Status of open schools in India

INTRODUCTION

Open schooling has emerged as a significant alternative to traditional formal education,

offering flexible and accessible learning opportunities to diverse groups of learners. In a vast
and populous country like India, with its socio-economic and geographic diversity, the open
schooling system holds immense potential in addressing the educational needs of the
unreached and marginalized sections of society. This introduction aims to provide an
overview of the open schooling landscape in India and highlight the significance of this study.

India established the National Open School (NOS) in November 1989, later restructured as
the National Institute of Open Schooling (NIOS) in 2002. NIOS became the world's largest
open schooling system, catering to diverse client groups such as women, rural and urban
poor, unemployed and underemployed youth, and other disadvantaged sections. The
Jomtien World Conference on 'Education for All' (EFA) in 1990 and the United Nations
Millennium Development Goals (MDGs) in 2000 underscored the importance of developing
strategies for enabling access to basic education, which open schooling could effectively
address.

While NIOS operates at the national level, the vast geographic expanse and regional
diversity of India necessitated the establishment of State Open Schools (SOSs) to cater to
the specific needs of different regions. As of now, only 14 out of 28 states in India have
established SOSs, highlighting the uneven growth and penetration of open schooling across
the country. These SOSs have evolved from the specific requirements of the respective
states, resulting in a wide variety of models and varying degrees of openness, ranging from
low to high.

The document provided offers valuable insights into the evolution, current status, and
challenges faced by the SOSs in India. It underscores the lack of political will and
administrative support, which has often led to the SOSs being perceived as rudderless
entities within the state education departments. Furthermore, the document highlights the
variability in the establishment and operational models of SOSs, with some being registered
as trusts or societies, while others are adjuncts to non-formal education departments or
autonomous entities.

Despite the challenges, the document acknowledges the vital role played by NIOS in
providing resource support, advocacy, and capacity-building initiatives for the SOSs. It also
recognizes the potential of open schooling in addressing the mammoth task of providing
accessible and inclusive education to the vast population of India, particularly the
marginalized and disadvantaged groups.

This study aims to comprehensively examine the status of open schools in India, both at the
national and state levels. It will delve into the historical perspectives, regulatory frameworks,
academic offerings, delivery mechanisms, challenges, and strategies for strengthening the
open schooling system. By drawing upon the insights from the document and other relevant
sources, the study seeks to contribute to the discourse on enhancing the reach, quality, and
effectiveness of open schooling in India, thereby promoting the goal of inclusive and
equitable education for all.

CHAPTER 1: OPEN SCHOOLING IN INDIA

The concept of open schooling in India can be traced back to the 1960s when the Board of
Secondary Education in Madhya Pradesh introduced correspondence courses at the level of
ten years of school completion. Several other state boards, including Delhi, Haryana,
Rajasthan, Orissa, and Uttar Pradesh, followed suit. However, in these early initiatives, the
curricula and examinations for correspondence courses were the same as those in formal
schools, with the primary advantage being the flexibility for students to study at their own
pace, time, and place.

A significant milestone in the evolution of open schooling in India was the establishment of
an open school project by the Central Board of Secondary Education (CBSE) in Delhi in
1979. This project incorporated the core principles of open learning, such as open entry,
open choice, open time, and open place. It paved the way for the establishment of the
National Open School (NOS) in 1989, which later evolved into the National Institute of Open
Schooling (NIOS) in 2002.

NIOS has played a pivotal role in promoting open and distance learning (ODL) at the school
level in India. Its vision is to provide access to sustainable and learner-centered quality
school education, skill upgradation, and training through ODL, resulting in an inclusive
learning society, human resource development, national integration, and global
understanding.

The mission of NIOS is multifaceted, including providing a dynamic and flexible system of
open schooling, acting as a national resource center, developing professional support
networks, imparting need-based vocational education, and promoting open schooling at
national and global levels through advocacy and consultancy programs.

