (2-31 December, 1988) The member countries felt that there is a need for exchange of information through The heads of the states emphasized on networking arrangements in the field of the need to cooperate in different sectors several science and technology disciplines including Education. The heads of states (Dhaka Declaration, 1993, Para 32 and 33). decided to launch“SAARC-2000: A Basic They also showed concern about the need Need Perspective” on core developmental for strengthening of mutual cooperation issues including Education, Health etc through sharing of experiences .Members (Para-17). It was further decided that emphasized on the need for more National Perspective Plan be prepared by investment in health and education and individual nations which should further be called for financial and technical support consolidated in to Regional Plan. It was from developed nations and other agreed that Human Resource Development international organizations (Dhaka is the mean to achieve the developmental Declaration, 1993 Para 20). objectives.

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Formation of South Asian Forum for Delhi Declaration ( 2-4 May1995) Distance Education for Development (SAFDED) (1994-1997) The heads of states emphasized on the need to expand opportunities to enhance South Asian Forum for Distance their capacities (Delhi Declaration 1995, Education for Development (SAFDED) was Para 10). established during the International Conference on Open University Systems Male Declaration (12-14 May 1997) and Development organized at Yashwantrao Chavan Maharashtra Open University It was agreed that Open Learning and (YCMOU) in Feb 1994.SAFDED was an Distance Education could play an effective informal platform formed in the workshop. role in meeting regional needs in a cost Followed by this a SAARC workshop on effective and flexible manner. The leaders Distance Education was held at Allama have directed the possibility of creation of a Iqbal Open University in Pakistan where it Consortium of Open Universities in the was emphasized that there is a need for region should be explored. greater cooperation among ODL institutions for Human Resources Development and Colombo Declaration ( 29-31 July 1998) Promotion of Distance Education. Subsequently in Nov 1995, the Colombo Declaration shows concern “International Workshop on Distance about low level of literacy in the region and Education Initiatives in Teachers Education emphasizes that it poses a serious challenge in South Asia” was organized by Open to the economic development and social University of Srilanka which focused on emancipation in South Asia. Further summit possibilities of improvement in teachers suggested that cooperative efforts are education both at Primary and Secondary required to eradicate illiteracy (Colombo levels. SAFDED was given a more concrete Declaration, Para 39).The declaration form in this workshop. It was further highlights the relevance of Open and decided that next workshop be organized Distance Learning systems particularly its for training of professionals through potential to provide equitable access to distance education in South Asia. This knowledge. The summit declaration further workshop was collaboratively organized by recognizes that substantial expertise is Indira Gandhi National Open University already available in the region which needs (IGNOU) and SAFDED with the financial to be built upon through a SAARC forum of support of UNESCO .The workshop Vice Chancellors of Open Universities. It focused on potential role of New recommends that forum should strengthen Technologies and Networking for training cooperation for Development of of professionals in Teachers Education, Programmes, Translation of Programmes Health education, Management Education and Credit Transfers (Colombo Declaration, and Rural Development & Agriculture Para 40).Further plans to carve out the Education. Further strategies were activities of the proposed Forum were also developed to overcome Socio-Cultural and planned in this summit (Colombo political constraints which may come across Declaration, Para 40). 10th SAARC summit such networking. The workshop also also laid increasing thrust for utilizing created a semi formal structure of SAFDED telecommunications for socio economic and established a network of professionals development as well as to promote people under the auspices of SAFDED. to people contacts(10th SAARC summit, Para 46).

