Paper 7: Open and Distance Learning

Paper 7: Open and Distance Education

Q.3. Trace the history of open universities in India. What are the objectives of open universities in India?

Ans: History:

The first university of India, initially known as Andhra Pradesh Open University, came into being on 26th August 1982 through an Act of Andhra Pradesh State Legislature (APOU Act, 1982), Subsequently, the University was renamed as Dr. B.R. Ambedkar Open University on 7th December 1991 by the Government of Andhra Pradesh (APOU Act, 1992). The establishment of this University, the first of its kind in India, heralded an era of affirmative action on the part of the Government for providing opportunities of higher education to all sections of society and catering to the changing individual and social needs. Hence the motto of the University is Education for all.

In 1983, the University started functioning with a modest learner enrolment of 6,321 and 22 Study Centres. Since then there has been a steady growth in intake and an increase in the number of Study Centres. In 2001 the enrolment is about 1 lakh and the number of Study Centres have increased to 137. The total number of students on rolls in all the programs is about 4,50,000. Now the total study centres increased upto 200.

Vardhaman Mahaveer Open University (VMOU or previously known as Kota Open University, renamed through a Gazette notification by the Government of Rajasthan on 21st September 2002) came into being in 1987 as a pioneering institution for open learning in Rajasthan. The idea of establishing an open university in the State of Rajasthan has its origin in the observations of the UGC Committee under the Chairmanship of Late Prof. G. Rama Reddy which observed that “the distance system in Rajasthan is well established and has the potential of growing into a full-fledged Open University.” The establishment of VMOU (Vardhaman Mahaveer Open University) took place with the amalgamation of two institutes of correspondences courses viz. Institute of Correspondence Studies and Continuing Education Jaipur and (College of Correspondence Studies) Udaipur with a view to strengthen and achieve proper coordination among the scattered vast distance education resources and to serve the people of State a uniform high quality education.

The Indira Gandhi National Open University (IGNOU), established by an Act of Parliament in 1985, has continuously striven to build an inclusive knowledge society through inclusive education. It has tried to increase the Gross Enrolment Ratio (GER) by offering high-quality teaching through the Open and Distance Learning (ODL) mode.

The University began by offering two academic programmes in 1987, i.e., Diploma in Management and Diploma in Distance Education, with a strength of 4,528 students.

Today, it serves the educational aspirations of over 4 million students in India and 36 other countries through 21 Schools of Studies and a network of 67 regional centres, around 3,000 learner support centres and 67 overseas centres. The University offers about 490 certificate, diploma, degree and doctoral programmes

Objectives:

The following are the main objectives of the Open Universities in India:

• To provide educational opportunities to those students who could not take advantage of conventional institutions of higher learning.
• To provide equality of educational opportunities for higher education through distance mode for a large segment of the population, including those in employment, women (including housewives) and adults who wish to upgrade their education or acquire knowledge and studies in various fields.
• To provide flexibility with regard to eligibility for enrolment, age of entry, choice of Programs, methods of learning, conduct of examinations and operation of the programs.
• To provide programs complementary to those of the existing Universities in the State in the field of higher learning so as to maintain the highest standards on par with the best Universities in the country.
• To promote integration within the State through its policies and programs.
• To offer degree Programs and non-degree certificate Programs for the benefit of the working population in various fields and for the benefit of those who wish to enrich their lives by studying subjects of cultural and aesthetic values.
• To make provision for research and for the advancement and dissemination of knowledge.
• To serve as a source of continuing education, consultancy and to provide equal access to knowledge and higher education.

Q.4. Discuss the importance of distance education. What are its core values?

Ans.   Importance:

The concept of distance learning has emerged in various advanced countries of the world. The following points highlight the need and importance of distance education:-

1) Explosion of knowledge
There is explosion of knowledge because of rapid scientific and technological developments. The formal system of education on account of its rigidity and high cost, finds it difficult to incorporate new changes speedily as desired.

2) Population Explosion
Unprecedented growth rate of population has resulted in the corresponding increase in students. The formal education system serves a selected and limited number of students.