NIOS offers a range of academic and vocational programs, including Open Basic Education
(OBE) for children, adolescents, and adults; Secondary Education Course (Class X); Senior
Secondary Education Course (Class XII); Vocational Education Programs; and Life
Enrichment Programs. It has adopted a learner-centered approach, transitioning from
traditional teacher-centered instruction to a facilitative role, leveraging technology-aided
instruction, and promoting lifelong learning.

To facilitate the delivery of its programs, NIOS has established a network of Regional
Centers, Accredited Institutions (AIs) for academic courses, Accredited Vocational
Institutions (AVIs) for vocational courses, and Accredited Agencies (AAs) for OBE courses
across the country and even in some foreign locations. The enrolment in NIOS has steadily
grown over the years, reaching 3,71,625 for academic and 22,343 for vocational streams in
2008-09, making it the largest open schooling system in the world.
NIOS has introduced several innovative features to enhance the flexibility and accessibility
of its programs, such as on-demand examinations, online registration and payment
gateways, credit accumulation, and transfer of credits from other boards. It also offers
learning support through Personal Contact Programs (PCPs), Tutor Marked Assignments
(TMAs), and media programs.

To promote and support the establishment of State Open Schools (SOSs), NIOS formed the
National Consortium for Open Schooling (NCOS) in 1997. The NCOS aims to facilitate
cooperation and interaction among SOSs, capacity building of functionaries, upscaling of
programs, ensuring quality, and evolving strategies for resource sharing and networking.

Despite its remarkable achievements, NIOS and the SOSs face challenges in terms of
reaching the vast population of India and providing inclusive and equitable educational
opportunities to marginalized and disadvantaged groups.

CHAPTER 2: STATE OPEN SCHOOLS IN INDIA

The establishment of State Open Schools (SOSs) in India emerged from the need to cater to
the region-specific educational requirements and address the challenges of providing access
to education across the diverse linguistic, cultural, and socio-economic landscapes of the
country. As of now, only 14 out of the 28 states in India have established SOSs, highlighting
the uneven growth and penetration of open schooling across the country.

The process of establishing SOSs has followed different pathways in various states. Some
SOSs have been set up under the Registration of Societies Act as registered trusts, while
others have been attached to the Departments of Non-formal Education as adjuncts, and a
few are listed as autonomous entities. This diversity in establishment reflects the varying
levels of recognition and support accorded to open schooling by different state governments.

The target groups for SOSs include dropouts from formal schools, marginalized sections of
society such as rural youth, rural and urban poor, girls, women, scheduled castes and tribes,
backward classes, persons with disabilities, ex-servicemen, and the working population at
the bottom level. Interestingly, some SOSs have extended their reach to specific groups like
Class III and IV employees of the Madhya Pradesh Corporation Offices (Madhya Pradesh
SOS) and prisoners enrolled with the Rajasthan SOS, who receive 100% fee exemption.

The enrolment in SOSs has been gradually increasing over the years, with states like
Rajasthan witnessing a rise from about 23,400 to 27,670 for the secondary stage and 4,640
to 9,120 for the senior secondary stage between 2005-06 and 2009-10. In Punjab, the
student strength for the Matriculation level was about 59,000 in 2008-09 and rose to 61,650
the following year, while for the Senior Secondary level, the figures were 21,050 and 21,570,
respectively.

However, the availability of data on the socio-economic profiles of students, such as parental
income, occupation, and social strata, is limited across most SOSs. This lack of
comprehensive data hinders the tailoring of programs and support services to meet the
specific needs of different target groups.

The academic programs offered by SOSs vary, with some focusing primarily on academic
courses equivalent to secondary and senior secondary levels, while others also provide
job-oriented vocational courses or programs with a vocational bias. The delivery
mechanisms employed by SOSs include print-based self-learning materials, though the
integration of technology and media support (radio, TV, newspapers) is limited in many
cases.

The faculty strength and infrastructure facilities at SOSs are often inadequate, posing
challenges in fulfilling the objectives of open schooling effectively. Some SOSs have
developed networks for sharing course materials, audio-video resources, and collaborating
with other institutions, while others lack such partnerships and resource-sharing
mechanisms.

