Strategies For Science Tech.doc

7/27/2019 Strategies For Science Tech.doc

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Developing Stratagies for successful Science and Technology

programmes in Open Universities of Developing countriesK. S. Rangappa** and B.Panduranga Narasimharao*

**Vice Chancellor, Karnataka State Open University (KSOU), Manasagangothri, Mysore -57 !, *Centre "or

Corporate #$%cation, &raining an$ Cons%ltancy, 'n$ira an$hi ational Open %niversity ('OU), e +elhi

!./ 'n$ia/

&he0e1 Co00%nity +evelop0ent 1 S%2 the0e1 'nnovative pathays to knole$ge society

INTRODUCTION

As human civilization progresses from one era to another era the education and its

delivery also undergoes changes and transformations as per the experience and

needs of the society of that era. The present day system had arisen and developed

as per Humboldts or Newmans vision born of the experience of nineteenth

century. Since then there has been revolutionary developments lead by scienceand technology in all spheres of human life giving rise to a society based on

nowledge and nowledge worers which is far more than a social change and

considered to create changes in the human condition !"rucer# $%%&'. As (agrath

!)**+' says the )$stcentury ,niversity which has great educational and intellectual

talents within its faculty and staff is an educational enterprise and must use the

educational talents available to serve society. -e may say in line with this# there

are some important concepts and models evolving to mae education nearer to

societal needs university/industry collaboration0cooperation# mode$ 1 ) models#

triple helix# National innovation systems# regional innovation systems# higher

education for sustainable development# consortium 1 cluster concept# public/


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which is often treated synonymous with social inclusion# is only the first step in

providing higher education. Along with the access# success is an important aspect

in social inclusion. The third concept introduced by them# participation is animportant factor in nowledge society where nowledge production is socially

distributed and sub:ect to multiple accountabilities. All these three concepts

!access# participation and success' can be seen to reflect degrees of social inclusion

and we need to see that 2"4 system cover these three concepts to move to the

realm of nowledge society. Narasimharao and Nair !)*$*' while discussing

universities and corporate education concludes that the )$st century social

responsibility of universities in developing countries lies in broader involvement ofuniversities with society by developing strategies to integrate the recent trends in

higher education to mae the universities to lin to their place and also to integrate

entrepreneurial and traditional functions needed for the well being of the society.

The present paper discusses on developing strategies for successful science and

technology !S 1 T' programmes in open universities of developing countries.

OPEN DISTANCE LEARNING AND SCIENCE EDUCATION

Narasimharao !)***' listed some of the advantages of open learning approach to

food industries training pacages for local# specific needs# adopt to changing

needs# target specific courses0programmes# more defined wor procedures and

methodologies# mass scale production of learning materials# tailor/made pacages#

reach trainees spread over a wide area# meets the demands of even small group of

learners# study at home or at wor place# accommodating various learning styles#

no need of separate infrastructure# and training at wor place. However# when we

analyze the data presented in tables $a 1 $b on some of the science 1 technology

courses through distance mode in 3ndia# it can be deduced that most of them are

:ust imitation of courses offered in conventional mode. Though we can say that


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3ndia. Several factors may be attributed for this and some of the ma:or factors we

identify are=

Many in other places still e3%ating open $istance e$%cation ith correspon$ence e$%cation an$ not taking

into acco%nt the $evelop0ents in the %se o" 0o$ern co00%nication technologies an$ the pe$agogies/

So0e o" the science progra00es o" open $istance learning instit%tes not provi$ing the re3%ire$ inp%ts in

ter0s o" interactivity an$ in ter0s o" practical activity (see arasi0harao, 44, arasi0harao 6

So%n$aravalli, 445)an$ not %sing 0o$ern co00%nication technologies an$ pe$agogies/

St%$ents not 2eing a2le to eploit the teacher in 2%ilt activities in sel" instr%ctional 0aterial hich are the

0ain inp%ts in $eveloping co%ntries like 'n$ia (arasi0harao, 444)

&ho%gh there is lot o" interest a0ong in$%stries in %sing open learning (&e0ple, 448 &rin$a$e0, 448

9ron, 447)) an$ seen as a via2le alternative to overco0e pro2le0s like skill shortage an$ the nee$ toretrain an$ %pgra$e the eisting ork"orce, it is yet to 2e applie$ in a 0eaning"%l an$ ela2orate ay in

