Page 258 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes • In the words of Dohmen (1967) "Distance education is a systematically organised form of
self-study in which student counselling, the presentation of learning material and the
securing and supervising of students success is carried out by a team of teachers, each of
whom has responsibilities.
• Peter (1973) defines distance education as "Distance teaching/education is a method of
imparting knowledge, skills and attitudes which is rationalised by the application of
division of labour and organisational principles.
• Correspondence Education and Distance Education: The basic difference between the
correspondence education and distance education is the use of mode of communication. In
correspondence education, postal system is the mode whereas in distance education postal
system and multimedia are used.
• In distance education there may be minimum educational qualifications prescribed for
joining a course but in open education there may not be any such qualifications required
for pursuing a course.
• Explosion of knowledge: There is explosion of knowledge because of rapid scientific and
technological developments. The formal system of education on account of its rigidity and
high cost, finds is difficult to incorporate new changes speedily as desired.
• Distance learning is needed of satisfy the varied needs of varied students.
• Distance education is especially needed for those who want to learn while learning.
• It fulfills the needs of various categories of persons who are unable to make use of the
formal system of education.
• It is a very flexible educational system which is not limited by time and place restrictions.
• Introduction and promotion of open university and distance education system in the
educational pattern of the country.
• To expand higher education facilities and widen access to education that will empower
increasing diversity of people.
• To ensure relevance for educational programmes by diversifying the course provisions
and developing high-quality, multi-media open learning curriculum, designed to meet
the academic, technical and vocational needs of diverse student groups.
• Besides IGNOU, there are nine Open Universities and 64 Institutions of Correspondence
Courses and Directorates of Distance Education in Conventional Universities in India.
• Total enrolment through this non-formal system of learning is nearly 13 per cent of the
total enrolment of nearly 7.8 million students enrolled in Universities and Colleges.
• The communication occurs through the two basic mediations the technological and the
human mediation.
• Each one of these mediations carries out actions of paramount importance to guaranty the
informational and communicational flows continuity that jointly viability the pedagogical
mediation.
• The informational flows concern the circuits of circulation and diffusion of information
necessary for the process development, both administrative and pedagogical.
• Multidirectional this type of flow occurs in several directions, either from the institution
to a collective of students from the students to the institution, individually or collectively,
and among the students.
• The unidirectional flow can be associated to correspondence teaching, through the postal
service or the internet, and the tutorship offer allows the flow to be bidirectional, which
enables us to make the association with the “one-to-one” communication mode.
• The pedagogical design is totally centered on the source-teaching providing institution,
and consists in the addressed assistance, which enabled Distance Education to be

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