3) Varied Needs
Distance learning is needed to satisfy the varied needs of varied students.

4) Earning while Learning
Distance education is especially needed for those who want to learn while learning.

5) Desire to Improve Qualifications
There are many people who want to improve their education qualification while they are in jobs. Distance learning provides opportunities to such people to improve their qualifications.

6) Geographical Isolation
People may be geographical isolated because of distance or because a communication system has not been developed.

7) Social Isolation
People may be socially isolated or disadvantaged due to financial, physical, emotional or family circumstances.

8) For Different Ages
Distance learning can be used to teach people of different ages and to teach courses from a wide range of discipline areas.

9) Universal Education
Distance learning is needed to achieve the cherished goal of the nation for universalization of education.

10) Democratic Aspirations
Distance learning is needed to meet the great demand for democratisation of education from those sections of society that are neglected.

11) Self - Improvement
Distance learning is needed from the point of view of self-learning and self-improvement of an individual who , otherwise is deprived of receiving proper education.

12) Boon for In - Service Aspirants
Open universities is a boon for in- service aspirants. They can improve their educational qualifications and by doing so, they can brighten up their chances of promotion.

13) Easy Access
It provides opportunities to large number of people who had previously been denied such opportunities.

Core Values of Distance Education:

These principles assume that the practice of distance learning contributes to the larger social mission of education and training in a democratic society. With that in mind, the principles reflect the following tenets and values:

• Learning is a lifelong process, important to successful participation in the social, cultural, civic, and economic life of a democratic society.
• Lifelong learning involves the development of a range of learning skills and behaviours that should be explicit outcomes of learning activities.
• The diversity of learners, learning needs, learning contexts, and modes of learning must be recognized if the learning activities are to achieve their goals.
• All members of society have the right to access learning opportunities that provide the means for effective participation in society.
• Participation in a learning society involves both rights and responsibilities for learners, providers, and those charged with the oversight of learning.
• Because learning is social and sensitive to context, learning experiences should support interaction and the development of learning communities, whether social, public, or professional.
• The development of a learning society may require significant changes in the roles, responsibilities, and activities of provider organizations and personnel as well as of the learners themselves.
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• Q.7. Elucidate on the types of distance education. Give Examples.
  Ans.  There are two distance education delivery system categories - synchronous and asynchronous. Synchronous instruction requires the simultaneous participation of all students and instructors. The advantage of synchronous instruction is that interaction is done in "real time" and has an immediacy. Examples include interactive telecourses, teleconferencing and web conferencing, and Internet chats.
  Asynchronous instruction does not require the simultaneous participation of all students and instructors. Students do not need to be gathered together in the same location at the same time. Rather, students may choose their own instructional time frame and interact with the learning materials and instructor according to their schedules. Asynchronous instruction is more flexible than synchronous instruction but experience shows that time limits are necessary to main focus and participation. The self-paced format accommodates multiple learning levels and schedules. Examples of asynchronous delivery include e-mail, listservs, audiocassette courses, videotaped courses, correspondence courses, and WWW-based courses.
  The advantages of asynchronous delivery include student choice of location and time, and interaction opportunities among the students as well as the instructor. One disadvantage is that self paced instruction places a substantial burden on the student to maintain interest, focus, and pace. This motivation can be difficult to sustain.
  Types of Distance Learning:
  Distance learning is a modality - a broad, mixed category of methods to deliver learning. The types can be organized along several descriptive dimensions. Low tech to high tech is useful in the adult basic education field. Remember, however, that these individual types can be mixed into hybrid forms. The following table outlines the most popular types of distance learning by their characteristics and notable features.

