BICTE

UNIT: II
APPROACHES TO
EDUCATION
Shantiram Dahal
EDUCATION: MEANING
E- enlargement of mind
D- discipline
U- Understanding
C- character development
A- Academic
T- trusted
I- interactive
O- omniscient
N- nice temperament
 UNIT: II APPROACHES TO 6

EDUCATION
Unit: II Approaches to education (5)
  2.2 Open and distance learning
2.2.1 Concept
2.2.2 Process
2.2.3 Learning materials
2.3 Continuing education
Concept
Needs
2.4 Skill-based and competency-based approaches to education
Concept
Needs
Classroom implication
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Distance
learning
 OPEN UNIVERSITIES
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IN THE WORLD
• There are now thousands of publicly funded open universities around
the world,
• These open universities are often very large.
• The Open University of China has over one million enrolled
undergraduate students and 2.4 million junior high school students, 
• Anadolou Open University in Turkey has over 1.2 million enrolled
undergraduate students,
• the Open University of Indonesia (Universitas Terbuka) almost half a
million, and the University of South Africa 350,000. 
• These large, degree awarding national open universities provide an
invaluable service to millions of students who otherwise would have
no access to higher education (see Daniel, 1998, for a good overview).
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OPEN, AND DISTANCE

LEARNING
• Open, and Distance Learning refers to a learning situation
in which the learners can
• choose the time,
• place, and
• instructional methods,
• Open and Distance Learning (ODL) is relatively new
in education, having gained prominence in the last two
decades.
 DISTANCE EDUCATION (DE) 16

• Distance education is an umbrella term which describes all the teaching-learning arrangements in which
the learner and the teacher are separated by space and time.
• In fact, it is a mode of delivering education and instruction to learners who are not physically present
in a traditional setting of classroom.
• Curriculum is disseminated by specially prepared materials (learning materials) which are delivered to
the learners at their doorstep through various media such as print, audio/videotapes, Internet and
World Wide Web, etc.
• Information and communication technology replaces the inter-personal communication of
conventional classroom-based education.
• Communication between the institution, teacher, and learners is mainly through electronic media
(telephone, chat sessions, email, website, etc)
• Postal correspondence and limited face to face contact sessions held at Study Centers that are set up by
the DE institutions as close to the learners’ homes as possible
 OPEN LEARNING 17

• Open learning, which covers a wide range of innovations and reforms in the
educational sector.
• That advocates flexibility to the learner with regard to entry and exit.
• Pace and place of study.
• Method of study and the choice and combination of courses;
• Assessment and course completion.
• The lesser the restrictions, the higher the degree of openness.
 OPEN LEARNING 18

• The open learning system aims to address social or educational inequality.

• Offers opportunities not provided by conventional colleges or universities.
• Educational opportunities are planned deliberately so that access to education is
available to larger sections of society.
• Thus, odl is a term that accepts the philosophy of “openness” and uses the
“distance mode” of learning
 WHY OPEN LEARNING? 19

•To democratize higher education to large segments of the population, in particular, the disadvantaged
Groups such as those living in remote and rural areas, working people, women, etc.
•To provide an innovative system of school to university-level education which is both flexible and
open in terms of methods and pace of learning; a combination of courses, eligibility for enrollment,
age of entry, the conduct of examination and implementation of the programs of study.
•To develop education as a lifelong activity, to enable persons to update their knowledge or acquire
knowledge in new areas.
 WHY OPEN LEARNING? 20

•https://edusanjal.com/blog/open-and-distance-learning-in-nepal/
 CHARACTERISTICS OF OPEN LEARNING 21

• Learners access free online content;

•Learners enrolling on free open learning courses;

•Learners collaborating on open knowledge-building projects (e.g. wikis, web sites);

•Learners who share results with each other;

•Open accreditation or certification is open learning an emerging aspect.

 CHARACTERISTICS OF OPEN LEARNING 22

UNESCO (2002) defines open learning as educational systems in which many aspects
of the learning process are managed by the learner. It attempts to provide learning
opportunities where, when and how the learner needs them. The attempts to provide
learning opportunities indicate the continuum of learner control that defines many of
the operational open learning systems. Typically, these characteristics are as follows
•Open admission is required;
• High levels of learner choice on program curriculum;
• Recognition of prior formal and non-formal learning;
•There is little or no need for a place and a resident institution;
•Continuous enrolment and self-pacing.
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• Learners access free online content;

•Learners enrolling on free open learning courses;

•Learners collaborating on open knowledge-building projects (e.g. wikis, web sites);

•Learners who share results with each other;

•Open accreditation or certification is open learning an emerging aspect.

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PROCESS OF ODL
Selection of learner
Face to face or virtual orientation
Course materials preparation and dissemination
through correspondence
through radio, TV, channels
module
discussion forum
virtual class
video lessons
YouTube channels
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PROCESS OF ODL
Assessment process
e-portfolio management
online class presentation
written assignment
group assignment
individual assignment
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CONTINUING
EDUCATION

 CONTINUING EDUCATION
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CONCEPT
 A program of classes for adult students offered by a college, university, etc. on a
part-time basis, as for updating knowledge and skills in a professional field such as
medicine, agriculture etc.
 Continuing education is an all-encompassing term within a broad list of post-
secondary learning activities and programs.
 The term is used mainly in the United States and Canada.

 Recognized forms of post-secondary learning activities within the domain include:

degree credit courses by non-traditional students, non-degree career training, college
remediation, workforce training, and formal personal enrichment courses (both on-
campus and online).
 General continuing education is similar to adult education, at least in being intended for
adult learners, especially those beyond traditional college or university age.
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HISTORY
 In the United Kingdom, Oxford University 's Department for Continuing Education was
founded in 1878, and the Institute of Continuing Education of Cambridge University
 dates to the 1873.
 The Chautauqua Institution, was founded in 1874 "as an educational experiment in
out-of-school, vacation learning.
 It was successful and broadened almost immediately beyond courses for Sunday
school teachers to include academic subjects, music, art and physical education.
 Cornell University was among higher education institutions that began offering
university-based continuing education, primarily to teachers, through extension
courses in the 1870s.
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 The University of Wisconsin–Madison began its continuing education program in 1907. 

 The New School for Social Research, founded in 1919, was initially devoted to adult
education. 
 In 1969, Empire State College, a unit of the State University of New York, was the first
institution in the US to exclusively focus on providing higher education to adult learners.
 In 1976 the University of Florida created its own Division of Continuing Education and
most courses were offered on evenings or weekends to accommodate the schedules of
working students.
 The method of delivery of continuing education can include traditional types of
classroom lectures and laboratories.
 However, many continuing education programs make heavy use of distance education,
which not only includes independent study, but can also include videotaped material, 
broadcast programming or online education which has more recently dominated the
distance learning community.
 WHO NEED CONTINUING
30

EDUCATION?
 Health Care: Physicians, nurses, dentists, acupuncturists, professional
counselors, social workers
 Law: Lawyers, paralegals
 Business: Accountants, tax preparers, financial professionals
 Beauty: Cosmetologists, estheticians, nail technicians
 Other Professions: Architects, engineers, project managers, safety personnel
 CONTINUING EDUCATION?
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How do we get it?

CE is offered online, in workshops, and in conferences. In some cases, you can get
credits by reading a book or professional journal.
You might also be able to earn CE credits for teaching or giving a lecture at a
professional conference - after all, one of the best ways to learn is to teach others.
Depending on the licensing board or certifying agency, a certain number of hours
may need to be earned in person.
In other cases, you can get all your CE credits remotely if you want. Keep in mind,
however, that you miss the opportunity to network if you don't attend in-person
events.
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Method and format of materials

 The method of delivery of continuing education can include traditional types of
classroom lectures and laboratories.
 However, many continuing education programs make heavy use of distance
learning, which not only includes independent study, but can also include 
videotaped/CD-ROM material, broadcast programming or Online Education
 which has more recently dominated the distance learning community.
 Many universities such as Southern New Hampshire University and 
University College University of Denver, have begun to offer hybrid courses.
 These courses offer adult learners the option of having in-classroom and online
learning. 
 Online courses have brought the possibility of obtaining an affordable college
education to many of those of to whom it was previously out of reach.
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SKILL BASED AND COMPETENCE

BASED TEACHING

Shantiram Dahal
 CONTINUING EDUCATION?
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According to John Carol- “Skill based teaching is a process of developing efficiency

in the fundamental components of teaching.”
 SKILL LEARNING
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1. Cognitive phase
2. Fixation phase
3. Autonomous phase
 SKILL LEARNING
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1. Cognitive phase
2. Fixation phase
3. Autonomous phase
 SKILL LEARNING
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1. Cognitive phase
2. Fixation phase
3. Autonomous phase
Practice Phase/ Associative phase
Presentation title 38
 SKILL LEARNING
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1. Cognitive phase
2. Fixation phase
3. Autonomous phase
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Autonomous Phase 40
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THANK YOU
Shantiram Dahal