'n$ia an$ other $eveloping co%ntries/

So0e o" the general 0yths an$ 0isconceptions prevalent a2o%t open $istance learning syste0 :res%lting in

poor repetitions o" co%rses hich are o""ere$ in reg%lar %niversity syste0/

&he concept o" open an$ $istance e$%cation is to provi$e so0e thing 0ore than ;%st learning reso%rces

hich are learner centere$/ &hey nee$ to s%pport local nee$s an$ i$enti"y co00%nity e$%cation

progra00es/

&ra$itionally, science teaching has 2een li0ite$ to preparing st%$ent "or research career in science at the

%niversity level/ Open %niversities ;%st i0itating the co%rses o" conventional e$%cation syste0 can only 2e

sai$ o" $oing the sa0e thing/

&he hierarchical approach to e$%cation ('.


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-e can derive strategies for moving beyond the traditional open distance education

under three broad heads innovations# borderless education and approaches.

,nder innovations we need to deal with technologies# pedagogies and societalcontext. ?orderless education may cover convergence of all systems# maing

disciplinary boundaries and the education systems more porous# integrating

traditional nowledge and modern nowledge# nowledge management and

nowledge integration. or achieving these we can follow different approaches lie

collaboration and net woring !sharing of resources'# outreach and engagement

!scholarly engagement'# sustainable education !balancing maret forces'# corporate

education !triple helix' and sill development and engagement !communityengagement'. -e may relate the four pillars of @?6 to these approaches though

strict compartmentalization is not possible. 2utreach and engagement may be

beneficial in building silled worforce# education and building net worsB corporate

education may be useful in building the national innovation systemsB community

engagement and collaboration 1 net woring may be useful for building networs

including social net wors and regional innovation systemsB sustainable education

for building ecosystems. -e will be broadly discussing these for evolving strategies

which may help in open universities moving beyond traditional distance education

system.

OUTREACH PROGRAMMES and EDUCATION, INCLUDING BUILDING A

SKILLED WORK FORCE

2ne of the concepts which open universities can adopt for launching successful

science and technology programmes is university outreach programmes. (agrath!)**+' gives a good idea of outreach programmes.

?


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outreach courses and their diversity# we can deduce that outreach would help

universities to incorporate recent developments in higher education# and also

address various issues= the concept of community development throughparticipation and collaboration with community leadersB interaction and

collaboration between universities# industries and business organisationsB student

employabilityB the problem arising from universities becoming a business partnerB

building up relevant nowledgeBbringing students closer to real/life situationsB

balancing between basic and applied nowledge and research and provisions for

lifelong learning. 3t also encompasses various delivery models lie face/to/face

education# distance education# open learning# corporate university# online learning#and multimedia learning !Narasimharao# )**%a'.Though outreach and engagement

is widely practiced by many institutes of high repute all over the world# they are still

in nascent form and need to evolve in developing countries lie 3ndia and are

loosely used in many contexts># +. -e need to develop mechanisms to introduce the

outreach concept as envisaged by ?oyer in open universities.

Relevance based approach and Systems approach

6ducation including building silled wor force in science and technology is a very

important activity for nation development. or instance# biotechnology industry

clusters around the world identify access to future employees and worforce

development as the second or third most important item in a long list of hurdles

facing their companies on the road to commercialization !"ahms# )**;'. The

problem also lies in our producing unemployable graduates or biotechnologists. As

Senge !$%%*' puts D7erhaps# for the first time in history# humanind has the

capacity to create for more information than anyone can absorb# to foster far

greater independency than anyone can manage# and to accelerate change far faster

h bili 5 i l h l f l i i i h


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school/to/career# welfare/to/wor# community college# senior higher education# etc.'

!"ahms )**;'. There are various industries# organizations and the societal bodies

which need biotechnology education in some way or other. This implies that weneed to give inputs of biotechnology to many social groups and woring groups

depending on their needs. A similar thing we can observe in 5hemistry and

chemical industries or in many science and technology sub:ects. The systems

approach to course development followed by 2, with needs analysis# options

available# environment etc !see Geid# $%%


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due to inadeuate water supply and poor sanitation. 3t could be solved very easily

by the intervention of the engineering colleges. However# the staff of the colleges

are career oriented and do not connect themselves with the society. -e need toevolve institutional mechanisms to overcome this problem. The convergence

concept introduced by 39N2, may be useful to integrate the open university

concept with traditional colleges for evolving institution mechanisms for community

outreach. 2pen universities with their wide net wor concept may be able to mae

outreach programmes for having more local0regional based courses to serve the

economic and societal needs of the region. or example# 7ortland State ,niversity#

not a research intensive university but a significant urban one# has an extensivecommunity/based teaching and learning program in which it has community/based

learning courses exceeding $>* and in approximately ); departments. These

courses started out as traditional disciplinary courses# but had been transformed by

integration of community wor with a direct relation to the academic content.