  Type	Characteristic	Notable Features
  Audiotape	Audio learning tool, very mobile and inexpensive when combined with print materials.	Useful in language learning and practice as well as literature. Linear format.
  Videotape in VHS and DVD formats	Visual and audio tool; the checkout approach with print materials is very popular in California.	Multi-sensory tool with linear delivery format.
  Laptop computer checkout	Versatile approach to providing a wide range of learning activities from skill and drill to simulations.	Hardware is expensive and being replaced by less expensive Internet delivery.
  Mobile van / lab	Resources taken to the learners, useful for work site learning and reaching parents at elementary schools. Van learning.	Historically useful way to distribute videos, audiotapes, DVDs, and other learning tools, but it can be expensive to operate. It is less and less popular as distributed learning increases.
  Radio course	Low cost way to reach ESL learners. Ideally it should be used by more learning providers.	The radio course must include ways for learners to interact with the instructor. Phone call in during or after air time could be integrated into the programming.
  Telecourse	Delivery over television, usually a cable public access channel or school owned channel.	The telecourse must include ways for learners to interact with the instructor. Phone call in is popular. Print materials accompany on-air instruction.
  Videoconference – Two way interactive video	Electronic communications among people at separate locations. Can be audio, audio graphic, video or computer based.	Often uses proprietary software and consequently expensive. Internet models and broadband communications are making it more affordable and accessible.
  Email	Asynchronous text files and attachments.	Good tool to stimulate learning, writing, and communications skills.
  Internet	Instructionally delivery over the Internet, either learning modules or entire courses.	Instructional learning systems permit teachers to create, manage, communicate with, and test students online. The interactivity and ability to hyperlink to worldwide learning resources are extremely attractive. Improved broadband communications are enabling the effective use of video and synchronous communications. Chat and asynchronous communications facilitate links between the teacher and learner and among the learners.

  The medium for instructional delivery usually defines the type. It is generally assumed that print materials can and should be integrated with the other media.
  
  
  Q.10. Write short notes:

  Technology trends in distance education:

  Use technological advances to communicate faster, reduce paperwork and improve efficiency. Advances in technology have led to the birth of many new methods of electronic communication, such as social networking websites and video conferences. The increase in use of electronic communication has helped to eliminate time and distance as obstacles to communication. This has been beneficial to many parts of society, including business, education and international relationships.
  1.    Technological devices are becoming more versatile and ubiquitous.
  2.    There is a huge growth in internet usage.
  3.    Technological fluency is becoming a graduation requirement.
  Schoolnets:
  Schoolnets can be defined as groupings of schools that use ICTs to support the education process, or agencies that facilitate and develop the use of ICTs in the education context. The word “school” refers to the participants, namely the schools in the primary and secondary education space. Schools generally consist of the teachers, students, families and the broader community, all of whom can benefit from the introduction of schoolnets. The word “net,” a shortened form of “network,” refers to the purpose of the initiatives. Most
  importantly, it is the network of people within the community of practitioners that collaborate for the purpose of enhancing teaching and learning.
  
  
  The concept of a “SchoolNet” (school network) has spread since the mid-1990s, when the Internet began to be used more widely in education. Individual definitions and activities of SchoolNets vary but a SchoolNet can be described, in general, as a network which is set up to support effective use of the information and communication technologies (ICT), particularly the Internet, for enhancing education, and for encouraging greater communication and co-operation among a network of schools.
  
  
  Rapid developments in ICT are bringing about significant economic and social changes. In this rapidly changing situation, schools must evolve accordingly and provide students with the skills they will require in this context. Schools must not only enable students to learn how to operate modern forms of ICT, they must also provide students with the opportunity to develop the information management and ICT-literacy skills required for effective participation in the emerging knowledge societies.
  
  
  The UNESCO SchoolNet project was initiated with the following objectives in mind:
  ·         To explore and demonstrate how ICT could be used in schools to improve the quality and reach of education so as to better prepare youth for the demands of knowledge societies.
  ·         To implement innovative models of ICT use in schools, and encourage better ICT-based teaching and materials development.
  ·         To improve connectivity and access to online educational resources, and to encourage sharing of resources.
  
