Higher Education Occupies an Important Place at the Apex of Educational Pyramid and Helps

CHAPTER 1

INTRODUCTION

1.1. INTRODUCTION

Higher Education occupies an important place at the apex of educational pyramid and helps developing the cream of the society, a select group of individuals, physically, intellectually, emotionally and socially. The importance of higher education expressed by Pt.Jawahar Lal Nehru (First Prime Minister of India) in his convocation address at AllahabadUniversity (1947) Quote.

“A University stands for humanism, tolerance, for reason for the adventure of ideas and for the search of truth. It stands for the onward march of the human race towards even higher objectives. If the universities discharge their duties adequately, then it will be well with the nation and the people”.[1]

Society's expectations from higher education, however, have not remained the same always, but have kept changing with differing social concerns, economic situations and political conditions.India has a long history of organized education. The British introduced the current system of education with its Western style and content in the 19th century following recommendations by Lord Macaulay.The opportunities for higher education in terms of the number of places in universities are simply not adequate in relation to our needs.

The proportion of our population, in the relevant age group, that enters the world of higher education is about 7 per cent. Large segments of our population just do not have access to higher education. The Central Government thus had to revise some of its policies and has permitted DistanceEducation courses to operate; thus introducing a dual system of education in India.

To understand the system one has to delve into the past. In the ancient times, students lived with their teachers in Gurukuls and Ashrams, and received higher education in general and particular subjects. Three kinds of educational institutions called Shaakha, Charana and Kshetra existed. The essential characteristic of this system is learner motivation. Later on during the Buddhist period, higher education was imparted in Viharas and Sangharamas. The first millennium saw the flourishing of higher education at the universities of NalandaUniversity, TakshashilaUniversity, UjjainUniversity and VikramashilaUniversity, which started from Buddhist monasteries. NalandaUniversity, the biggest among these universities, handled all branches of knowledge and housed up to 10000 students at its peak. Some of the subjects taught, included law, warfare, theology, art, literature, arithmetic, astronomy, metaphysics, medical science and logic and students represented all classes of society.

Informal education was imparted through the Pathashalas, Gurukulas and Madarasas. The Pathasalas, and Gurukulas were informal schools where the students would stay in the homes of teacher or the Ashrams of Guru and learn from them. The Madarasas were informal schools established by the Muslim rulers. They basically taught traditional classical learning and religion. According to a survey made by William Adam in 1830, nearly one million such schools existed in Bengal and Bihar alone. For formal school system, a survey conducted by the government of the Madras Presidency in 1823-24 indicated that there were 13,000 schools and 740 colleges at roughly the same historical period.

India inherited a system with great educational disparities between males and females, upper and lower classes, economically advantaged and disadvantaged groups, and urban and rural population. Tremendous expansion had taken place since independence. After Independence in 1947, education became the responsibility of the State. The State referred to each of the 28 administrative regions of India with people who shared similar culture, language and habits. The State has a different level of governance compared to the Central Government, which refers to the Government elected by the people of various states, and which manage the important portfolios of the country. The Central Government is based in Delhi, the capital of India, and has the responsibility to coordinate and specify standards for education. In this regard, the University Grants Commission (UGC) was established by an act of Parliament in 1956. The UGC framed regulations on minimum standards of education. It also received grants from the Central Government and allocated and dispersed it.

This state of affairs continued until 1976 when the Kothari Commission was formulated. The Commission recommended that education is the responsibility of both the State and Central government and so the State planned and formulated the educational policy and the Center represented by the Ministry of Human Resources, Department of Education.

In the current system, all the Universities offer four principal levels of qualification; undergraduate (UG) or Bachelors, post-graduate (PG) or masters, M.Phil or Pre-doctoral, and PhD or Doctoral.

India accounts for a quarter of the developing world’s population and has the third largest higher education system in the world. As a small proportion of the relevant age group around 13% is enrolled in higher education in India, compared to the developed countries about 54.6%(as per enrollment in higher education by regions 2001-02 in %)[2]. While the world average of the Gross enrolment Ratio in higher education is around 26.7%, the average of the developed countries is approximately 57.7% but India’s gross enrolment ratio in higher education is 12.4 % (as per 2006-07 data)[3]. A fairly reasonable number of the students are highly motivated and academically talented, but could not pursue higher education mainly due to various geographic, social and economic reasons. There are an ever increasing number of mature learners, including working people, who are looking for opportunities for higher education and all indications, are that the demand for initial education and continuing education.

