Quality Assurance Programme in

KarnatakaStateOpenUniversity

Prof. Jagadeesha

Ph.D.

Chairman and Dean

Dept. of Studies in Management

KarnatakaStateOpenUniversity

Manasagangotri

Mysore-570 006

(India)

Abstract

Higher Education has been playing a stupendous role in promoting the economic development of the countries concerned. The distance education has also been contributing significantly for the current growth. India’s population having access to higher education, which stood at 6 per cent in 2003-04, has been accelerated to over 10 per cent in 2006-07. ‘The India vision 2020’ can be a reality, if this is increased to over 15 per cent.

13 open universities, with IGNOU as an apex body and over 120 ODL institutions cater to the diversified needs of higher educations. The technological revolution could witness the changes not only in the nature of programmes offered but also in the delivery mechanism. The delivery technology has become more affordable, available, familiar and interactive at both the ends. The existing convergence that brought the growth in distance education also made the distance learning to choose the programmes keeping the need, cost, time, demand, technical needs and cognitive requirements.

The distance education focus upon the need based professional programmes thanks to convergence. The programmes offered in leading ODL institutions have applauded by the stake holders, hence spurt in the enrolment. The institutions have accorded thrust on the quality standards of course content, delivery mechanism including the student support.

Quality or perish is a slogan in any sphere of activity including higher learning. Convention system of higher learning has developed quality standards based on bench mark set in by the international quality assurance cell. The standards help institutions in assuring quality in the programmes offered. The distance learning institutions in the country have yet to evolve proper standards of quality in the academic programmes. In consonance, there is no proper mechanism evolved in such system. Nevertheless, the ODL institutions are making strenuous efforts to ensure quality through periodic revision of syllabi, fine tuning of study material, editing by experts, feed back from stake holders, reaction of the industry, NGO’s, GO’s both at national and international level. An external agency like NAAC is working out modalities in collaboration with Distance Education Council (IGNOU) to provide quality education through Distance Education.

Quality assurance has been given a greatest significance by ODL system as well. The paper brings out the parameters set in by KarnatakaState Open University for the quality assurance in respect of academic programmes. Further a clear cut strategy will also be suggested to provide best quality in the academic programmes as expected by the stake holders.

Quality Assurance Programme in

KarnatakaStateOpenUniversity

Introduction:

Higher education steer the people to the prominent position in the wake of globalization. G-8 countries have accorded thrust on higher education, hence stupendous growth rate. In America, 30% of total population could have access to higher education, while in India it is increased from 6% in 2003 –04 to 11.5% in 2006-07. The GDP of India which stood at 3.5% in 1990-91 has been accelerated to over 10% at present, thanks to realistic and market oriented policies including the commercialization of higher education.

The global market for higher education and training which was at US$27 billion in 1995 has been accelerated to over $250 billion in 2005. (WTO education service report). The key reason lie in improved access and readiness for more range of providers in the globalized profession. The GATS of WTO has given effect on business by encouraging the development of common education standards , mutual recognition and liberalization on the programme.

The transnational education keeps off the higher education out of the purview of priority sector in countries such as India, Thailand, Hong Kong, Malaysia, Korea, Pakistan, Bangladesh, Srilanka etc. As a result MNCs and private institutions have started operating in the sector, hence quality has assumed a prominent position .The factors influencing the transnational higher education includes individual, Government employees and entrepreneurs Higher education is a part of concurrent list, as such state and central government promote education. The government of India established a lot of institutions over a period of time to impart necessary education. .

The table given hereunder reflects upon the status of higher education, which gives statistics on the universities, colleges and students enrolled.

Table No.1

Status of Higher Education

Year / Universities / Colleges / Students Enrolment
1947-48 / 19 / 636 / 238000
1971-72 / 95 / 3900 / 2100000
1981-82 / 131 / 4900 / 3000000
2001-02 / 251 / 10600 / 7500000
2006-07 / 363 / 17862 / 14800000

Source: University news and Government Report.

Dr. Man Mohan Singh, the Prime Minister of India hinted in his speech on the eve of 61st independence day, that Government will establish 8 new IIT, IIM, 5 IISER, and 20 IIITS, besides one central university in each state of the country. This depicts that Government spends more money of the public or and borrowed funds on the projects, and expects perhaps good return on investment, which may be industrialization and more rural economic growth. Dr. Abdul Kalam in his India vision 2020 succinctly pointed out that higher education needs to be harnessed so as to roll India into the status of developed country by 2020. In this environment, the return on investment is non quantifiable. Nevertheless the worth of investment is through assessing the quality or standard of education. The higher learning institutions gives quality assurance through their academic programmes and pays dividend on the investment.

Quality Assurance in higher EDUCATION:

Quality can be defined as a philosophical category that is a concept within the theory of knowledge or as a pragmatic category whereby one looses all its application with in a given context. Good quality is always one that fulfils its fitness purpose. The higher education having good quality leads to quality of life of a society. The quality of life rests on economic and moral provision. Infact it is fit for its purpose if it can foster a culture that promote economic, social and moral goals opt to achieve a better quality of life. The good education builds knowledge society, social values and cultural values. Quality of life becomes an integral part of the perspective of employment. The quality of education is interdependent on a large number of factors such as human resource, library, building including lecture hall, teaching aids, admission course contents, examination results, research and consultancy and placement.