Similarly Iirginia Tech ,niversity also has started many uniue outreach

engagements in association with many partners !(agrath# )**+'. 2pen universities

can plan many science and technology programmes through outreach concept by

integrating community wor with academic content and by collaborating with other

organizations. ,niversity of (ysore in )**+ started a separate centre for outreach

programmes and established collaborations with various staeholders including

N92s# 3T industry# clinical research# animation industry etc. @arnataa State 2pen

,niversity recently has certain tie ups with outside agencies for providing some

programmes in partnership. Some of them are / 6xecutive (?A# ?achelor of

?usiness Administration in Aviation ??AA#(?AA# 79 diplomas in Hardware 1

Networing# advanced software technology# ?achelor of ine Arts !?A'# 79diplomas in Nursing related courses# 79 diploma in creative teaching# certificate

courses in :ewellery design# cryptography and networ security# multi/media and

wireless communication distributed computing ( Sc in biotechnology


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categorize the developments on universitys role to society into generative and

developmental approaches. 9unaseara !)**+' relates these two approaches to

triple helix model and university engagement. -hile triple helix model focusesmore on economic development# university engagement literature taes more

developmental view while acnowledging the academic entrepreneurial

activities. To effectively overcome the entrepreneurial 1 maret influences# we

need to develop strategies for integrating entrepreneurial university into

traditional university. Narasimharao and Nair !)*$*' discussed these under four

broad heads avoiding compartmentalization of nowledge# reaching out to

society# need for change in approach 1 attitude# and catering to regional needs.They conclude that universities need to broaden their scope and coverage and

this cannot be done very easily as there are several factors involved including

the necessity for change from within and the general difficulty in deviating from

the traditional path for both academics and other stae holders. 2pen

universities with their net woring ability can evolve new strategies for science

and technology programmes which form core for the development of new

industries0 new products.

National !nnovation System "N!S#

2ver the last two decades# the concept of 8National 3nnovation System !N3S' has

evolved as a framewor for analyzing the role of innovation in economic

development at the national and regional levels !6duist# $%%FB 4undvall# $%%)'.

The successful functioning of the N3S depends on how institutions interact with one

another and extend support. (etcalfe !$%%>' refers to the N3S as 8a system of

interconnected institutions to create# store and transfer the nowledge# sills and

artefacts which define new technologies. The social capital of the innovation

system influences its significance as how the different component parts


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5onsortium 3ndia 4imited !?534' net woring covers universities# central 1 state

governments# Gesearch institutions# 3nternational organizations# funding

institutions# industry# resource persons and entrepreneurs !http=00bcil.nic.in'. TheScottish colleges biotechnology consortium !S5?5' supports biotechnology activities

from the schools sector to industry. Similarly# the ?ay Area ?iotechnology 6ducation

5onsortium !?A?65' is a regional networ of local science education organizations

based in North 5alifornia ?ay area. To accomplish their mission# ?A?65 and its

partnerships wor with teachers# educators# scientists# industry and academia to

develop# disseminate# implement# and sustain contemporary laboratory/based

biotechnology curricula that increases professional sills of the classroom teacher#capture the interest and challenge the capabilities of students. 39N2, has recently

partnered with many organizations and industries to offer various programmes.

Similarly other universities including @S2, have recently entered into partnership

mode. However# lie in Thai N3S we need to define strategies in such partnerships

and see that all staeholders are involved.