  
  Country and Regional SchoolNets
  ·         European SchoolNet
  ·         European Schools Project
  ·         Indonesian SchoolNet
  ·         Malaysian SchoolNet
  ·         SchoolNet Canada
  ·         SchoolNet Namibia
  ·         SchoolNet Philippines
  ·         SchoolNet South Africa
  ·         SchoolNet Thailand
  ·         SchoolNet Zambia
  
  
  School networking in the Pacific Island States:
  An Environmental Scan and Plan for the Establishment of Schoolnets for the Pacific Island States –
  
  
  This is focused on the establishment and promotion of school networking agencies (schoolnets) in the Pacific island states. The Commonwealth of Learning, based in Vancouver, Canada, commissioned the study. The task comprises an environmental scan and feasibility study leading to a proposal for the development of school networking in the region.
  In recent years there has been an increased emphasis on the use of technology to address developmental concerns throughout the world. The education sector has attracted a large part of this attention, which is centred on the use of information and communication technologies (ICTs) to address teaching, learning and administrative needs. For the purposes of this report, information and communication technologies refer to computers, networks, the Internet, and broadcast and related technologies that enable information and communication flow and processing.
  
  
  The use of ICTs beyond technical and vocational development was initially promoted in the educational sector as a tool to support tertiary education. The extension of the use of ICTs into the primary and secondary education system followed, as practitioners saw the benefits of the various technologies.
  
  
  Schoolnets can be defined as groupings of schools that use ICTs to support the education process, or agencies that facilitate and develop the use of ICTs in the education context. The word “school” refers to the participants, namely the schools in the primary and secondary education space. Schools generally consist of the teachers, students, families and the broader community, all of whom can benefit from the introduction of schoolnets. The word “net,” a shortened form of “network,” refers to the purpose of the initiatives. Most
  importantly, it is the network of people within the community of practitioners that collaborate for the purpose of enhancing teaching and learning.
  In each of the countries under review, the following points were clearly evident:
  1. ICTs in the education sector are not a priority. Despite this, there was increased awareness of the need to introduce ICTs at all levels of the education system, and a willingness to participate in programmes to encourage their use.
  2. There is no formal Ministry/Department of Education policy for the use of ICTs at the
  administrative, teacher training or school level. Tonga appears closest to making this change.
  3. There is no formal Ministry/Department of Education personnel and resource allocations at any levels to implement ICTs, apart from some efforts in radio and television broadcast of educational material. In some cases, Education Ministries have acted as a channel in order for schools to receive donations of equipment from foreign donor and aid organisations.
  4. A small number of government, mission and private schools in each country, mostly at the secondary school level, have introduced ICTs at their own initiative. These schools are generally regarded as the best achieving and resourced schools in the individual countries.
  5. Schools that have implemented ICTs have done so in the form a computer lab, and not through computers in classrooms. There is normally a maximum of two labs, or 50 computers, in a school.
  6. Computers are used mostly to support the Pacific Senior Secondary Certificate subject of Computer Studies, with the additional lab capacity used for basic computer literacy. There is little evidence of the use ICTs to support teaching and learning across the broader curriculum.
  7. Only a very small percentage of schools with computers have access to the Internet, due to a lack of telephone lines or prohibitive costs.
  
  
  .Q.5.  Critically appraise the distance education evaluation in South Africa. What aspects from it have the Indian distance education has used?
  Ans:  
  Already in late 1993 the then African National Congress (ANC) Education Department
  recognized the importance of open learning approaches and distance learning and
  requested the South African Institute for Distance Education (SAIDE) to organize an
  international commission to review the then current provision of distance education and
  to propose ways in which it could contribute to the realization of an open learning
  approach. The key providers of distance learning in South Africa were and still are
  UNISA, TSA, VISTA and TECHNISA (SAIDE, 1994).
  
  
  In chapter 3 of the International Commission report the finding states that what in South
  Africa is called distance education is essentially correspondence education with very
  little assistance other than from study materials and examinations. It further states that
  students registered at UNISA, TSA and TECHNISA experience overwhelming failure.
  The report therefore recommended that UNISA, TSA and TECHNISA should rationalize
  their course offerings and reallocate resources in the interest of greater efficiency. It
  states “We recommend that these institutions participate in an organizational analysis to
  ascertain the nature of the contributions they can make to educational reconstruction and the development in democratic South Africa and the changes they would need to
  make to do so.”
  Specific Findings
  1. Concentration in one place – Centralisation.
  • Student support is not an integral part of teaching.
  • The absence of student support.
  • Brief visits by lecturers.
  • Turn around time of assignments too long.
  • Unavailability of lecturers by phone.
  • Lack of student-centred tutoring.
  
