This book examines the state of the Open and Distance Learning (ODL)-based secondary education in India. ODL-based education has been a key resource for children in India who can neither cope with nor avail of regular schooling opportunities due to economic, health and disability, or other constraints. The volume uses large-scale empirical data collected from various Indian states and a sensitive theoretical framework to study the equity, efficiency, and effectiveness of the National Institute of Open Schooling (NIOS) and the State Open School (SOS). Highlighting the roadblocks and barriers in terms of its reach, inclusion, and delivery, particularly to the marginalised, this book explores whether ODL has a potential of being a sustainable and effective option at the secondary and senior secondary level in India. Thus, it seeks to generate policy discourse around delivery mechanisms and effectiveness of ODL in developing countries. First of its kind, this comprehensive volume will be useful for scholars and researchers of education, education policy, public policy, and political studies.

The book contains point analysis and description of the subject in Indian context.

This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

The COVID-19 pandemic has brought about a seismic shift in the field of education worldwide, and India is no exception. With lockdowns and restrictions in place to curb the spread of the virus, the traditional education system was faced with unprecedented challenges. In response, distance education emerged as a crucial lifeline to ensure continuity in learning. This book, "Distance Education in India: Transforming Education in the Pandemic Era," delves into the evolution of distance education in India, its historical context, and its transformation during the pandemic. It explores the role of technology, pedagogy, accessibility, and quality assurance in shaping distance education. Through case studies and expert insights, it offers a comprehensive view of how distance education in India adapted to the challenges posed by the pandemic and the lessons learned. As we navigate an uncertain future where the boundaries between physical and virtual education continue to blur, understanding the evolution, challenges, and potential of distance education in India is essential. This book serves as a valuable resource for educators, policymakers, students, and anyone interested in the future of education in India and beyond.

The evolution of distance education in India in forms of dual mode, single mode and consortia has been phenomenal. The system today is one of the largest distance education networks in the world comprising dual mode university distance education institutes, single mode open universities, dual mode secondary education, single mode open schools, distance education council/consortium, and many private and semi-government providers of education and training. The four generations of distance education have been implemented in a variety of forms and models, and the system exhibits adoption of innovative practices in course design, development, delivery, evaluation, media networking, and planning and management which have proved effective in addressing the issues of access and equity, economy, quality and reform in the country, and which have been adapted/emulated by a host of such systems in the developing world. It is, therefore, imperative at this stage to reflect on the developments of above four decades of distance education in this country, and map its future expansion. Each chapter in the volume reflects on the concerned theme covering the distance education system in the country, traces the limitations and adoption of innovative strategies to address the issues, and introspect on its future possibilities.