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First Meeting of the Vice Chancellors The target was set to achieve this goal by (Colombo January 1999) 2015.Further the summit gave emphasis to improve levels of adult literacy by 50 % by As a follow up of Colombo Declaration, way of elimination gender disparities Vice Chancellors of Open Universities met (Kathmandu Declaration, 2002, Para 29). in Colombo in January 1999 and made recommendations for the establishment of Islamabad Declaration (2-6 January SACODiL to strengthen cooperation in the 2004) joint development of educational programs, credit transfers, and promotion of equal The Islamabad Declaration reiterates the opportunities and access to knowledge. use of Information and Communication Technology, to bridge the digital divide and Second Meeting of Vice Chancellors thereby develop the Knowledge Based (New Delhi on 2-3 December 2002) Societies (Islamabad Declaration, 2004, Para 35). It was decided to operate SACODiL through a rotational Secretariat till Dhaka Declaration (12-13 November arrangements were made to establish a 2005) permanent Secretariat. The meeting decided to establish the Board of Governors of The Dhaka Declaration emphasizes for SACODiL which had several successive sharing of experiences and good practices meetings. The First Meeting of the regarding achievement in primary education Governing Board of SACODiL was held at (Dhaka Declaration, 2005, Para 27).The New Delhi on January 2005, the Second summit highlighted the need for networking Meeting in Colombo on 23-24 January among professional bodies and people to 2006 and the third Meeting of the SAARC people contact programmes (Dhaka Consortium on Open and Distance Learning Declaration, 2005, Para 42). The summit (SACODiL) was held in Islamabad in also reiterated resolve to pursue Universal February 2007(SAARC web site). Several Primary Education and also to initiate well matters were discussed in these meetings planned and focused initiatives on Science, which included the issues of granting equal Technology and Higher Education (Dhaka status to the degrees/diplomas granted by Declaration, 2005, Para 27). Open Universities/Distance Learning Institution, creation of SACODiL Resource Delhi Declaration (3-4 April 2007) Centers in Member Institutions/States in the areas of ICT enabled distance education, The summit interalia emphasized on ODL staff development and training, increasing use of ICT enabled projects in regional collaborations and networking and education. It further emphasized that innovations in distance education. telecom infrastructure need to be upgraded to strengthen people to people contacts in Kathmandu Declaration (January 4-6, South Asia (Delhi Declaration, 2007, Para 2002) 14).One of the important decision taken by the summit was the establishment of South The 11th SAARC summit declaration Asian University. It also impressed upon held at Kathmandu emphasized to exchange the need to strengthen cooperation through information among Universities and mutual Exchange Programmes of Academics, recognition of educational institutions Experts, Policy Makers, Students and (Kathmandu Declaration, Para 28). It Teachers. Further the summit called for further resolved to develop national strategy inter institutional cooperation and and action plans to ensure that all children partnerships ((Delhi Declaration, 2007, Para and specially the girl child have access to 20) quality primary education.

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Colombo Declaration (1-3 August 2008) EDUCATIONAL DIPLOMACY IN SOUTH ASIA The summit called for better connectivity Huge variations in educational standards, not only within South Asia but also with creates a conducive atmosphere for rest of the world (Colombo Declaration, Educational Diplomacy among the SAARC 2008, Para 7).The declaration further called countries. There are drastic variations in for enhanced ICT based connectivity. The infrastructural facilities, academic expertise members desired to expedite the and policy level experience in these collaborative Heath Care and Education countries. India is advantageously placed based project (Colombo Declaration, 2008, due to early starter of ODL system and its Para 22) and increased interaction between successful space programme. While other students (Colombo Declaration, 2008, Para countries of the region were in initial years 33) of their establishment, India had already got the status of Centre of Excellence in Thimpu Declaration (28-29 April 2010) Distance Education. Country has the biggest network of Open and Distance Learning The Thimpu Declaration called for systems which has international recognition greater cooperation in the Universities for and presence. This expertise can be crucial joint programmes, collaborative research for several SAARC countries which are yet and exchange prorammes .Further the to acquire such capabilities and experiences. summit highlighted that mutual recognition It has created a competitive advantage for of degrees , credit transfer systems and India among South Asian countries. synchronization of educational curriculum During the past few decades, there have in South Asia(Thimpu Declaration, 2010, been significant advancements in Para 25) technology development and its applications for poverty eradication, Addu City (Maldives) Declaration (10-11 enhancing the access to education, Health November 2011) care, improving Governance, improving weather forecasting etc. The global The summit called for synchronization of commitments like MDGs and SDGs have academic standards, establishment of long emphasized upon the use of technology term linkages between enabled systems to enhance the reach of Universities/Research Institutions/Think such services. The Open and Distance Tanks and expeditious recognition of Learning systems are therefore increasingly academic and professional degrees(Addu being preferred for Training, Telemedicine, City Declaration,2011,Para 15) Skill Development in Villages, Good Governance etc. However these Kathmandu Declaration (26-27 opportunities for making a more cohesive November 2014) South Asia through educational diplomacy have not been sufficiently explored. The summit showed concern for The Open and Distance Learning systems reforming curricula, teaching methods and can be instrumental primarily due to their evaluation systems to conform with global flexible, innovative and cost effective goals of education for all. Further it was nature. Moreover the ODL systems are decided to promote regional cooperation in capable of responding to diversities across vocational education and develop a regional the region. It can lead to several additional strategy to enhance quality of education advantages like better people to people (Kathmandu Declaration, 2014, Para 17).It contacts, sharing of best practices and was also decided to develop capacities to developing an appreciation for underlying utilize space technology for experience cultural unity in the Region which will sharing among themselves. Kathmandu prove to be immensely useful for making a Declaration, 2014, Para 23). more peaceful and stable South Asia.