$ybrid disciplines

-e need to develop hybrid disciplines to suit corporate education needs and to suit

the N3S. There is much research going on in multidisciplinary approaches. or

example 2uwada (2006' mapped the relation among the $>; rapidly developingareas covering various disciplines lie mathematics# space science# psychology#

economics# material science# life sciences# molecular biology# engineering#

i lt i h i t t , i iti h ld b bl t d l
http://bcil.nic.in/http://bcil.nic.in/


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ontinuously developing or modi%ying curriculum

2ne of the ey factors for the success of N3S is the social capital or the ability ofvarious components of the innovation system to interact with each other. 3n

developing countries the triple helix system being less efficient is attributed to

ma:or actors being compartmentalized and isolated from each other. 3t is crucial

that the educational system overcome this issue of compartmentalization for the

success of N3S. However# education system in 3ndia has certain traditional practices

and policies lie fragmenting our educational enterprise into cubicles# not thining

beyond the boundaries of disciplines# emphasis on delivery of information andstoring information rather than on creativity# imagination and nowledge creation

!Jashpal# )**%'. 3n order to eep pace with nowledge explosion we have

transformed our curriculum to incorporate new sciences lie molecular biology#

genetics and genomicsB 3n this approach we want to cover as much nowledge as

possible for our graduates and introduce more and more recent developments

!9undersen# )**;' focusing more on information than on creativity. Added to this

we have issues lie multidisciplinary nature of nowledge# territorial behavior of

faculty building strong disciplinary walls# universities creating courses which are

popular without necessary regard for academic rigor or societal needsB academics

developing their own research specialism as a mechanism for career progression.

Jashpal committee !)**%' in concluding their report on renovation and re:uvenation

of higher education in 3ndia suggest that there should be an educational movement

to continuously articulate and debate the issues faced by higher education so that

changes are made in eeping with the emerging trends nationally and globally on

the most effective forms of higher education. 2pen universities with their ability toincorporate various forms of higher education should see that their systems allow

constant interaction with other players of N3S and continuously modify the

curriculum as per the changing needs 3t is not so much the component parts of the


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or building networs and creating local capacity we need to develop regional

innovation systems. or instance# since $%%+# Lapanese government formulated

three successive science and technology basic plans outlining ob:ectives for theregional level. 3n the current Third Science ?asic 7lan !)**+/$*' one of the core

ob:ectives is to promote academia/industry/government lins at the regional level

and support regional innovation through net wor mechanisms. The two initiatives

in this direction initiated since )**$ are 83ndustrial 5luster 3nitiative and the

8@nowledge 5luster initiative!@itagawa# )**%'. 2pen universities with their net

wor concept can develop appropriate models for science and technology

programmes at regional level. These may include strategies for improving ruralhigher education# developing social and human capital and creating opportunities

for community level higher education.

Rural $igher &ducation

The rural higher education is a neglected sub:ect in 3ndia mainly because we failed

to concretely erect our educational system on 3ndian needs and ethos

affecting the whole fabric of 3ndian society !7anicar# )**%'. As argued earlier

in the present day nowledge society universities need to be part of

surrounding society which warrants for strategies for greater integration of

rural 3ndia needs with university higher education. (ahatma 9andhi

proposed 8Nai Talim concept


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universities. 3n this connection# what (organ !"r. Gadharishnan committee

report# $%&%' points out for conventional universities are to be taen into

account. He states that the whole education system was devised to preparepersonnel for government :obs and not for social transformations. Since

science and technology developments are the bacbone of present day

civilization we need to design S1T programmes to develop trained personnel

who are self reliant and contribute for the development of rural economy.

Social apital and $uman capital

5haminade and Iang !)**


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are needed. The 2, can evolve strategies for programmes relevant to rural health#

sanitation# rural industries# culture# indigenous medical systems# natural resources#

environment# rural management# energy sciences# socio political studies etc. 3n thiswe need to follow relevant based approach discussed above rather than discipline

based approach.

ECOSYSTEM AND SUSTAINABLE EDUCATION

6ffective and all/encompassing ecosystems are essential in @?6 for sustainable

education at all levels. 3n the ecosystem the open universities have to position

themselves for useful contributions. Narasimharao !)*$*b' while discussingcorporate education in tertiary education system presents how a centre for

corporate education of ,niversity or tertiary higher education institute would help in

the ecosystem for nowledge linage and integration. 3n this model the traditional

nowledge of the society is to be lined to various nowledge sources lie

universities# research institutes# vocational training and proactive corporate which

in turn focus on development of human resources with domain specific nowledge#

transferable sills# managerial 1 interpersonal sills and social sills with thecapability of creating social capital. These are lined to ,niversity corporate

education centres through incubators which receive innovations from diverse

sources. The university and college corporate education centres with the help of

intellectual and material resources available at university0college level will be