The evaluation and examination schedules followed by SOSs also vary, with some adhering
to the state board examination schedules, while others have more flexible arrangements.
The percentage of open school participation in the overall secondary and senior secondary
education scene ranges from 15% in Punjab to 25% in Kerala, though some states like
Chhattisgarh lack mechanisms to estimate this percentage accurately.

Several SOSs have reported a lack of adequate political and administrative support, which
has hindered their growth and development. States like Kerala, Haryana, and Rajasthan
have acknowledged receiving adequate support, while Assam has indicated a lack of explicit
political or administrative support, as the State Higher Secondary Education Council
functions independently under the provisions of the act it was established under.

Overall, the state of SOSs in India presents a diverse and somewhat uneven landscape, with
varying degrees of establishment, support, resources, and operational models across
different states. Despite the challenges, SOSs play a crucial role in providing accessible and
flexible educational opportunities to marginalized and disadvantaged groups, contributing to
the broader goal of inclusive and equitable education in India.

CHAPTER 3: ACADEMIC PROGRAMS AND DELIVERY MECHANISMS

The academic programs offered by State Open Schools (SOSs) in India vary in their scope
and focus, catering to diverse learner needs. While most SOSs provide courses equivalent
to secondary (Class X) and senior secondary (Class XII) levels, some also offer vocational
education programs and life enrichment courses.

The development of self-learning materials (SLMs) is a critical component of the academic

programs in SOSs. These SLMs are designed to facilitate self-paced learning and serve as
the primary instructional resource for learners. The process of developing SLMs involves
organizing workshops with subject matter experts, often drawing upon experienced senior
secondary teachers from the formal education system.

The integration of technology and multimedia resources in the delivery of academic

programs varies across SOSs. While some schools have embraced digital platforms, online
learning resources, and virtual classrooms, others rely heavily on print-based SLMs. The use
of radio, television, and other media for broadcasting educational content is limited in many
SOSs, despite the widespread availability of these platforms across the country.

Student support services play a crucial role in the open schooling system, as learners often
require additional guidance and assistance beyond the self-learning materials. Personal
Contact Programs (PCPs) and Tutor Marked Assignments (TMAs) are commonly employed
by SOSs to facilitate interaction between learners and academic facilitators, providing
opportunities for clarification of doubts, discussions, and formative assessment.

The evaluation and assessment of learning outcomes in SOSs typically involve a

combination of continuous assessment through TMAs and end-of-year examinations. While
some SOSs adhere to the examination schedules of the respective state boards, others
have adopted more flexible on-demand examination systems, allowing learners to take
exams at their convenience.

One of the notable challenges faced by SOSs is the lack of comprehensive data regarding
the socio-economic profiles of their learners. Without accurate information on factors such as
parental income, occupation, and social strata, tailoring academic programs and support
services to meet the specific needs of diverse learner groups becomes more difficult.

Collaboration and resource sharing among SOSs and with other institutions are crucial for
enhancing the quality and reach of academic programs. The National Institute of Open
Schooling (NIOS) plays a vital role in facilitating such collaborations, providing guidance,
sharing resources, and organizing capacity-building initiatives for SOS functionaries.

Overall, while SOSs have made significant strides in offering academic programs through
open and distance learning modes, there is still room for improvement in areas such as
leveraging technology, developing contextual and diverse learning resources, strengthening
student support services, and fostering greater collaboration and resource sharing among
stakeholders.

CHAPTER 4: CHALLENGES AND ISSUES

The state of open schooling in India, particularly at the level of State Open Schools (SOSs),
faces numerous challenges and issues that hinder its growth, accessibility, and
effectiveness. These challenges stem from various factors, including the variability in
operational models, lack of political will and administrative support, quality concerns,
resource constraints, and limited reach to target groups.
One of the most significant challenges is the lack of a uniform model or framework for the
establishment and operation of SOSs across different states. The document highlights the
diverse approaches adopted by states, with some SOSs being registered as trusts under
societies registration acts, while others function as adjuncts to non-formal education
departments or autonomous entities. This variability in institutional structures and
governance models leads to inconsistencies in resource allocation, administrative support,
and overall operational efficiency.