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Despite a consistent realization for Such developments have given ample Regional Cooperation under the umbrella of scope for India to step in and establish a SAARC, overall geopolitical environment balance in Space Diplomacy in the Region in the region tends to undermine the (Jasola & Sharma, 2007). With India developmental cooperation among the developing more and more reliable and SAARC member states. Hence despite a credible facilities to launch satellites positive role to be played by Education weighing nearly 5000 Kg, India can Diplomacy in the region, SAARC has not significantly counter the Chinese influence been able to take full benefits of such in the region. ISRO’s capabilities in low- diplomatic opportunities available to cost, high-success-rate space launches can member countries. be well utilized for the Regional Cooperation and effectively counter SPACE DIPLOMACY IN SOUTH ASIA growing Chinese influence in Space Race in South Asia. The ISRO has demonstrated With the increasing space capabilities exceptional expertise while sending a low- acquired by China and India, new cost orbiter named Mangalyaan to Mars and diplomatic initiatives have started in South that of Polar Satellite Launch Vehicle Asia. (PSLV) rocket creating a world record by There is a growing realization at policy placing 104 satellites into orbit in a single level that space is not just domain of launch (Business Standard 5th May Science and Technology. It needs to be seen 2017).With all the participating countries from a strategic and foreign policy getting access to at least one of the Ku- perspective also (Arora, 2017). It has given band transponders of South Asia satellite new opportunities to smaller countries to and a communications backbone for a strengthen their ODL based developmental secure hotline linking , all these countries initiatives. Diplomatic initiatives to woo will significantly be benefitted .During their neighbors by two South Asia giants emergencies and natural disasters, this China and India have initiated a hitherto facility will prove to a lifeline for them. unheard “Space Diplomacy” in the Region There are estimates that all these countries (First Post, 5th May 2017).The space will together benefit to the order of $1.5 communication facilities are offered by billion over the satellite’s lifespan(about 12 these countries under diplomatic initiatives years). The remarkable fact is that the to fulfill its geopolitical ambitions. facility offered by India is for free whereas However it’s a good opportunity for the other consortia that jointly operate satellites, smaller South Asian countries to enhance are all commercial and for-profit educational outreach in their countries. enterprises (Business Standard 5th May Most of the smaller countries have so far 2017). been badly in need of one or two transponders but such opportunities were SOUTH ASIA SATELLITE not utilized by successive Governments. The Pakistan and Sri Lanka have very In a significant move India launched a strong dependence on China to build and 2230 Kg South Asia Satellite (GSAT-9) on launch satellites. Similarly Bangladesh has 5th May 2017 The South Asia satellite is been taking its help to strengthen its space the major step forward for creating soft programme. The Bangladesh has been influences in India and is likely to initiate a taking help of other European countries to major space race in the region. This satellite develop launch its satellite next year. has unique capabilities to support Afghanistan has now been extended communication, broadcasting and Internet lucrative help from China. Further China services, disaster management, tele- has also been trying to enter in to medicine, tele-education and weather partnerships with other smaller countries forecasting in South Asian region that is like Nepal, Maldives and Myanmar. geographically challenging and