strengthening the four pillars of nowledge based economy building silled wor

force# creating nowledge net wors# participating in national innovation system#

creating regulatory environment and appropriate ecosystems. These activities in

turn will have to be connected to industry needs !changes in product marers#

improvement in existing products and processes# new products 1 processes#

bacground nowledge and economics'. They also have to tae into account of


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@hen e $evelop ecosyste0s e nee$ to see that they "acilitate a$$ressing these iss%es thro%gh

vario%s 0echanis0s/

CONCLUSIONS

The urgent need for renovating and re:uvenation of our higher education system is

evident in the reports of recent high level committees / Jashpal committee to

advise on Genovation and Ge:uvenation of Higher 6ducation !)**%' and @nowledge

commission headed by Sam 7itroda !)**F'. There is also concern that in spite of

many recommendations and well acclaimed vision of various education

commissions%# higher education system still faces many burning issues. This is

evident from the fact that what @othari commission said about four and half

decades bac is still valid today. The commission said= DNo reforms are more

important and more urgent than to transform education to endeavor to related to

life# needs and aspirations of the people and thereby mae it a powerful instrument

of social# economic# and cultural transformation necessary for realisation of our

National goals.E 3n )**F the National @nowledge 5ommission expressed similarconcern. 3t said=

83t is clear that the system of higher education in 3ndia faces serious challenges.

And it needs a systematic overhaul# so that we can educate much larger numbers

without diluting academic standards. This is imperative because the

transformation of economy and society in the twenty/first century would depend#

in significant part# on the spread and the uality of education among our people#

particularly in the sphere of higher education. 3t is only an inclusive society thatcan provide the foundations for a nowledge society.... !http=00www.

@nowledgecommission.gov.in'


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nowledge based economy which is possible when we use the full potential of the

system. -e propose that this can happen by covering three broad strategies

innovations# borderless education and approaches.

-ith nowledge based economy establishing itself a broader vision of career

goals in science education is now being sought# one that enables students to

actively participate in the economic affairs of the nation as a more productive

person in the worplace. The goal is common for all students# not :ust limited to

those who choose to become a scientist. The educational issue arises from

evolutionary changes that are taing place in the practice of science# the

development of a global economy# the nationMs entrance into an 3nformation

Age# and the changing nature of the worplace !Hurd# $%%


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proposed for 2,s are partnering# developing hybrid disciplines and continuously

developing and modifying curriculum. 5reation of nowledge networs including

35T infrastructure and social net wors which is one of the four pillars of @?6 canbe promoted through regional innovation system. The importance of developing

regional innovation system can be more clear from what Jashpal committee said

about regional milieu

DThere should be sufficient room for the use of local data and resources to mae thenowledge covered in the syllabus come alive as experience. This is reuired simply

because engaging with the world surrounding us both local and international/ is an

important aspect of learning# both as a means as well as an end. @nowledge/ boththeoretical and applied/ when pursued with reference to the milieu is ualitatively

different from nowledge# which is pursued in isolation from the surroundings.E

-e need to involve various sections of stae holders in designing and even in the

delivery of programme. or example (oorpar 5ollege and local ?iotechnology

companies developed a strong collaboration that focused on providing a

comprehensive education in ?iotechnology at the community college level. 6ight

department heads from a local industry !?axter Healthcare 5orporation'# numerousscientists and managers from Amgen company# administrators from (oorpar

5ollege# and faculty from (athematics# 5hemistry and ?iology participated while

designing a training program curriculum for industry purpose. Similarly# for people

in professions lie footwear# pottery# agriculture# and business etc. the local

university0corporate education centre can give inputs through research relevant to

local needs and based on the local resources. or developing regional innovation

systems we need to integrate it with strategies for rural higher education# social andhuman capital# and community colleges.

?rasamp and -ergin !$%%F' observe that despite the numerous roles which


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and the resources available. -e need to develop appropriate strategies and

ecosystems.