  
  • One of the key recommendations was that existing providers of Distance
  Education would have to:
  • Rethink their responsibilities.
  • Radically transform their internal organization.
  • Invest many more resources in supporting and servicing students.
  • Make sure that all providers have access to Learning Centres which should be the
  • focal point of student support.
  • A national coverage of Learner Centres would be needed, (ibid. p. xvii).
  
  
  In the 2003 research of the South African Institute of Distance Education (SAIDE), they
  found that there was a lack of understanding of the particular character of learner
  support in distance education. SAIDE is emphatic when it states learner support is not;
  • Simply individual counselling, or
  • Just administrative support, or
  • Is excluded from course design, and
  • Is an optional extra.
  
  
  Learner support is rather “Support available for every learner that directly affects
  his/her success and is part of the teaching and learning on the course.” (SAIDE, 2003)
  SAIDE also reported, specifically about UNISA and said about the institution:
  • They had low success in terms of completion and throughput rates.
  • There was still too much of a correspondence nature of programmes in
  comparison with well-functioning distance education.
  • There was inadequate learner support which is exacerbated by the lack of a
  coordinated regional network of learning centres. The very same would be true
  for TSA in 2003.
  Having studied the distance education evaluation in South Africa, the Indian distance education has used some of the aspects:
  1. Tutors form the core of learner support.
  2. The establishment of learning centres take the distance out of distance education.
  3. Various activities are provided through a variety of mediums through a range of
  support staff at a range of places at varying stages.
  4. Assignment marking and evaluation form the core of the assessment function.
  5. A close relationship exists between lecturer and tutor and the tutors
  contribution is valued by the institution.
   

Paper 6: Early Childhood Education

Paper 6: Early Childhood Education

Q. 2. What is the role of a good kindergarten teacher?

Ans. A kindergarten teacher wears many hats. As the children's primary teacher through most of the school day, she sees them through many activities and moods. To keep things running smoothly, she must be able to act and react in a variety of roles as the need arises.

Organizer

Before a kindergarten teacher can teach the class, she must organize what, where, when and how she will teach every subject. She plans all the lessons and organizes each day's schedule. Since kindergarten involves lots of hands-on learning, the teacher designs stations within the classroom where they will learn different skills. She decides what supplies she needs and sets up the room, from the layout of the desks to what's on the bulletin boards and walls.

Instructor

The kindergarten teacher's main job is to teach her class the skills they need, not only for a successful school year but also to prepare for first grade and beyond. She decides when to teach the entire class and when to work with small groups. She must be aware of different learning styles and try to reach each student in the way he learns best. Part of her role as instructor is to help students practice their skills and assess what they have learned.

Disciplinarian

One of the skills kindergarten students must learn is how to get along with others. The teacher outlines the rules her class will live by and is responsible for keeping order in the room so learning can take place. She decides in advance what rewards and consequences will be given for keeping or breaking the rules.

Private Tutor

Sometimes students need extra help beyond classroom instruction and practice. The teacher needs to discern which students need one-on-one help in each lesson and schedule time for them accordingly.

Counsellor

Kindergarten is a year of adjustment. Even students who have attended preschool recognize that kindergarten is different. It's often at a new school, with different classmates and a longer day. The expectations are higher. The children's immaturity, combined with their increased responsibilities, can cause small problems every day. The teacher must be able to soothe hurt feelings, tears and sadness -- sometimes with parents, too, who are concerned for their children.

Nurse

The exuberance of five- and six-year-old children easily leads to injuries, in the classroom and on the playground. Kindergarten teachers need to know when just a hug and word of encouragement will heal the hurt, and when it's time for a trip to the school clinic.

Cheerleader

Kindergarten children can be both excited and hesitant in their learning. Along with teaching them new skills, the teacher stands back as they try them out, cheering them on all the way. Children sense the confidence adults have in them, and the teacher's "you can do it" attitude teaches them that, indeed, they can.