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economically backward with limited The satellite connectivity can help this technological resources(The Hindu,5th May country to operate its television channels, 2017). This satellite, equipped with KU gain access to mobile telephony and internet Band Transponders is designed to provide a connectivity. However despite having given range of communication services over the encouraging response, the Afghanistan has South Asian region (ISRO, 5th May 2017). not yet signed for the satellite’s services The India is the only country among the (First Post, 5th May 2017).That could be SAARC countries which have developed due to some arrangements for more the capabilities to design, develop and comprehensive satellite services which launch the satellites through its own launch Afghanistan had developed with China at vehicles. The move to launch the satellite heavily discounted cost. for the benefit of neighboring countries is being viewed as a major strategic move to The South Asia Satellite converges the take a lead for Regional Cooperation and interests of all the South Asian Countries thereby create soft influences in the Region. like Regional efforts in humanitarian aid It has also been seen as a major diplomatic and disaster relief operations (HADR), move to counter growing Chinese soft weather monitoring, Need for collaborative influences (The Dawn, 5th May 2017).The maritime awareness and telemedicine initiative which, India called a gift to projects championed by India. South Asia is SAARC countries, was well received a disaster prone region, where a regional among most of the SAARC countries satellite would enable a region-wide except (unsurprisingly) Pakistan. The response. It became evident after the 2004 satellite is expected to offer a variety of Indian Ocean tsunami that India alone in the services to participating countries like region possessed the capacity, capability television services, communications and will to lead such a response. South Asia technology for bank ATMs, e-governance, being the disaster prone area and India and backup for cellular networks, especially having acquired significant level of in places where the terrestrial connectivity capabilities to handle such disasters is weak. Though the initiative was largely positions India favorably to lead lauded by the heads of all the SAARC collaborative weather forecasting, study of countries as a major effort for Regional effects of global warming and regional Cooperation, the Pakistani Government telemedicine projects (Business Standard tried to downplay the initiative refusing to 5th May 2017). The smaller countries like call it a SAARC project (India Today,5th Bangladesh, Bhutan, Nepal, the Maldives May 2017).The Government of Pakistan and Sri Lanka are not technologically further blamed India for not launching the advanced to develop their indigenous project on collaborative basis (Indian capabilities which create a conducive Express,5th May 2017). However, there is situation for all these countries to an exciting media response which has collaboratively work and handle the issues viewed it as biggest move India has ever of common concern (Financial Express 5th made in space diplomacy (First Post, 5th May 2017). As emphasized by the Prime May 2017). Minister of India in his popular radio All the participating countries will get at programme “Man Ki Baat”( 5th of May), least one free transponder for enabling the South Asia Satellite will prove to be a services ranging from disaster management boon for the region as it can address South to internet connectivity. Bangladesh, Sri Asia’s economic and developmental Lanka, Bhutan, Maldives and Nepal are priorities ranging from Natural resources already involved in the Project. Though mapping, telemedicine, the field of Afghanistan badly needs satellite education, deeper IT connectivity or connectivity as its existing satellite fostering people to people contact. (Afghanistan -1) is going to complete its normal life.

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Among all the countries which the South There is a dire need to make educational Asia Satellite aims to benefit, Bhutan and delivery innovative and accessible to such Maldives will be the biggest beneficiaries. new aspirants of knowledge, Open and The rest of the countries have their own Distance Learning therefore emerged as upcoming facilities space programmes obvious and natural choice for the region. (NDTV, 5th May 2017). However despite the fact that SAARC has initiated several ODL based initiatives, it CONCLUSIONS AND WAY FORWARD could not take them to logical conclusions.