Notes

/ Shin an$ Maell (:) in their research st%$y investigating "actors relate$ to st%$ent satis"action an$

aca$e0ic 0otivation in the area o" $istance science learning concl%$es that it is a$visa2le "or teachers,

co%rse $evelopers, an$ instr%ctional $esigners concerne$ ith teaching science co%rses via $istance

e$%cation to strive to $esign their practical ork in an engaging ay so that st%$ent co%l$ have 3%ality ti0e

ith the activities, instr%ctors, an$ peers/). Some of the general myths in applying open learning are / euating it to conventional

correspondence courses which may create doubts in the minds of people aboutvalidity of offering practical and application oriented coursesB presuming that openlearning has to be done in isolation which prevents use of the open learningtechniues in other situations lie traditional training and on the :ob trainingB treatingopen learning as nowledge dissemination in a more elaborative and exhaustive!information overload' way which maes it difficult to thin of simple solutionsavailable for the practical problemsB seeing open learning as a complex one and notusing it in simple and relevant way and thus maing the system irrelevant in somecasesB euating open learning with the application of 35T and other moderncommunication technologies which may lead people to focus more on technologiesrather than using the concept for focusing on solutions to the problems of educationand trainingB presuming that open learning should be always successful# oftenforgetting the fact that it is only a concept and its success depends on how best wecan conceive and implement !Narasimharao# )**%b'

;. The 6uropean Association of "istance 4earning ,niversities !6A"T,' through a

pro:ect entitled ",N6 !"istance 6ducational Networ of 6urope' utilize experiences

gained through existing and novel programmes to enhance the development of

distance education in an international context. They developed a course in 9enetic

engineering which is more than simply the delivery of education and training in

genetic engineering using pre/prepared learning materials. The materials can be re/

pacaged to respond to local needs and identifying good practices!4each et al. $%%F'.


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assistance or $irection/ &his is consi$ere$ ?a ne tist "or higher e$%cation1 the to-ay street o"

interactions or partnerships 2eteen the aca$e0y an$ the o%tsi$e orl$B/

7/ So0e o" the rapi$ly a$vancing an$ converging technologies are so0e ti0es re"erre$ to 2y their acrony0

E9'CF technologies1 nanotechnology, 2iotechnology an$ 2io0e$icine, a$vance$ co0p%ting an$

in"or0ation technologies an$ cognitive ne%roscience/

./ Eai &ali0F is a sche0e o" e$%cational progra00e $esigne$ 2y Mahat0a an$hi to prepare a sel" reliant

co00%nity 2y orienting 2o$y, 0in$ an$ so%l/ an$hi;i ante$ pro$%ctive ork an$ aca$e0ic learning to

2e 2ro%ght together into one integrate$ e$%cational progra00e/

4/ +r/ >a$hakrishnan co00ittee report (4=4), Shri0ali co00ittee (455), Kothari co00ission (4!!),>a0achan$ranFs co00ittee (4!4),


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%n$ersen, H/#/ :, E't is ti0e to %p$ate ?&he ra$%ateB, 9ioche0istry an$ Molec%lar 9iology #$%cation, '#,

:!5-:!.

J%r$,


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arasi0harao, 9// an$ Sri$har, N (:7)1 University O%treach


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Table $ a= Some Science & Technology Programmes of Distance

Education Institutions (Dual Mode

S!No!

Name of the Institute Science & Technology Programmes on "ffer

Andhra ,niversity#

Iisahapatnam# A.7.

School of "istance 6ducation

?.Sc.#

?.6. !5ivil# 6lect. 1 6lectronics 6ngg. '

(ech. 6ng# 6lectronics 1 5ommon 6ngg.'#

?.Tech !5hemical 6ngg.'#

(.Sc. !(aths# 2rganic 5hemistry# 7hysics# ?otany# Koology'#

(.A. 7sychology

Nagar:una ,niversity# 9untur# A.7.

5entre for "istance 6ducation

?.Sc. !(75# ?K5# 3T# (aths# Statistics# 5omputers'

?.Sc. !5ostume "esign 1 ashion Technology'(.Sc. !(aths# ?otany# Koology# 7hysics# 5hemistry# (icrobiology'

(.A. 7sychology

79. "iploma in ?iotechnology# ?io informatics## Hospital 1 Health

5are (anagement


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(anipal# @arnataa

"istance 6ducation -ing

79""( !for (??S doctors'

(ahatma 9andhi ,niversity#

@ottayam# @eralaSchool of "istance 6ducation

?.Sc. !(edical 7sychology# 5omputer Science'

?5A?achelor in ashion Technology

(.Sc. !(aths# 3nformation Technology'

Liwa:i ,niversity# 9walior# (.7.