Liaison

The kindergarten teacher is the liaison between other adults in the school -- special teachers of art, music and physical education, as well as cafeteria workers and office personnel. She must also communicate closely with every child's parents. Research has shown that the more parents are involved in their children's education, the more successful the children are. Kindergarten is an adjustment period for parents, too, and keeping them informed helps them as well as the children.

Q. 7. What is the necessity of emphasising on problem solving? Explain.

Ans.  In part, the answers to the question as to why schools need more emphasis on a problem solving approach is very clear. Four answers are discussed below:

1.    Schools have not been as effective as they should be in training students to think rationally:

2.    Education is only meaningful when it opens the door to learning as to how to cope with life:

3.    Problem solving can be a major motivating force:

4.    Problem solving helps a teacher make material relevant to students:

Q. 8. What are the methods by which values could be inculcated in children through the process of early childhood education?

Ans.  

1.    Gradual Development

2.    Through the situation

3.    Through Exposure

4.    In the child’s terms of reference

Q.10. Write short notes:

Ans. Maturation and problem solving:

The teacher, who has worked with first grade children and then with older children, will notice many differences in their rate of learning and their methods of problem solving. Usually, the older the child the more involved he can become in working through a problem. Not only will he want to go into it more deeply, but he will be able to stay with a project longer. In addition, he will be able to work independently to learn more of what he needs to know. In short, the older child has additional abilities that he can apply to a subject.

In part, problem solving is different as children grow older because they have increased skills and knowledge. Nursery children do ask questions, but they have difficulty in understanding and in expressing their ideas. Kindergarten children and most first graders are capable of learning more by questioning, and can report many things with a high degree of accuracy. They have a better chance to learn and apply their learning to the solution of problems. Third graders may not only be able to ask more probing and relevant questions, but they can, if necessary, write the information. They are more able to read references material and make notes on what is needed.

Problem solving is different as children grow older because they are increasing abler to work together. They cooperate with the teacher in the search for solution. More and more frequently they use the inductive method to solve problem. For example, in the study of phonic the teacher can cover a chalkboard alone or with the cooperation of the children with word containing the letter “c”. The children will then attempt to feature out when and why the letter “c” sometimes represents the speech sound of the letter “k” and other times it represent the speech sound the letter “s”. From this discussion they can generalise to formulate working principles. Thus, when appropriate, most primary children can cooperate as a class in problem solving activities.

Problem solving is also different as children grow older because they are increasingly abler to engage in many kinds of group activities. They can, for example, engage in simple form of “brain storming” in which all children express ideas which are received without criticism, then the ideas are reconsidered to find the ones which can be tried out. Third graders ordinarily enjoy committee work. Within the group they show leadership, ingenuity, and persistence in group projects. A worthwhile project effectively conducted develops responsibility and discipline. One fourth grade teacher was regularly assigned children below grade level, including many categories as including “trouble makers”. Many of these children were under privileged. To encourage the interest of her class the teacher made use of appropriate projects. It took as few weeks, but invariably a transformation occurred in the classroom. Those frustrated, trouble making children welded into a purposeful, cooperating group. The teacher’s immediate attention for purpose of discipline was no longer required. The children were deeply and personally involved. Leadership developed. Skills and talents appeared that other teachers had not been able to bring to the surface. Class members made more than expected academic progress almost without realising that they were learning anything.

Structure and creativity in discord:

Generally we only examine the positive relationship between structure and creativity. Unfortunately, life rarely evolves so that only positive results occur when structure and creativity mesh.

1.    Pressures

2.    Rigidity

3.    The absoluteness of Authority

Q.6. What are the various resources available to the teachers to make children learn. Discuss in detail and put forward all the resources that could be used by the teachers for this purpose.

Ans:

The various resources available to the teachers to make children learn are:

Literacy-rich classrooms surround children in environmental print such as calendars,

schedules, signs, and directions to show how words are used purposefully in everyday

activities. Collaboratively written texts from circle time and words of songs and poems

can be written on charts and posted on the walls.