The success of open schooling initiatives heavily relies on the political will and administrative
support extended by state governments. However, the document reveals a concerning lack
of appreciation and commitment from political leaders and bureaucrats towards the concept
of open schooling. This apathy often results in SOSs being perceived as rudderless entities
within the state education departments, hindering their growth and development.

Quality assurance is a critical aspect of open schooling, as it aims to provide a credible and
effective alternative to formal education. However, the document highlights concerns
regarding the quality of transaction of curriculum, student support systems, and monitoring
mechanisms in many SOSs. The reliance on print-based self-learning materials, limited
integration of technology, and inadequate faculty and infrastructure pose challenges in
maintaining and enhancing the quality of academic programs.

Resource constraints, both financial and human, emerge as significant hurdles for SOSs.
The document points out instances of inadequate faculty strength and infrastructure
facilities, which can impede the effective delivery of open schooling programs. Limited
funding and resource allocation from state governments exacerbate these challenges,
hindering the ability of SOSs to expand their reach and improve their operations.

Accessibility and inclusivity are core principles of open schooling, aiming to provide
educational opportunities to marginalized and disadvantaged groups. However, the
document indicates that many SOSs lack comprehensive data on the socio-economic
profiles of their learners, making it difficult to tailor programs and support services to meet
the specific needs of diverse target groups, such as rural youth, urban poor, women, and
marginalized communities.

Furthermore, the document reveals a lack of synergy and collaboration among SOSs, as
well as between SOSs and other educational institutions or organizations. Limited resource
sharing, networking, and knowledge exchange hinder the potential for collective growth and
the dissemination of best practices.

While the National Institute of Open Schooling (NIOS) has taken initiatives to support and
guide SOSs through the National Consortium for Open Schooling (NCOS), advocacy, and
capacity-building programs, the impact of these efforts appears to be limited in some states
due to the challenges mentioned above.

Addressing these challenges requires a concerted effort from state governments,

policymakers, and stakeholders in the education sector. Overcoming the barriers to the
effective implementation and growth of open schooling is crucial for realizing the goal of
inclusive and equitable education in India.
CHAPTER 5: STRATEGIES FOR STRENGTHENING OPEN SCHOOLING

To address the challenges faced by State Open Schools (SOSs) in India and harness their
full potential in providing accessible and inclusive education, a multifaceted approach
involving various strategies is necessary. These strategies should focus on policy
interventions, capacity building, collaborations, leveraging technology, and quality assurance
frameworks.

Policy Interventions and Advocacy:

● Developing a comprehensive national policy framework for open schooling, providing
guidelines and standards for the establishment, operation, and governance of SOSs
across states.
● Raising awareness among political leaders, policymakers, and bureaucrats about the
significance and benefits of open schooling in addressing the educational needs of
marginalized and disadvantaged groups.
● Advocating for increased financial support and resource allocation from state
governments for the development and expansion of SOSs.

Capacity Building and Training:

● Establishing dedicated training programs and professional development initiatives for
SOS functionaries, including administrators, faculty, and support staff.
● Collaborating with institutions like the National Institute of Open Schooling (NIOS)
and the Commonwealth of Learning (COL) to leverage their expertise in open and
distance learning (ODL) methodologies and best practices.
● Fostering knowledge sharing and exchange of experiences among SOSs through
conferences, workshops, and online platforms.

Collaborations and Partnerships:

● Strengthening the National Consortium for Open Schooling (NCOS) and its role in
facilitating cooperation, resource sharing, and networking among SOSs and other
stakeholders.
● Exploring public-private partnerships and involving non-governmental organizations
(NGOs) and private sector entities in the delivery and support of open schooling
programs.
● Establishing collaborations with international organizations, such as the
Commonwealth of Learning (COL) and other global open schooling associations, to
benefit from their expertise and resources.