Despite the repeated concerns shown by various SAARC summits, not much seem to Learning from Pioneers of the ODL have begun on the ground (Lama, 2000). systems The role of SAARC has increasingly come under sharp criticism in research literature The deep rooted similarities in the socio (Lama, 2000). Such a criticism is primarily economic conditions create a conducive due to poor follow up, monitoring and situation for collaboration among distance impact of the concerns shown by Learning Institutions of SAARC region. SAARC.Moreover initiatives for Regional There are big role players like IGNOU Cooperation have largely remained which have acquired significant experience confined to summit discussions and failed of practicing distance education in a to generate policy level impacts in member heterogeneous and challenging situation states. like India. There are several success stories However everything is not grim about the and also not so success stories which role of SAARC.There has been an overall present a crucial knowledge base for future consensus in the region that Sharing of Open Universities of the region. The Expertise, Development of Human countries which have not yet started Resources and Optimum Utilization of utilizing Open and Distance Learning Resources need to be promoted among the systems have a crucial advantage to learn nations. Education is one such area which from the good as well as bad experiences of can bring the SAARC member states close those who have started earlier. Hence it and get benefitted by each other’s gives rise to viable option for such countries expertise.SAARC has emphasized in to collaborate with pioneers of ODL various summit declarations to encourage systems in the region. However such such projects. Such a consensus has given initiatives have not been adequately rise to a feeling that Open and Distance undertaken. There is a need to encourage Learning can be instrumental for the the networking between various role development of South Asia. The region players, document their experiences and severely lacks capacity to handle the thereby benefit the upcoming ODL problems and infrastructural facilities are institutions. Documentations of good limited. The countries spend insignificant practices have not been sufficiently done share of their budget on education. The which has prevented such a networking in inadequate infrastructure, poor expertise for the region. various sectors of development e.g. Health, Education, Engineering, Management, Business etc have seriously jeopardized the developmental initiatives of Government in various SAAARC countries. The knowledge explosion in all these disciplines has further necessitated the in-service training requirements at various levels which is again difficult primarily due to lack of expertise.

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Technology Enabled Cooperation Reaching Out to Children in Conflict Ridden Communities or Disaster Prone Modern Communication Technologies Areas particularly Transport, Communication and Information Technologies have led to the One of the major problems being faced shrinking of geographical distances and by South Asian countries is poor access to created great opportunities for interactions quality elementary education. Various and networking. It can lead to new declarations of SAARC summits have been possibilities for Regional Cooperation in the consistently showing their concerns in this field of Education and Human Resource matter (SAARC Summits Declarations). Development (Singh, 1997).Hence Modern The situation is more aggravated in conflict Technologies can be an exciting ridden areas or the vulnerable regions for opportunity to link the Centers of natural disasters (UNICEF, 2009).The Excellences in SAARC region to the areas conventional infrastructure in such areas is which are cut off from mainstream not only weak but also gets destroyed by development. Satellite Technologies offer such adversities. The social barriers further great opportunities due to its cost compound such problems. Open and effectiveness, easy maintenance and wider Distance Learning systems can lessen the coverage. Despite their tremendous scope to hardships in such areas through innovative cover the entire region this possibility has technology enabled interventions, teachers not been fully utilized. The satellite based training programmes(in situ) and quality networking has led to good results within self learning materials(UNICEF,2009). India at various places. There is tremendous amount of experiences available in India Such systems, due to their innovative and which can be fruitfully utilized for setting flexible nature have done quite well in up such networks in other SAARC terror affected areas to benefit the countries. Further such networks can also disadvantaged groups (Hasan and Pandey, be utilized for community sensitization 2018). The practice followed by activities on health, nutrition, child care, institutions, their experiences and expertise governmental schemes, teachers training can be immensely useful in other similar etc. An international network of satellite regions of SAARC. However such interactive terminals across the SAARC platforms for sharing of expertise are not countries will bring the people closer, will available. Open and Distance Learning help to share expertise and ultimately build systems can offer viable networks of up much needed psychological atmosphere professionals of interactions in region for peaceful South Asia. Such a satellite which will benefit the people to enhance the based infrastructure will help to share good access to education. Distance Education can practices, develop human resources and drive mass education in the region so that develop mutual appreciation for each knowledge does not remain monopoly of other’s problems. The sharing of the few privileged segments. It will smooth experiences will be useful as the countries out inequalities and help to progress which have already gained experiences in towards realization of Sustainable similar socioeconomic conditions can be Development Goals.ODL systems can fruitfully utilized by other smaller countries. therefore turnout to be instrument for structural transformation of the region.The inequalities if allowed to persist in the region can be a major security threat for SAARC nations.