A library corner can be filled with books of different genres — stories, poems, information

books, and magazines. Aboriginal stories about environment, traditions, and history can also be included. Literacy materials can be available in learning centres.

Numeracy develops when children are given opportunities to engage with early

numeracy concepts such as classification, magnitude, enumeration, dynamics, pattern,

shape, measurement, and spatial relations. Found materials such as buttons, beads, and

small stones are useful for counting and sorting. Open-ended materials such as wooden

blocks, tangram puzzles, measuring tools (cups, measuring tapes, scales), can be provided in a math centre, along with board games, card games.

Physical activity enhances brain development, coordination, social skills, gross motor

skills, emotions, leadership, and imagination. It also helps children build confidence and

self-esteem, and learn to enjoy being active. Kindergarten children learn through all

their senses, so the learning environment must accommodate hands-on, whole body learning and the physical activity needed for healthy development.

Learning centres are designated areas where materials are arranged to guide children’s learning. Play at learning centres can be exploratory, with hands-on learning using sand, blocks, dress-up clothes, water, collections, paints, puzzles, musical instruments, and more. Interactive play occurs when children explore the learning centres together.

Learning centres can take many forms and may include the following:

* dramatic play area with dress-up clothes, table and chairs, props such as puppets and dolls, toys and other objects (e.g., food and kitchen set for a playhouse, stethoscope and bandages for a play hospital, food boxes and cash register for a play store)

* construction centre with wooden blocks, soft blocks, carpentry bench, tools, railway set, natural and found materials

*games and puzzles centre with straws and connectors, puzzles, simple board or

matching games

* creative arts centre with easels, paint, crayons, paper of various kinds, beads and

string, and reclaimed materials such as cardboard rolls and plastic tubs

*music centre with pitched and non-pitched classroom instruments (e.g., rhythm

sticks, xylophones, slide whistles, finger cymbals, hand drums), music recordings,

space for movement

*science/nature centre with nature materials (e.g., rocks, seeds), magnifying glasses, sand table, water table and objects that sink and float, light table or overhead projector

*outdoor centres, such as a garden corner (e.g., bean planting, herb

planting), bubble play, parachute play.

Teachers also need to situate learning centres in ways that accommodate movement patterns, allow for access to relevant supplies, and ensure that noisy activities do not disrupt quieter ones.

MPhil and PhD through Distance Education

M.Phil, Ph.D from IGNOU

Applications are invited for admission to MPhil/PhD Programmes in the following Subjects/Disciplines for July 2014 Academic Session of Indira Gandhi National Open University (IGNOU): Doctor of Philosophy in Civil Engineering, Mechanical Engineering, History, Economics, Sociology, Library and Information Science, Anthropology, Political Science, Performing & Visual Arts with specialization in Fine Arts, Theatre Arts and Music, Translation Studies, Distance Education, Tourism, Law, Rural Development, Nutritional Science.
IGNOU also invites Master of Philosophy programmes viz Translation Studies, Distance Education, Economics, Sociology, Political Science, Theater Arts.
The University will be admitting students through an Entrance Test to be held on 23rd February 2014 all over the country.
Details regarding eligibility criteria, admission procedure, fee have been provided in the Prospectus. Application Form is to be downloaded from IGNOU website. The Application Form duly filled-in along with the required certificates and the prescribed fee is to be sent to:
The Director, Research Unit, Block-6, Room -18,IGNOU, Maidan Garhi, New Delhi – 110 068.
The last date for submission of Application Form is 20th January 2013.

What are Human Rights?