Leveraging Technology and Open Educational Resources (OERs):

● Investing in the development and integration of technology-enabled learning
platforms, virtual classrooms, and multimedia resources for efficient and engaging
content delivery.
● Promoting the adoption of Open Educational Resources (OERs) and encouraging the
creation, sharing, and adaptation of open-source learning materials among SOSs
and other educational institutions.
● Exploring the use of mobile technologies, social media, and other accessible digital
platforms to reach learners in remote and underserved areas.
Quality Assurance and Accreditation Frameworks:
● Establishing robust quality assurance mechanisms for open schooling programs,
focusing on curriculum design, content development, instructional delivery, and
assessment practices.
● Developing accreditation frameworks and benchmarks for SOSs to ensure
adherence to national and international standards of quality in open and distance
learning.
● Implementing continuous monitoring and evaluation processes, involving
stakeholders such as learners, educators, and industry representatives, to identify
areas for improvement and implement corrective measures.

Data-driven Decision Making:

● Strengthening data collection and analysis processes to gather comprehensive
information on learner profiles, socio-economic backgrounds, and learning needs.
● Utilizing data analytics and insights to inform curriculum development, instructional
design, and support services tailored to the diverse needs of learners.
● Conducting regular surveys and feedback mechanisms to understand learner
experiences, challenges, and areas for improvement in open schooling programs.
● Implementing these strategies requires a concerted effort from various stakeholders,
including state governments, policymakers, educational institutions, industry
partners, and international organizations. By addressing the challenges through a
comprehensive approach, India can unlock the true potential of open schooling in
providing equitable and accessible education to all, particularly the marginalized and
disadvantaged sections of society.

CONCLUSION

The study on the status of open schools in India has revealed a complex and diverse
landscape, marked by both opportunities and challenges. While the concept of open
schooling holds immense potential in addressing the educational needs of marginalized and
disadvantaged groups, its implementation and growth across the country have been uneven
and hindered by various factors.

The National Institute of Open Schooling (NIOS), as the apex body for open schooling in
India, has played a pivotal role in promoting and supporting this alternative educational
pathway. Its learner-centered approach, innovative delivery mechanisms, and initiatives such
as the National Consortium for Open Schooling (NCOS) have contributed significantly to the
growth and recognition of open schooling at the national level.

However, the state-level implementation of open schooling through State Open Schools
(SOSs) has faced numerous challenges. The variability in operational models, lack of
political will and administrative support, quality concerns, resource constraints, and limited
reach to target groups have hindered the effectiveness and growth of SOSs across different
states.

The study has highlighted the need for a concerted effort to address these challenges
through a multifaceted approach. Policy interventions, advocacy, and increased resource
allocation from state governments are crucial for establishing a supportive ecosystem for
open schooling. Capacity building initiatives, collaborations, and partnerships with national
and international organizations can strengthen the human resources and knowledge base of
SOSs.

Leveraging technology and open educational resources (OERs) presents a significant

opportunity to enhance the accessibility, engagement, and cost-effectiveness of open
schooling programs. The adoption of digital platforms, virtual classrooms, and multimedia
resources can cater to diverse learner needs and bridge the geographic and socio-economic
divides.

Quality assurance and accreditation frameworks are essential to ensure that open schooling
programs maintain high standards and are recognized as credible alternatives to formal
education. Continuous monitoring, evaluation, and stakeholder involvement can drive
continuous improvement and address emerging challenges.

Furthermore, data-driven decision-making, supported by comprehensive data collection and

analysis processes, can inform curriculum development, instructional design, and support
services tailored to the diverse needs of learners across different regions and
socio-economic backgrounds.

The road ahead for open schooling in India is challenging but promising. By addressing the
identified issues through a collaborative and comprehensive approach, India can unlock the
true potential of open schooling in promoting inclusive and equitable education, empowering
marginalized communities, and fostering lifelong learning opportunities for all.

Sustained efforts, commitment from stakeholders, and a shared vision for an inclusive
learning society are crucial for strengthening the open schooling system in India. By
embracing innovative solutions and leveraging the power of open and distance learning,
India can pave the way for a future where education transcends boundaries and empowers
every individual to realize their full potential.

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