School of Studies in "istance

6ducation

?.Sc. !9en# 5omputer Science'

(.A. !9eography'

(?A !Gural Technology# 5hemical Sales'

79"5A

,niversity of (umbai# (umbai

3nstitute of "istance 6ducation

(.Sc. !(aths# 3T# 5omputer Science'

(5A

?.Sc. !3T# 5omputer Science'

9uru Nan "ev ,niversityAmritsar# 7un:ab


?.Sc. !3T'?5A

(.Sc. !3T# (aths# 5omputer Science'

79"5A

Siim (anipal ,niversity of

Health

(edical 1 Technological Sciences

9angto# Siim

"istance 6ducation -ing

?.Sc. !3T# Applied ?iotechnology# ashion "esign# Hospitality 1

5atering# (edical 3maging Technology# (edical 4aboratory

Technology# (ultimedia# Teaching Technology'

(?A !3T# Health 5are Services'

(.Sc. !3T# Telecom technology'# 5omputer Science# 6cology 1

6nvironment# "isaster (itigation# Sustainable "evelopment# Total

Ouality (anagement'

79 "iploma !Hardware 1 networing# 3T# 5omputer Application# ?io

3nformatics'

"iploma !Hospital 6uipment maintenance# Health 3nformation

Administration# Hardware 1 Networing# 3T# (edical 4ab Technology#

2phthalmic Assistance# 7atient 5are Aid# 7hysiotherapy# radiology 1

3maging Technology

Annamalai ,niversity# Annamalai

Nagar# Tamil Nadu

"irectorate of "istance 6ducation

?.Sc. !(aths# 7sychology# 5omputer Science# Applied 5hemistry#

6lectronic science# (athematics with 5omputer Applications#

7hysics# ?otany# Koology# 3T# Iisual 5ommunication# 5omputer

Science# ashion "esign# Textile "esign# 3nterior "esign# Hotel 1

Tourism# 6lectronic Science# Statistics# 2peration 1 research#

(.Sc !(aths# 7hysics# 5hemistry# Koology# ?otany# 3T# Software

6ngg. # 1 (anagement# applied 7sychology# ?io 3nformatics#

5omputer Science# 6lectronic Science# 9eo 3nformatics# Tourism'


23/30

?harathiar ,niversity# 5oimbatore#

Tamil Nadu


(.Sc. !5omputer Science# Applied 7sychology# 3nformation Science 1

(anagement# (athematics'

?.Sc. !ashion "esign# 7hyscis# Iisual 5ommunication# 5omputerScience# (aths'

(5A# ?5A

79 "iploma !?io informatics# Advance Networing System' (icrobial

Technology# 5omputer application'

?harathidasan ,niversity Tiruchi#

Tamil Nadu


(.Sc !3T# (aths'

(5A # ?.Sc. !3T# (aths'# ?5A#

(.7hil !Statistics# 7hysics# 5hemistry# ?otany# Koology# 5omputer

Science# ?io Technology# ?io 5hemistry# (icrobiology# 9eography'

,niversity of (adras# 5hennai

Tamil Nadu3nstitute of "istance 6ducation

?.Sc. !(aths# 9eography# 7sychology'

?5A

(.Sc. !(aths# 7sychology# 9eography# 3T'# (5A

Ladavpur ,niversity# @olatta#

-est ?engal

School of 6ducation Technology

(.Tech 3T !5ourseware 6ngg#'

79 "iploma in (ultimedia and -eb Technology

(other Teresa -omens ,niversity

@odaianal# Tamil Nadu


?.Sc !7sychology'

?5A

(.Sc. !9uidance 1 5ounseling# 7sychology'

(5A

"iploma in ood 7roduction# ront 2ffice (anagement

79"5A7h." !5omputer Science# (aths# 7hysics# ood Nutrition# 9eography#

7sychology# Textile 1 5lothing'

(.7hil !5omputer Science# ood 1 Nutrition# amily Gesource

(anagement# 9uidance 1 5ounselling# 7sychology

Source= 3nformation base on distance education in 3ndia# )**F# "istance 6ducation 5ouncil#39N2,# New "elhi

Table $ b# Science and Technology Programmes offered $y some"%en ni'ersities in India


24/30

1 Nutrition# Health 1 6nvironment# H3I 1 amily 6ducationB Paramedical Certificatecourses in ?asic medical assistance 1 Nursing 5are# 5linical "ental Techniue# "ental(echanic# "ental 1 2ral Hygiene# 659 techniue# (edical laboratory techniue# 2ptometry

and 2phthalmic assistance# 2peration theater assistantship# 7hysiotherapy and Jogatherapy# Gadiography 1 3maging techniueB Certificate courses in computing# homeusages of computers# disaster management