Every human being, irrespective of age, gender, religion, nationality, ethnic origin, economic status, educational level or any other difference, has the following rights, called Human Rights:

1. We Are All Born Free and Equal

2. Don’t Discriminate

3. The Right to Life

4. No Slavery

5. No Torture

6. You Have Rights No Matter Where You Go

7. We’re All Equal Before the Law

8. Your Human Rights Are Protected by Law

9. No Unfair Detainment

10. The Right to Trial

11. We’re Always Innocent Till Proven Guilty

12. The Right to Privacy

13. Freedom to Move

14. The Right to Seek a Safe Place to Live

15. Right to a Nationality

16. Marriage and Family

17. The Right to Your Own Things

18. Freedom of Thought

19. Freedom of Expression

20. The Right to Public Assembly

21. The Right to Democracy

22. Social Security

23. Workers’ Rights

24. The Right to Play

25. Food and Shelter for All

26. The Right to Education

27. Copyright

28. A Fair and Free World

29. Responsibility

30. No One Can Take Away Your Human Rights

TGOU closes its New Delhi office at IIEE

The Global Open University has closed its Central Coordination Office located at IIEE, New Delhi on 30 November. TGOU was using the centre for distance education activities. Recently the UGC / DEB issued notification that Universities cannot establish an off campus centre, study centre in other states outside its jurisdiction.
TGOU has taken a positive step by retreating back to Nagaland to ensure validity to its degrees and to safeguard the future of thousands of students. The distance education of TGOU now will be operated from its headquarters at Dimapur in Nagaland.

e-Learning on Disaster Risk Management by NIDM, New Delhi

National Institute of Disaster Management
(Ministry of Home Affairs, New Delhi)

                                 e-Learning on Disaster Risk Management by NIDM,New Delhi

The National Institute of Disaster Management (NIDM) under the Ministry of Home Affairs,
Government of India is offering e-Learning courses on Disaster Risk Management in collaboration with
the World Bank(GFDRR) Washington. The aim of this Programme is to raise the level of Awareness and
Preparedness as well as to enhance analytical skills and professional competencies of distant key
stakeholders in different areas of Disaster Risk Management and Mitigation.

Course Eligibility
• The Basic Course deals with fundamental concepts of Disaster Risk
Management and is open for all those who are interested in acquiring
knowledge on Disaster Management, Mitigation, Prevention, Preparedness etc.
Specialized courses deal with some of the specific focus areas related to DRM.

Course Duration
• For Basic Course – 6 weeks
• For Specialized Courses – 4 weeks each

The other details of courses and Admission procedure can be accessed from the website
www.nidm.gov.in/online.asp

The Global Open University, Nagaland (TGOU) (TGOUN) June 2013 Result

The Global Open University, Nagaland (TGOU) (TGOUN) June 2013 Result 

Results of TGOU have not being published / announced online for the last 2 or 3 years. So it useless for the students to search for the result or wait of the result to be announced online. Though the official website of TGOU states that results are being published online, these years it is not doing so. 

There may be several reasons for this. 

However, students will get their marksheets through post at the address given in the exam form. 

You can expect to get the marksheet by 30 Oct 2013, provided you gave the correct and exact postal address in the exam form. 

If you do not get the marksheet by 30 Nov 2013, please email or call (on the latest mobile no.) to the TGOU officials at the Delhi Central Dispatch Office. For the email id and mobile no. please visit www.nagaland.net.in

We only hope that this year the result be published online also at www.open.net.in

Added on 07 Jan 2014

An important FAQ on TGOU Results
Q.1 Why does TGOU do not publish their results online?

Ans 1: TGOU does not have a suitable website to host online results:
This possibility is doubtful because TGOU has more than about half a dozen different websites online, then why can it not afford one good one. It can easily afford.

Ans 2: TGOU does not have expertise to host online results:
This possibility is also doubtful since TGOU already has Computer and IT faculty (School) in the University. So the experts are already available.

Ans 3: TGOU has something to hide so does not publish its results online. (I smell a rat!):
Though there hasn't been a clear proof but this possibility also has a substance. From an unconfirmed sources (a private counsellor of TGOU admission) said unofficially that TGOU officers at New Delhi centre admit students on back date (illegally) and thus provide them a fast track courses. MA, MSc, MBA, BSc, BCA etc can be completed within a six months to 12 months or in 18 months, provided the students has enough gap after the qualifying degree.
Now if TGOU publishes it results online then the possibility of adding the results such fast track students get limited. Thus , TGOU finds it useful not to publish their results online.
 This answer may be true but we cannot say with guarantee. 
Ans 3: Only the officals know why:
There is no doubt in this answer.