Quality Assessment:

Students’ admission, teaching –learning, library facility, infrastructure, classrooms, audio-visual aids, exams, results, what next after degree? are the parameters on which quality of education is assessed. The assessments may be executed by the internal quality assurance cell and the external agencies i.e. NAAC, a sponsored agency established by the MHRD under the UGCs Act.

The Central government set up the UGC a statutory body in 1956, to take step for co-ordination and promotion of higher education and for maintenance of standards of teaching, exam and research in the higher learning. The National education policy 1986 provide for the establishment of NAAC to encourage self-assessment in educational institutions. It takes up assessment and accreditation of non-technical educational institutions, which comes under the purview of the UGC. The process has become mandatory for government funded and aided institutions, but voluntary in case of self financed institutions in India. Over 363 universities and 10675 colleges are catering to the needs of higher education. The NAAC could assess over 250 universities and 5600 accredit based on the self-study report submitted by them. The NAAC set criteria, which includes curriculum aspects, teaching, learning and evaluation, research consultancy and extension, infrastructure and learning resource, students’ support and programm, organization and management and healthy practices. The NAAC ‘s peer team comprising of 3to 4 member having rich experience in higher education visit the colleges, get SSR validated through interaction, perusal of documents and verification of the records. The NAAC based on the finding of peer team, accredit the institution if the scores is more than 55% of the maximum. If it is less than 55%, the institution is bound to reappear for the assessment and accreditation. The accreditation is valid for the period of 5 years. The NAAC has also made provision for the re-assessment and accreditation. The accredited institutions will have funds from the UGC/State and central government. Further the marketability goes up, besides the staff will be energized in performing the task.

Distance Education in india:

In developing countries access to the formal system of education is constrained, among other things by poverty. Distance education is becoming an effective way of acquiring knowledge and also an attractive to fact to face intervention in many part of the globe.

Distance education in the country make concerted efforts to impart need-based education to the clienteles who are disadvantages section of the society. The clienteles are categorized into enrich knowledge, get employed, get promotion, improve working skills, improve career prospects, enrich personality, gain more confidence etc.

12 open universities and over 110 CCIs are catering to the needs of higher education through distance mode. The Ambedkar Open University is the premier university of distance learning in India though many conventional universities were in correspondence education much earlier. IGNOU was established in 80’s and other state open universities have also been established at various stages by the state legislations. The open universities have offered need based and popular programmes through distance education. The open universities, which have earlier confined themselves to the conventional academic programme, are launching non- traditional programmes with their own infrastructure, state of art of technology and networking and partnership. The IGNOU, which was able to offer only 13 academic programmes in 1986-87, could offer over 1000 programmes in 2006-07. The Karnataka state Open University offered 30 programmes in 1995-96 and launched over 96 academic programmes in 2006-07. Today conventional and non-traditional programme, management related, IT related programme, health services, hospitality management and Aviation programmes are offered by distance mode.

Assurance of Quality in Distance Education:

With obstacles such as access and convenience largely overcome, students and workers are embracing distance education as a solution to the educational problems of course variety, time flexibility, and transportation limitations. As consumers of distance learning become more experienced and as distance education offerings become more varied, demand for high quality in distance education grows. Distance education providers vary widely in the methods they use to establish quality criteria, ensure that they meet the criteria, and communicate their quality assurance procedures to students. Instructors have concerns regarding the identity and honesty of the students doing the work in distance education courses. Administrators at many traditional institutions fear that public perception about the meaning of a college degree will erode if distance-learning courses are added to the curriculum. In response, online and traditional institutions of higher education have implemented standards for accreditation. This chapter offers an examination of success factors for quality distance education, with exemplary cases included to illustrate best practices. The distance education needs to enhance quality on all round as it focus on student centric approval.

Karnatakastateopenuniversity-A Profile:

The open learning system is perhaps the only system that has been planned in such a way that it is able to cater to all those who desire to seek Higher education in spite of the fact that they are in a disadvantageous position due to social, economic, special and such other reasons. Also to cater to the increasing demand for Higher Education flexibilities in terms of age, qualification, location, time, etc., have been introduced to the maximum extent. In an endeavor to impart need based education, KSOU was established on 01-06-1996 by the Act of State Legislation.

Distance education programmes are specially designed for Students who discontinue their forma education owing to pecuniary or other circumstances, students residing in geographically remote areas, students who cannot get admission to a regular College/ Post-graduate Department, employed persons who cannot pursue their study as fulltime students, and individuals who wish to pursue learning for knowledge sake.

Objectives of KarnatakaStateOpenUniversity:

Democratizing Higher Education by taking it to the doorsteps of the learners. Providing access to high quality education to all those who seek it. Offering need-based academic Programmes by giving professional and vocational orientation to the courses. Promoting and developing distance education in India. Relaxed entry regulations. Providing opportunities to study according to one’s own pace and convenience. Flexibility in choosing the combination of courses from a wide range of disciplines. Providing opportunity to study form one’s own chosen place are some of the objectives.