To achieve the goals of democracy, it should have to provide equal opportunities for education to all categories of individuals. Formal education system couldn’t full fill above purpose. The Open learning system was initiated mainly to cater to higher education needs of large number of clientele who could not take advantage in the formal system of education due to different reasons like employment, marital status, family responsibilities, distance, and expenses incurred with traditional education. It has been initiated in order to augment opportunities for higher education, as an instrument of democratizing education and to make life long process. It has emerged as a new system to meet the new demands of education in Open and Distance Learning which has emerged as powerful tool in education.

Distance education is a non-formal education which combines in itself the new communication and education technologies in order to cater to a large section of the community.The scope ofdistance education is very wide. It has not only proved cost-effective but also has the right potential to reach out the large segment of the unreached marginalized and the needy.

Open and distance learning has grown within a more general expansion of education. Since 1960 there has been rapid expansion of social and educational sectors in both the developed and developing countries. Distance education and open learning presents a different picture of endurance and sustenance which proves that it has been enriching human life since its emergence.Commonwealth of Learning, (2007) studied the development of the Indian state open universities and concluded that

“ODL (open and distance learning) has vast potential in a country like Indiawith millions of young aspirants eager to receive higher education and with conventional universities and colleges simply not being in a position to accommodate them. The infrastructure for the expansion of open universities is fairly good in the country, especially the mega open University, Indira Gandhi National Open University (IGNOU) willing to help the State Open Universities”[4].

1.2. NEED OF THE STUDY

The education system in India is undergoing a rapid change which is comparable to International standards and with the increasing demand of Indians in Educational arena internationally, we have to increase the infrastructure to educate more to more students for national and international markets. Hence education should be accessible to people at large especially at the bottom of the ‘socio-economic pyramid’ so as to meet the goals of social justice. Education is an important ally in the role of social and economic development. The formal classroom system alone is unable to cope with the situation. Distance education will never replace the traditional classroom but it does provide a suitable alternative. The convenience distance education affords to students helps for its rapidly growing enrollments. Research is therefore needed to make distance education and open learning system an effective and meaningful alternative mode. Distance education has come to be recognized as an effective alternative system of providing education at all levels and to a varied clientele. The important feature of distance education is its minimized opportunity cost and can study through the distance mode while in employment in any field. This mode of education also helps in raising employment opportunities in many ways since it helps to develop study habits and attitudes. It reaches the learners where they are even in remote place. It is a great equalizer of educational opportunity. Distance Education can satisfy the educational needs of learners with different social and occupational backgrounds. The changing needs and aspirations of anticipated learner groups in particular and society in general can influence the planning and management of distance education system with a view to making the system socially responsive. Therefore research is needed to identify the needs of existing distance learners as well as future target group keeping in view the general course of socio-economic development of the country.

Jegede Olugbemiro (1999)[5]studied the Priorities in Open distance education research: Opinions of experts and practitioners within common wealth and the study have indicated that distance education experts around the Commonwealth countries are of the opinion that they do not have anywhere near adequate level of information from research, and need to embark on more research in all areas of distance education. Nembiakkim and Mishra (2010) [6]studied distance education research attitude and barriers and conclude that respondents were positively disposed towards research in distance education, and believed in the need for more research, that is quantitative and collaborative. Distance learners belong to heterogeneous background in terms of age, experience, socio-cultural, educational and occupational backgrounds sustaining their motivation to continue with courses till completion. They may be employed, unemployed, retired, single, married, house wives, physically disabled having varied social and financial problems. Their learning activity being part time, it takes place in leisure hours, in the evenings, and on holidays; they are irregular in their studies (Sharma, 2008)[7].The lack of learning skills is one of the major causes for dropout and failure(Villi, 1999)[8]. In designing an effective Learner Support System, the Institution should be familiar with the students’ home and community environments, community’s attitudes to education, availability of peers that can render academic assistance and a lot more other related issues(Nyondo 2003)[9]. Economic, technological and social changes and the changes in the system of values entail a system of continuing education where by the individual can upgrade himself/herself from time to time. In distance education adult is able to return to education when he/she feels the needs. Education is therefore changing from institution centered activity to a student centered one. As distance education is learner centered, The Educational Planners, Policy Makers, Distance educators, should be fully aware of the background characteristics of the learners, their needs, attitude towards distance education, interest, motivation expectation, study habits, problem of the learners who are studying in the Open University System(Biswas 1999)[10]. More over Socio economic status, Study habits and attitude towards distance learning play a very important role in bringing about the better academic achievement.

