Presented by:

EVELYN C. JADRAQUE
Objectives:
a. State the aspects of education
in the region;
b. Describe the Kato Gakuen
School system;
c. Discuss the Indian experience
with open learning system; and
d. Give the importance of distance
study nutrition in the
Philippines.
Open education in a region can encompass various
aspects that promote accessibility, collaboration,
and flexibility in learning. Here are several key
aspects of open education in a regional context:
Open Educational Resources (OER) - are freely
accessible, openly licensed materials that can be used for
teaching, learning, and research. Embracing OER reduces
educational costs and enhances access to quality resources.
Open Access to Courses and Programs: Open education
often involves providing open access to courses and
educational programs. This could include Massive Open
Online Courses (MOOCs) or other online platforms that
allow learners to access course content for free or at a low
cost, fostering broader participation in education.
Open Pedagogy: Open pedagogy encourages collaborative
and participatory approaches to teaching and learning. This
involves students and educators actively creating and
sharing knowledge, often leveraging digital tools and
platforms. In a regional context, open pedagogy can
promote cultural diversity and the inclusion of local
perspectives.
Collaborative and Connected Learning: Open education
encourages collaboration among learners, educators, and
institutions. Online platforms and social media can facilitate
regional collaboration, enabling students and educators to
connect, share resources, and engage in joint projects.
Flexible Learning Pathways: Open education supports
flexible learning pathways that accommodate diverse
learning styles, paces, and preferences. This flexibility can
be especially important in regions with varied socio-
economic backgrounds and diverse educational needs.
Recognition of Prior Learning (RPL): Open education
often recognizes and values prior learning experiences,
allowing learners to receive credit for skills and knowledge
gained through work, life experiences, or informal learning.
This can be crucial in regions with diverse populations and
non-traditional learning backgrounds.
Inclusive Access: Open education strives to eliminate
barriers to education. This includes addressing issues related
to digital access, language diversity, and cultural inclusivity.
Efforts to provide education in multiple languages and
formats can enhance accessibility in a regional context.
Support for Lifelong Learning: Open education promotes
the idea that learning is a lifelong endeavor. Regional
initiatives can focus on providing opportunities for
continuous skill development and learning throughout an
individual's life, adapting to evolving needs in the job
market.
Open Research and Innovation: Open education extends
to research and innovation, promoting the sharing of
research findings, methodologies, and best practices. This
open approach can foster a culture of continuous
improvement and innovation within the regional education
ecosystem.
Policy and Advocacy: Effective open education in a region
often requires supportive policies and advocacy efforts.
Governments, educational institutions, and non-profit
organizations may work together to create policies that
encourage openness in education and provide resources to
support these initiatives.
 Katoh Gakuen is a large
private Japanese school in
Numazu, Zhizuoka,
founded in 1926.
Katoh School includes
kindergarten, elementary
school, junior high school
and two senior high
schools

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 Each school offers
various courses in
Japanese and in
English such as the
Open Plan Course in
Japanese and the
English Immersion
program. All schools
are accredited
Japanese national
schools and follow
the Japanese national
curriculum.
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The open learning system (OLS) has played a
significant role in India's education system since
its inception in the 1970s. It has helped to
democratize education by providing access to
higher education to a large number of students,
including those from disadvantaged groups and
remote and rural areas.
The OLS is a flexible and learner-centered
system that allows students to learn at their own
pace and time. It is also relatively cost-effective,
making it a viable option for students from low-
income families.
Some of the key features of the OLS in India
include:

Open access: Anyone who meets the minimum

eligibility criteria can enroll in an OLS program,
regardless of their age, educational background,
or occupation.
Flexible learning: Students can learn at
their own pace and time, and they are not bound
by the traditional academic calendar.
Self-directed learning:
Students are encouraged to take
responsibility for their own learning
and to develop their own learning
strategies.
Distance learning:
Students can study from anywhere
in the country, without having to
relocate to a traditional campus.
The OLS is offered by a variety of institutions
in India, including the Indira Gandhi National
Open University (IGNOU), the National Open
School (NOS), and several state-level open
universities. These institutions offer a wide
range of programs at the undergraduate,
postgraduate, and doctoral levels.
The OLS has had a positive impact on the lives
of millions of Indians. It has helped to increase
the gross enrollment ratio (GER) in higher
education and to reduce the gender gap in
education. It has also provided opportunities
for lifelong learning and for upgrading skills.
Here are some specific examples of the
Indian experience with the OLS:
• Increased access to higher education: The OLS
has helped to increase access to higher
education for a large number of students,
including those from disadvantaged groups and
remote and rural areas. For example, in 2020-
21, IGNOU had over 3.3 million students
enrolled in its various programs, making it the
largest university in the world by enrollment.
• Improved gender parity in education: The OLS
has also helped to improve gender parity in
education. In 2020-21, 47% of IGNOU's
students were female. This is significantly higher
than the GER for female students in traditional
universities.
• Lifelong learning opportunities: The OLS has
also provided opportunities for lifelong learning
and for upgrading skills. For example, IGNOU
offers a variety of programs for working
professionals who want to upgrade their skills
or earn a new degree.
Overall, the Indian experience with the
OLS has been positive. It has helped to
democratize education, improve gender
parity, and provide opportunities for
lifelong learning.
However, there are also some challenges
associated with the OLS in India. One
challenge is that the quality of OLS
programs can vary widely. Another
challenge is that OLS students often lack
access to adequate support services, such
as libraries and computer labs.
Despite these challenges, the Open
Learning System (OLS) remains a
viable and important option for
millions of Indians who want to
pursue higher education.
Distance study of nutrition in the
Philippines is a relatively new
field, but it is rapidly growing as
more and more people recognize
the importance of nutrition for
health and well-being. There are a
number of different distance
learning programs available in the
Philippines, offering a variety of
courses and degrees in nutrition.
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Some of the
benefits of distance
learning include:

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Flexibility:
Students can learn at
their own pace and
time, and they are not
bound by the
traditional academic
calendar.
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Accessibility:
Distance learning programs are
often more affordable than
traditional on-campus programs,
and they are also more accessible
to students who live in remote or
rural areas.

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Convenience:

Students can study

from anywhere in the
Philippines, without
having to relocate to a
traditional campus.
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 Here are some of the distance
learning programs available in
the Philippines for nutrition:

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Food and Nutrition Research Institute
(FNRI): The FNRI offers a number of
distance learning courses on nutrition,
including Nutrition for Health
Professionals, Nutrition for Community
Workers, Nutrition for Educators, and
Nutrition for Parents and Caregivers.
These courses are offered online and
through self-paced modules.

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University of the Philippines
Open University
(UPOU): The UPOU offers a
Bachelor of Science in
Nutrition degree program that
is delivered entirely online.

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Centro Escolar University:

Centro Escolar University offers a

Master of Science in Nutrition and
Dietetics degree program that is
offered through a blended learning
format, with a mix of online and on-
campus classes.

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The Nutrition Institute, Philippines:

The Nutrition Institute offers a

number of distance learning
courses on nutrition, including
Nutrition for Beginners,
Nutrition for Weight Loss, and
Nutrition for Athletes. These
courses are offered online and
through self-paced modules.

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 In addition to these
distance learning
programs, there are also
a number of online
resources available for
students who want to
learn about nutrition.
These resources
include:
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 Online Resources:
• The FNRI website

• The Philippine Dietary

Reference Intakes (PDRI)

• The National Nutrition

Council (NNC)

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Distance study of nutrition is a
great way for Filipinos to learn
about nutrition and improve
their health and well-being.

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References:
Open learning in India: evolution, diversification and reaching out: Open Learning: The Journal of Open, Distance and e-Learnin
•The Open Learning System: An Overview To Promote Higher Education From Class To Mass - INSPIRA
•UNIT 1 UNDERSTANDING OPEN AND DISTANCE EDUCATION - eGyanKosh
•Open Learning System In India - Google Books

• Indira Gandhi National Open University (IGNOU) Annual Report 2020-21

• All India Survey on Higher Education (AISHE) 2020-21
• Food and Nutrition Research Institute (FNRI) Annual Report 2022
• University of the Philippines Open University (UPOU) Annual Report 2022
• National Nutrition Council (NNC) Annual Report 2022
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A
review of theoretical and empirical literature in Open
Educational Practices. Open praxis, 10(2), 127-143.
•Food and Nutrition Research Institute (FNRI) Annual Report
2022
•University of the Philippines Open University (UPOU) Annual
Report 2022
•National Nutrition Council (NNC) Annual Report 2022