PANDEY

Emerging Possibilities through South India and China have been competing to Asia Satellite exercise their diplomatic influence in the smaller Asian countries(Palit and Palit “South Asia Satellite” carries special 2011). China’s “One Belt One Road relevance in the emerging security situation initiative” and India’s recent South Asia in the region. Further it can effectively Satellite initiative (ISRO,2017) and ongoing counter and the increasing presence of hard efforts for the National Development in diplomatic influences of developed Afghanistan are examples of competition countries having major strategic interests in between these two Asian giants. With the the area. The population growth, the new Government to the power in 2014, peculiar demographic pattern, poor there has been a consistent policy thrust in capacities of the people and shrinking India to enhance its space capabilities and resource base of the region has implications use it as an instrument to create soft for peace and stability in the region.In a influences in the region. The space report published by Global Military capabilities are increasingly being utilized Advisory Council on Climate Change, by these countries to woo their neighbors (Ghazi, Muniruzzaman and Singh 2016) and thereby attain strategic advantages. It have interestingly related the issues of has created enough opportunities for climate change and security concerns in smaller countries to take benefit of Chinese South Asia. The development of capacities and Indian expertise in satellite through partnerships and collaboration will communications and develop a strong Open create a contusive situation for regional and Distance Learning system in their cooperation. The south Asia Satellite will respective country. Open and Distance prove to be crucial in this regard. Climate Learning systems certainly can act as soft change may aggravate the mass power in South Asia. However it has not displacement across the international been utilized sufficiently. borders in SAARC countries. The problems of environmental refugees have already Sharing and Networking for Sustainable started appearing. The satellite based South Asia networking will be crucial for a positive diplomatic environment between these Though the SAARC could not fulfill its countries. The biggest unique feature of mandate, the issues highlighted through South Asia Satellite is that it’s absolutely summits have prompted unofficial free and takes care of common strategic initiatives or bilateral collaborations among interests of the participating countries. It the nations. Some of the initiatives like would have cost the participating nations South Asia University and Tele-Medicine almost $1,500m (BBC, 5th May Networks are commendable. It has been 2017).Though the country has effectively rightly observed that the SAARC region can addressed growing influence of China progress only through mutual cooperation. through this satellite. However , in this However its vast potential for development space race , China already has the first- of Open and Distance Learning in the mover advantage. region can be explored only in a wider perspective of collaboration and Space Diplomacy: Crucial Opportunities networking. It will require a broad vision Smaller Nations truly based on South Asian consciousness. A more cohesive and cooperative South South Asia has seen increasing Asia can grow fast sustainably, make diplomatic activities between China and optimum utilization of its resources and can India with space as foreign policy tool smooth out inequalities. Regional (Hazarika and Mishra 2016). Cooperation is therefore a compulsion of the times we are living in.

