View of OPEN UNIVERSITY EDUCATION FOR SUSTAINABLE DEVELOPMENT

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Vol.04,Special Issue 02, ¹³ Conference (ICOSD) February 2019, Available Online: www.ajeee.co.in/index.php/AJEEE

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OPEN UNIVERSITY EDUCATION FOR SUSTAINABLE DEVELOPMENT Dr. Anil Kumar Dhiman

Information Scientist, Gurukul Kangri University, Haridwar – 249 404 (Uttarakhand) Email : [email protected]

Dr. Rohit Nandwana

Senior Technical Assistant, Central Library, University of Kota, Kota (Rajasthan) Email: [email protected]

Abstract- Sustainable development has become an important concept for a viable future in the world. It is seen that the ever increasing population and the rapidly changing urban lifestyle are posing critical environmental and social problems.

Sustainable development at its core tries to balance different and frequently competing needs against an awareness of the environmental, social and economic limitations that a society faces in India (Bhagwat and Abhyankar, 2016).

However, by educating people the sustainability can be achieved because, the education is an institution that is both an ingredient as well as the instrument for sustainable development. But a mass of public is deprivedof regular and costly education, for that open education system was introduced in the country in 1982 which took speed in the last decade of 21^st century. This paper discusses the concept of sustainability, sustainable development and the role of open education system in achieving sustainable development.

Key Words: Sustainability, Sustainable Development, Higher Education, Open Education System and Open University Libraries.

1. INTRODUCTION

Brundtland report from the World Commission on Environment and Development defines sustainable development as “the kind of development that meets the needs of the present without compromising the ability of future generations to meet

their own needs”

(https://en.wikipedia.org/wiki/Brundt land_Commission).

Sustainability can be described more clearly in terms of three pillars.

In the three-dimensional model, these are seen as "economic, environmental and social" or "ecology, economy and equity". Later a fourth pillar of culture, institutions or governance was included by some authors. Thus, sustainability is all about integration of the four sectors (figure 1). All these components are to be linked together to attain sustainability. Education is the catalyst which can effectively interlink all of them by bringing improvement in teaching-learning method and providing a good learning environment.

Figure 1: Circles of Sustainability (Source: Tripathi, 2016)

Thus, sustainability being the concept of paramount importance for survival and development of any country which could hold the key of empowering the individuals to assume responsibility to build a sustainable future. Education becomes the short cut to bring awareness about environment protection and social transformation among the students, researchers, teachers and communities at large (Bhagwat and Abhyankar, 2016).

Recently, it is seen that educational, political and other social systems are in transition under the combined impact of ecological,

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2 demographic, cultural and technological changes throughout the world. Thus, a special role for Higher Education Institutions (HEIs)to accommodate themselves to these changes, and also to lead the way in understanding them, to help avoid or ameliorate the painful consequences of change and to contribute to the practical achievement of sustainable development (Scott, 2009) is felt necessary.

2. HIGHER EDUCATION AND SUSTAINABILITY

Educational attainment is frequently used as a measure of human capital and the level of an individual‟s skills.

Higher levels of educational attainment are strongly associated with higher employment rates and are perceived as a gateway to better labour opportunities and earnings premiums.

Individuals have strong incentives to pursue more education, and governments have incentives to build on the skills of the population through education, particularly as national economies continue to shift from mass production to knowledge economies (OECD, 2013).

It may be seen from the figure 2 that a good quality education if attained through good learning environment and teaching learning can lead to sustainable development through overall attainment of economic, social, environmental and cultural components.

Figure 2: Education Process (Source: Tripahti, 2016)

But it is noted that because of following problems (Tripathi, 2016), the higher education is not able to provide sustainability.

 Lacks of Awareness as most students want to obtain degree

merely as a preparation for employment. The perception of the usefulness of sustainable development among Science students is far low.

 Optionality for most of the subjects which are able to incorporate the principles of sustainable development within their range of contents.

 Absence of experts with strong background in their disciplines.

 Lack of interdisciplinarity; and

 Lack of inter connectivity between Universities, Institutions and NGOs to share their information.

Thus, there is a need of removing above constrains in education. It is seen that present age is witnessing the continuing development in education where distance and open learning has emerged as one of the best means for those who are in-service or those who cannot afford the regular education due to several reasons. Though, The term open and distance learning reflects both the fact that all or most of the teaching is conducted by someone who is away from the learners and that the mission aims to include greater dimensions of openness and flexibility, whether in terms of access, curriculum or other elements of structure (Ghosh et al , 2012), but there is a little difference in both of them. Open learing is an umbrella term for any scheme of education or training which seek systematically to remove barriers to learning whether they are concerned with age, time, place or space. But most of the times both terms are used synonymously. However, a good library with balanced and adequate collection is necessary to satisfy the needs of the students pursuing courses through open / distance stream.

3.OPEN AND DISTANCE EDUCATION Open and distance learning in India started around 1960s. By the 1980s, there were 34 Universities offering correspondence education through departments designed for that purpose. The first single mode Open University was established in Andhra Pradesh in 1982 as Andhra Pradesh Open University on 26 August 1982

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3 through APOU Act 1982 (Ghosh et al., 2012). This University was renamed as Dr. B.R. Ambedkar Open University on 7th December 1991 by the Government of Andhra Pradesh through APOU Act of 1992. Kundu (2014) adds that in 1985, the Union Government took initiative for establishment of a National Open

University and on 20th September 1985, Indira Gandhi National Open University (IGNOU) came into existence.

Today, there are 14 open universities including one national Open University that is Indira Gandhi National Open University, Delhi. This is shown in table 1.

Table 1: List of Open Universities in India

S.

N.

Name of the University with Year of

Establishment

Address of the University Website of the University

1. Dr. B.R. Ambedkar Open University (BRAOU), Hyderabad, A.P. (1982)

Prof. G. Ram Reddy Marg Road No.46, Jubilee Hills, Hyderabad – 500033 (Telengagna)

https://braou.ac.in

2. Vardhman Mahaveer Open University (VMOU), Kota, Rajasthan (1987)

Rawatbhata Road,

Akhelgarh, Kota-324010 (Rajasthan)

http://www.vmou.ac.in

3. Nalanda Open University

(NOU). Patna, Bihar (1987) IIIrd Floor, Biscomaun Bhawan, West Gandhi Maidan, Patna - 800001 (Bihar)

www.nalandaopenuniversity.c om

4. Yashwantrao Chavan Maharashtra Open University (YCMOU), Nashik, Maharashtra (1989)

Dnyanagangotri, Near Gangapur Dam, Nashik- 422222 (Maharashtra)

ycmou.digitaluniversity.ac.in

5. Madhya Pradesh Bhoj Open University (MPBOU), Bhopal, M.P. - (1991)

I.T.I (Gas Rahat), Building Govindpura, Bhopal – 462 023 (Madhya Pradesh)

www.bhojvirtualuniversity.co m

6. Dr. Babasaheb Ambedkar Open University (BAOU), Ahmedabad, Gujarat (1994)

Govt. Bungalow No.9, Dafnala, Shahi Baug, Ahmedabad-380003 (Gujarat)

www.baou.edu.in

7. Karnataka State Open University (KSOU), Mysore, Karnataka (1996)

Manasagangotri, Mysore –

570006 (Karnataka) ksoumysore.karnataka.gov.in 8. Netaji Subhas Open

University (NSOU), Kolkata, W.B. (1997)

1, Woodburn Park, Kolkata-

700 020 (West Bengal) www.wbnsou.ac.in 9. Uttar Pradesh Rajrishi

Tandon Open University (UPRTOU), Allahabad, U.P.

(1998)

17, Maharshi Dayanand Marg (Thornhill Road), Allahabad (Uttar Pradesh)

www.uprtou.ac.in

10. Tamil Nadu Open University (TNOU), Chennai, Tamil Nadu (2002)

Directorate of Technical Education Campus, Guindy, Chennai- 600 025 (Tamil Nadu)

www.tnou.ac.in

11. Pt. Sunderlal Sharma Open University (PSSOU), Bilaspur, Chhattisgarh (2005)

Near Pandit Deen Dayal Upadhayay Park, Vayapar Vihar, Bilaspur- 495001 (Chattisgarh)

pssou.ac.in

12. Uttarakhand Open University, Haldwani, Distt.

Nainital, Uttarakhand

Teenpani Bypass Road, Transport Nagar, Haldwani- 263139, Distt. Nainital, (Uttarakhand)

www.uou.ac.in

13. Krishna Kanta Handique State Open University, Guwahati, Assam

Housefed Complex, Last Gate, Dispur, Guwahati – 781006, (Assam)

www.kkhsou.in

14. Indira Gandhi National Open University, Delhi (1985)

Maidan Garhi New Delhi –

110 068 www.ignou.ac.in

They are single mode institutions means they are providing education only in the distance mode and are

catering to the people who are unable to pursue regular courses due to various reasons. Besides, there are 140 dual

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4 universities which offering programmes/courses through the distance mode. Thus, about 40%

universities in India are offering distance education. Distance Education Council (DEC), was established in 1991 under section 16(7) read with Section 5(2) of the IGNOU Act, 1985 to maintain educational standard and strong co-ordination among all ODL institute. Since then DEC, as an apex agency, was responsible for recognizing ODL institutions in India. It was mandatory for all institutions to seek prior approval of the DEC for all existing and new programmes offered through distance mode (Kundu, 2014).

But from 4th May 2013, IGNOU repealed and deleted the statute that provisioned for the DEC and UGC has become a regulatory authority for higher education through open and distance learning mode (ODL) under its new name Distance Education Bureau (DEB).

4. LIBRARY SERVICES IN OPEN UNIVERSITY LIBRARIES

A university library is not merely storage of books and other reading and non reading materials and preservation of them, but is a dynamic instrument of education (Sri Phadya, 1969). However, the sole aim of an education system is to promote learning and extend the boundaries of knowledge. Thus, to satisfy this demands of readers a university and higher educational institution has to depend upon its library. Dongerkery(1973) also mentions that “a well stocked and up- to-date library is a sine qua non for every modern university. It is the central workshop of the university which provides the student, the teacher, the scholar and the research worker with the tools require for the advancement as well as acquisition of the knowledge. [It is equivalent to] what the laboratory is to the workers in the field of the humanities and the social sciences”.

But Open University Library System is somewhat different from the Traditional University Library System because the users in Open University system do not come regularly and most of them are distance users. The provision of library and information

services is one of the essential support systems involved in any distance education programme. Further, the quality of distance education programs is enhanced by its library that is one key indicator in quality assurance because it is important that their students be supplied with the tools necessary to ensure them the potential for success as universities establish higher education centers in communities around the country (Bibb, 2003).

Open learning library services refers to those library services in support of college, university, or other post-secondary courses and programs offered away from a main campus, or in the absence of a traditional campus.

These courses may be taught in traditional or non-traditional formats or media, may or may not require physical facilities, and may or may not involve live interaction of teachers and students. Thus, issue – return is the main services being provided by the Open University libraries. Guidelines for Distance Learning Library Services issued by the Association of College &

Research Libraries, USA (ACRL, 2004) prescribes the following essential services:

 Reference assistance.

 Computer-based bibliographic and informational services.

 Reliable, rapid, secure access to institutional and other networks, including the Internet.

 Consultation services.

 library user instruction designed to instil independent and effective information

 Literacy skills biased the learner-support needs of the distance learning community.

 Assistance with and instruction in the use of non-print media and equipment.

 Interlibrary loan services using broadest application of fair use of copyrighted materials.

 Prompt document delivery, such as a courier system and/or electronic transmission.

 Access to reserve materials in accordance with copyright fair use policies.

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 Adequate service hours for optimum access by users promotion of library services to the distance learning community, including documented and updated policies, regulations and procedures for systematic development, and management of information resources.

However, special funding arrangements, proactive planning and promotion are necessary to deliver equivalent library services and to achieve equivalent results in teaching and learning and generally to maintain quality in distance learning programmes. Similarly ILA „Guidelines for Library Services to Distance Learners‟ argues that traditional library services designed for on-campus users will not meet the requirements of distance learners (ILA, 2001). ILA has also highlighted some services that are supposed to be provided by an Open University Library to its distance learners.

 Reference services in person or through telephone/fax/email

 Manual and computerized bibliographic services to faculty

 Borrowing and reading room facilities

 Book bank services

 Mobile library services

 Document delivery services

 Interlibrary loan services

 Preparation of readings of articles

 Remote access to OPAC, website and networks like DELNET, INFLIBNET

 Password enabled access to online journals and electronic databases

 Learning resource centres at public and private libraries

Besides, National knowledge Commission has also recommended to set up a national Information and communication technology (ICT) infrastructure through government support for networking of all open and distance educational institutes. Tripahti and Jeevan (2009) further mentions

„Digital Broadband Knowledge Network‟

is also proposed by NKC that should have provision for interconnecting the major open distance education (ODE)

institutions and their study centres in the first phase itself. It is presumed that a national ICT backbone would enhance access and e-governance in ODE, and enable the dissemination of knowledge across all modes, that is, print, audio-visual and internet based multimedia.

Further, a web-based repository of high quality educational resources and web-based common open resources is also to be developed. Open educational resources (OER) must be created online through a collaborative process, pooling in the efforts and expertise of all major institutions of higher education (Bansal, Chabra and Joshi, 2013). Significantly, it is noteworthy to mention that information and technologies have facilitated the virtual library for distance learners and have demolished the barriers of physical distance and other drawbacks associated with distance education.

5. RESOURCE SHARING AMONG OPEN UNIVERSITY LIBRARIES It is seen that 18 to 20 percent of enrolments in higher education are in the programmes offered by the Indira Gandhi National Open University (IGNOU) and State Open Universities (Ved Prakash, 2011). Thus, there is an opportunity to exploit the Open and Distance Learning (ODL) mode, particularly with the advances in technology.

Resource-sharing normally follows a network of libraries with decent rules and regulations and provides a common platform for libraries and library staffs to come together, communicate, and extend help to enhance access to information and fulfill the unexpected demands of users (Panda and Mallappa, 2015).

There are one National Open University and 14 state Open Universities, and above 200 dual-mode universities catering to the educational needs of above 25% higher education students in the country (Santosh and Panda, 2016). Therefore, a networking of all the state open universities and national Open University needs to be developed. A model for that is given by Brindha (2011) that is depicted below in figure 3 with modifications.

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6 Brindha detailed out that: all the open universities should come to an understanding regarding digitization of the material and networking of the resources for implementation in a phased manner. Digital libraries of ODE institutions should aim at providing the following services to the learners:- Digital/virtual reference service Information service through e-mail Powerful search tools to retrieve the whole or parts of a digital document, etc.

Santosh and Panda (2016) further adds that apart from providing wider access and free flow of information to distance learners and to all those involved in open distance education, the proposed digital library provides several advantages. Some of these are:

Figure 3: Model of Digital Library Network of ODE

 Networking and sharing of resources which can be done easily may provide cost-effective solutions to libraries where more information can be provided at the press of a button.

 Users do not have to travel long distance and his/her time and resources will be saved.

 Information can be updated continuously much more easily.

 Collaboration and exchange of ideas is possible.

 Improved preservation of resources.

6. CONCLUSION

Thus, it can be said that higher education is the backbone of knowledge society which need to be sustainable.

Higher education in India has taken great strides to support, spread and practice “Sustainable Development” to encourage wholesome development of the country but more steps are needed to strengthen the concept of

“Sustainable Development” (Bhagwat and Abhyankar, 2016). It is seen that Open University system is also contributing towards sustainability.

However, it is equally important to mention that the libraries in Open University education system are also providing their best to educate the people who could not afford regular costly education or who are in service.

Thus, by educating a mass of public, libraries are also contributing towards sustainability in open education system in the country.

Note: This paper is based on the outcomes of the PhD entitled

“Comparative Study of Selected Open University Libraries of India” awarded to Dr. Rohit Nandwana from University of Kota, Kota (Rajasthan).

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