0ash1antrao Cha'an Maharashtra "%en ni'ersity+ Nashi*+Maharashtra

B.Sc. in 3T# Agri HortB B.!ech.(arine# 6lect# (ech 6nggB M.Sc. research methods# Agri

!comu'# Agri !extn'# Agri !"ev'B Electronics EnggDiploma in= computer tech#communication engg# instrumentation engg# indl electronicsBAgriculture Diplomas in fruit production# vegetable production# floriculture 1 landscape gardening# agri businessmgt.# Computer diplomas in computer operations# office computing# computerizedfinancial accounting# 7rinting 1 graphic arts# computer hardware maint 1 networBCertificate in office computing# computerized financial accounting# entrepreneurshipdevelopment in inf tech# "T7#5A# 5omputer operations# coputer preparatory sills# earlychild care# gardening.

Madhya Pradesh ho/ "%en ni'ersity+ ho%al+ Madhya Pradesh

B.Sc. pass# Hons in (aths# 7hysics# comp.sc# Nursing# "esign# 3T enabled services# 3TBBCA;MCA; M.Sc. 3T# 5omp. sc.# 7hysics# 5hemisty# (aths# ?otany# KoologyB (.Sc. !Hons' in(aths# comp. Sc.B PG diploma in bioinformatics# chemoinformatics# computerapplications# maternal 1 child health# hospital 1 health management# dietetics 1 therapeuticnutritionBAdanced PG diploma in / 5omputer applicationsB AdancedDiploma"Diploma"certificatein computer applicationB Diploma in Nutrition and HealtheducationB# $ear !raining Programme % @nowledge and Sill upgradation of Gural

doctors 1 para medicals

.arnata*a State "%en ni'ersity


25/30

Tamil Nadu "%en ni'ersity+ Chennai+ Tamil NaduB.Sc. (aths# (aths with computer applications# apparel 1 fashion design# Hospitality 1

hotel admn# 9eographyB M.Sc. in (aths# counseling 1 psychotherapy# 7sychologyB PGDAH)PGDCA) BCA) MCA) PG dip in information tech# 7sychological counselingB Advanceddiploma in apparel 1 fashion designB Diplomas in refrigeration 1 air conditioning technician#house electrician# plumbing technician# catering assistant# four wheeler mechanism# design1 garment maing# home appliance repairing# mobile phone servicing# computer hardwareservicing# animation# health assistant# multimedia system# computer application# earlychildhood care# food production food 1 beverages service# ?aery 1 confectioneryBCertificate in food 1 nutrition# teaching in primary school maths# environmental studies#accounting software 1 tally

Indira 4andhi National "%en ni'ersity

2ffers several S&! programmesat different levels including awareness 1 non credit#certificate#diploma#advanced diploma# 79 diploma# under graduate# post graduate andresearch level. 3t covers *asic and applied sciences) computer sciences) agriculture)engineering) medical) para medical) s+ill deelopment etc. 3t also has entered into(o, with several organizations to offer courses !www.ignou.ac.in'.

Source# ,niversities Handboo# )*$* !;)nd 6dition'# Association of 3ndian

,niversities# New "elhi

Figure 5 #


26/30

67ife long learning

6Em%loya$ility

6Inno'ati'e

%rogramme

6Training

67ife s*ills & soft

s*ills

Fle8i$ility in

6Ca%acity $uilding &

technology transfer

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6 ,igh tech

industries

64lo$ali:ation

6 Regional

com%etiti'eness

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6Foreign industrial

in'estment

6Com%etiti'e use of

*no1ledge

O TREACH

C RRIC L MOCIETY

Role of University Outreach in Knowledge economy

Development


27/30

Source: NST"A !)**&'

Economy

Society

Core Technologies

Touris

m

2T27

?io

industr

y

Microchip

6

Software

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4ife Science# 7hysics# 5hemistry# (aths# 5omputer# Science# (aterial Science

;. Manpo,er

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28/30

F-./e '0 E1os2ste3 4o/ Kno56ed-e Ln7a-e 8 Inte-/aton 9 Co/:o/ate Ed.1aton Cent/es at Un;e/stes Co66e-es 4o/ KBE

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