ASIAN JOURNAL of DISTANCE EDUCATION

A non cohesive South Asia is likely to Ghazi, T.W. , Muniruzzaman, A.N.M., and perpetuate the systems which perpetuate Singh A.K.(2016) ,Climate Change & poverty, will breed inequality and make Security in South Asia: Cooperating for development unsustainable. However, with Peace” ,Global Military Advisory better cooperation countries can share Council on Climate Change(GMACC) , Retrieved from resources sustainably, foster a sense of http://gmaccc.org/gmaccc-publishes- common destiny and mutual belonging and climate-change-security-in-south-asia- bring about peaceful coexistence. cooperating-for-peace/ GPE (2017) Global Partnerships for REFERENCES Education, Retrieved from https://www.globalpartnership.org Arora, M. (2017). CNN, India Launches Hasan, N. and Pandey, U.C. (2018) An Satellite for South Asian Countries, appraisal of ODL interventions in Pakistan says No Thanks, Retrieved Terrorism affected Kashmir Valley, from Possibilities, Constraints and Learning http://edition.cnn.com/2017/05/04/asia/i Experiences, Ed. Pandey , U. C. and ndia-pakistan-satellite/ Indrakanti, V., Open and Distance British Broadcasting Corporation (2017,May Learning Initiatives for Sustainable 5) India launches 'invaluable' South Development ,IGI Global USA Asia satellite, Retrieved from Hazarika, O.B. and Mishra ,V. (2016) Soft http://www.bbc.com/news/world-asia- Power Contestation between India and india-39814455 China in South Asia, Indian Foreign Dash, N.K. and Menon, S.B. (1997) Training Affairs Journal Vol. 11, No. 2, April– of Professionals through Distance June 2016, 139-152 Retrieved from Education in South Asia Proceedings of https://www.researchgate.net/publicatio SAFDED International Workshop, n/311614627_Soft_Power_Contestation Published by IGNOU and UNESCO _between_India_and_China_in_South_ Regional Office Bangkok Asia Digital Library (2018) Summit Declarations , https://www.britishcouncil.in/sites/default/file Retrieved from http://saarc- s/sapd_british_council_south_he_report. sec.org/digital_library pdf Fhi 360 (2016) Education and the SDG, India Today(2017,May 5) Pakistan on South Occasional Paper Retrieved from Asia Satellite GSAT-9: Not a regional https://educationaboveall.org/uploads/li effort, Retrieved from brary/file/2a8e15847d.pdf http://indiatoday.intoday.in/story/pakista Financial Express ( 2017,May 5) South Asia n-on-south-asia-satellite-gsat-9-not-a- Satellite (GSAT-9) launch: Why regional-effort/1/946819.html Pakistan opted out, Bangladesh, others Indian Express (2017,May 5), How Pakistan took space leap with India, Retrieved responded to India’s successful launch from of South Asian GSAT-9 satellite, http://www.financialexpress.com/india- Retrieved from news/south-asia-satellite-why-pakistan- http://indianexpress.com/article/india/in opted-out-bangladesh-others-took- dia-successfully-launches-gsat-9- space-leap-with-india/655475/ satellite-how-pakistan-responded- Ghazi, T.W. , Muniruzzaman, A.N.M., and 4642889/ Singh A.K.(2016) ,Climate Change & ISRO (2017, May 5) Retrieved from Security in South Asia: Cooperating for http://www.isro.gov.in/launcher/gslv- Peace” ,Global Military Advisory f09-gsat-9 Council on Climate Change(GMACC) , Jasola, S. & Sharma, R. C. (2007). Satellite- Retrieved from based distance education in India, http://gmaccc.org/gmaccc-publishes- Online Journal of Space climate-change-security-in-south-asia- Communication, Issue12. (ISSN: 1542- cooperating-for-peace/ 0639A) Available at https://spacejournal.ohio.edu/issue12/sh arma.html

PANDEY

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Dr. Umesh Chandra PANDEY has been working in Indira Gandhi National Open University (INDIA) initially as lecturer in physics and subsequently as Regional Director in several Regional Centres of the University since 1990. He went on deputation to work as Director (Knowledge Management) in School of Good Governance and Policy Analysis, Government of Madhya Pradesh, Bhopal (India) in 2008 where he worked till 2010. His current research interests include Management of Student Support Services in Open and Distance Learning Systems. Email: [email protected]

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