According to Moore “ In course with little transactional distance the learners receive information, directions and guidance through online dialogue with their instructors and through instructional materials that allow modification to suit their individual needs, learning style and pace” (Moore 2003)[11]. Distance education has many positive factors, such as flexibility and more personalized learning, but student’s attitude, study habits and academic achievement play a crucial role in this type of learning. Student who prefer independent study have a more favorable attitude towards distant learning. They can work in their own time and their own place., In view of the importance of Learner characteristics in the success of the system, the researcher was inclined to study the learner’s characteristics by focusing on certain variables like socio economic status, study habits, attitude towards distance learning and academic progress of students from graduate level to post-graduate level through Distance education with their S.E.S, Study habits and Attitude towards Distance Education.

1.3. STATEMENT OF THE PROBLEM

The present investigation has been designed to explore“distance learners socio economic status, study habits and attitude towards distance education in relation to their academic achievement.”

1. 4. TERMS DEFINED

Distance Learner: Distance learners are those who get enrolled in a distance teaching institution, study independently at a distance with the help of the specially designed self instructional materials. O Leary (2000)[12]defined distance learners as “usually serious, disciplined, conscientious, and demanding”.

Socio Economic Status: A social status is an indication of one’s position of respect, prestige and influence in the social structure apart from his personal attributes (Maclver R. M & Page 1937)[13].The Economic endeavor entails ‘Cherishing of things because of their material value (Spranger, 1928)[14]. In this study, Socio Economic status means ranking of an individual by the society he lives in terms of his material belongings and cultural possessions along with the degree of respect, power and influence. Socio economic status is based on income education level, occupational level and social status in the community.

Study Habits: Study habit is a habit that is done on a scheduled regular and planned manner. According to Crow and Crow (1992)[15], ‘the effective habits of study include plan/place, a definite time table and taking brief of well organized notes’. Study habit is the tendency of a student to learn in a systematic and efficient way, when opportunity is given. In this study, study habits of the individual cover mainly the reading habits, learning techniques, time schedule, memory, Physical conditions and examinations, evaluation etc as assessed by the study habit inventory developed by Palsane and Sharma

Attitude towards Distance education: Allport (1935)[16] defined attitude is a “mental and neural state of readiness, organized through experience, exerting a directive influence upon the individual response to all objects and situations with which he/she is related”. In this study, Attitude shows an evaluative personal reaction in a favorable or unfavorable way to different elements of distance education. Viz; self-instructional materials, assignment responses, counseling sessions, student support services etc developed by Anil Kumar

Academic Achievement:Crow and Crow (1969)[17], defined “Academic achievement as the extent to which a learner is profiting from instructions in a given area of learning i.e., achievement is reflected by the extent to which skill or knowledge has been imparted to him”. In this study, Academic Achievement is the level of accomplishment attained in curricular subjects as a result of teaching and learning process and is measured in terms of the marks obtained at the examination.

1.5. SIGNIFICANCE OF THE STUDY

The study will have immense importance for the educational planners and policymakers as there is a dire need to revitalize distance education on sound research findings, because the distance education sub sector has been a neglected area in India.Learner and learning are the heart of distance education system. Scriven (1991)[18]analysed the articles in the first 10 years of distance education in Australia and found 21% articles focused on learner and learner support. Coldeway (1995)[19]analysed Canada journal of distance education and found only 19.5%of the articles were focused on learners and learning. Koble and Bunker (1997)[20] determined that only 17% of 117 articles published in American Journal of distance education in its first 8 years focused on learners, learning and leaner support. The analysis of research in three journals illustrates several concerns that one relates to limited focus on learners and learning in distance education. Zawachi Ritcher (2009)[21] reviewed 695 articles published in 5 prominent distance education journals from 2000-2008 and found 16.3% articles were focused on learners characteristics. The authors concluded that the distance education research was strongly dominated by issues related to instructional design and individual learning process whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected.

In India system of distance education is about four decades old. All the research in distance Education was included in the Fifth Survey i.e. from 1974-92. In the fifth survey of educational Research (1997)[22] the studies in open Distance Education dealt with enrolment trends and courses growth, development and social relevance, needs and characteristics of learners, development and production of course material, instructional strategies and methodology, economics of Distance education and evaluation of the system, covering period from 1971-1992. Eleven data based studies covering the period of 1993 to 2000 has been covered in the Sixth Survey of Education Research. In the last five decades very few researchers have been carried out distance education and majority of researchers in are at project form. The researchers conducted in India at the doctoral level focused on distance education in the country as whole or institution wise on its economy. Some researches conducted in India also reveal comparison of enrolment trends and academic achievement. A number of institution related, course related, socio economic related, disposition related and perception related variables are associated with student persistence, and drop out, this is obviously an area which DTI’s will need to do lot more investigation (Panda 2005)[23]It is evident from review of studies that learners characteristics to success in distance learning system have been neglected with a few exceptions such as those conducted by Gautam R(1990), Kumar (1999).[24]