Study Centres:

The university is committed to cater to the requirements of the students on the basis of conventional and non-conventional methods of teaching and learning. The Study Centres are established to provide face-to-face interaction between the students and KSOU on all aspects of the Programme. 65 study centers and 02 overseas centers at Dubai and China are catering to the needs The Centers provide weekend counseling, library facilities, information, advice and audiovisual aids.

The KSOU has transformed the academic programmes from conventional to professional. The programme offered includes B.A., B.Com. B. Lip. Science, B. Sc. (IT), M.A., M.Com. M.Sc. (IT), B.Ed., M.B.A., M. Sc. (Information Science) and M. Ed., PGDIP/Diploma/ Certificate courses.

Table: 3

KSOU-Profile

Faculty and Staff / Year / Courses / RegionalCenter / Students Enrolment
65 / 1996-97 / 30 / - / 21695
53 / 1997-98 / 30 / - / 25367
53 / 1998-99 / 30 / 3 / 29440
53 / 1999-00 / 30 / 3 / 31455
53 / 2000-01 / 30 / 5 / 37037
53 / 2001-02 / 30 / 5 / 35656
53 / 2002-03 / 30 / 5 / 31666
48 / 2003-04 / 30 / 5 / 29929
48 / 2004-05 / 31 / 6 / 34063
48 / 2005-06 / 35 / 6 / 39016
53 / 2006-07 / 46 / 6 / 49218

Source: Compiled from various reports.

Quality Assurance in KSOU:

The KSOU provides quality assurance by

a)Internal quality assurance.

b)External quality assurance.

The parameter adopted to access the quality including admission. Library, teaching efficiency and effectiveness, lecture halls, Audio video aids .The admission is on the upward trend (tables: 3).

a)Internal quality assurance:

  • Admission policies: M.B.A. PG Diploma in HRM/ PGDMM/ PGDBA, B.Ed. and M.Ed. are offered with the admission policies made in tune with AICTE/DEC/ NCTE.
  • Study material of the entire programme is in Self Instructional Mode (SIM) format.
  • Course approval and review. The academic programme are reviewed and approved by the BOS, Academic Council and Board of Management.
  • Monitoring and feedback process: The editorial committee ensures acceptable study material both print and soft. Syllabi is designed and reviewed based on need and feedback of stakeholders i.e. students, employers, UGC/DEC/industrialists etc. A few leading industrialist are on Board of Studies and Advisory Council to bring out palatable syllabus.
  • Staff selection and Development: Teachers are appointed strictly on the basis of rules of the UGC as approved by the government and board of management. The vertical mobility is also ensured in conformity with the approved guidelines. Besides the University arranges staff development programme for the enhancement of the knowledge / skill of both teaching and non-teaching.
  • Performance Appraisal: The University follow self-appraisal to throw light upon the SWOT of teaching and non-teaching staff. Self-appraisal, confidential system and teaching evaluation by the students are some of the system of appraisal being followed.

External Quality Assurance:

  • Administrative and Academic Audit: The university constitutes academic audit committee comprised of senior academician from various parts of country. In 2006, the committee constituted perused the documents, interacted with various constituents and gave findings.

The library has spacious building with books worth Rs. 20,00,000 and Internet facilities. The university equip the library at study centers as well teaching-learning infrastructure including 6 buildings each accommodating 400 students. Besides networking also helps, expanding the area of operation, Audio visual aids, Gyan Darshan educational and FM channel also gives effective teaching learning. The results of the university are also on the rising trends. Infact it was over 65% during 2006-07. The university has networking and partnership all over the state and a few other parts of the country. This provides optimum utilization of resources.

Quality Assurance Strategies:

The following strategies to be evolved.

  • Revision of syllabus periodically says once in 3 years keeping in tune with time and societal vale and needs. Updating and upgrading needs to be injected for quantitative assessment.
  • Non-traditional, professional and job oriented programmes be introduced.
  • Audio-visuals equipment be established for producing CDs with the state of art of technology.
  • Partnership with the National channel, DD-1 , Gayn Darshan Educational TV channel of India
  • Indira Gandhi National Open University, AIR interactive radio counseling schedule
  • Refresher course: Teachers in distance education needs to undergo refreshers course to keep themselves abreast with latest development in curriculum and technology at national and international level.
  • The administration shall be objective while deputing the staff member for workshop/ conference/ seminars.
  • Periodic seminar, symposia and conferences are an integral part of teacher’s development programe. Active publication of research paper in the recognized journals be made mandatory, based on which the promotion and annual increment be implemented.
  • Library: the library needs be equipped with new books, periodicals, journals, reports, etc. besides internet connectivity and digital library be given thrust. Computerization helps easy and quick teaching and learning.
  • Universities can be assessed and accredited by the NAAC. For this purpose, it can prevail upon the Distance Education Council (DEC) to work out the modalities and grading systems.
  • Internal quality assurance cell be established for constant monitoring of the activity mainly to accord kingly status to the students.

Conclusion: