2.1 Open and Distance Learning

2.1.1 (A) Concept of Open Learning

Open learning is an alternatives approach to education at higher level. It is a non-formal approach to formal education. The institutions are established to fulfill the need of those people who can’t get higher education from educational institutions such as schools and universities due to many reasons. One of the reasons is that students should not attend the classes of schools and universities regularly to get higher education. These educational institutions function at a certain place, for certain duration and time. The people who are engaged in different jobs can’t get education from these institutions due to their formal structure. Institutions of open education are established to fulfill the needs of those people who are not benefited from schools or universities.

The basic principle of open learning are “Learning opportunities should be provided without delay” and “provide education when it is needed and take examination when the students are ready.” The students need not attend the class, as it is needed in general schools and universities. They function by using alternative means for acquiring knowledge. On the side of manipulating human sources, the followings points are illuminated and established for taking the open education such are:

The adult persons, who are unable to take higher education in the period of adulthood,
Those persons, who are eager to develop educational carrier and personality,
Those women, who are engaged in higher education after marriage life.
Those persons, who are socially backwards, economically poor and demographically rarer racial group, want to take and advocate higher education through open learning.
Openness of the side of remoteness, where education can take from different media and communication.
Openness on teaching methodology.
Openness on ideology and approaches or visions of learning.
Openness or no boundary of economic affairs.

Concept of open education is a new concept for Nepal. NEC 2049 has recommended for the establishment of an Open University in the country and the Ninth plan 2054-59 has planned for the established of this type of University by the end of that plan. However, Open University in Nepal is yet to be established. Only some universities such as Tribhuvan University, Purbanchal University are providing courses in open education, and NCED has established some open school centers in different parts of Nepal. Some foreign universities such as IGNU, Manipur University of India are also providing courses based on open learning.

Although, open learning is a new concept in Nepal, it has been successfully practiced in other countries. The first Open University was established in the UK in 1960 in the name of University of Air. It was inaugurated in 1970 in the name of National University. The first chancellor of this university was Harold Wilson, the Prime Minister of the UK of that time, Allma Ikbal University of Pakastan is the first open university of SAARC region.

Open education is the demand of time around the world. In the ancient period, Gurukul education, Gumba education were not fulfilled the need and demand of education in society. Instead of it, school education is begun on society. On the time being, school education is also not fulfilled the need and requirements of society open education is emerge in the world. Generally, concept of Open education and its norms and values are developed on the following approaches such are:

Education for all (EFA)
Equity in Educational opportunities.
Life ling education.
Continuing education

2.1.1 Method or Process of Open learning

The delivery approach of open learning is paced according to ability of students. Students take their own time for learning a lesson. They learn through self-study using their leisure time. All students learn in their own rate by using different alternatives means. When they finish one learning task, they enter in the learning of other task. In this way, they finish the learning of a certain level according to their pace. When they feel ready to take examination, educational institutions provide an opportunity to the students to appear in the final examination. After the success in final examination, they are awarded the academic degree, which is termed equivalent to the degrees provided by formal education institutions. With the rise in the field of information technology, many educational institutions and universities have provided online courses. A student can get the higher degree utilizing his or her leisure time. Open learning/education provides a chance for earning and learning at the same time.

A true open education system not only provides a chance to get higher education by using alternative approaches other than face to face learning in classroom, it should provide higher education to the capable persons withdrawing the need of a prerequisite educational background. In a true open education, a person should be provided an opportunity whatever he or she wants to learn without a prerequisite degree. Students should be allowed to learn any area of knowledge, and the institution of open education should accredit their learning if they become successful in the final examination.

The open learning system occurs in different contexts and countries with different meanings and different names such as open education, correspondence education, and external study and off-campus study.

During the last three decades, the system, because of its utility, high productivity, greater flexibility in the schemes of studies and examination, cost effectiveness and innovative approach, has had a significant impact on the third world countries. On the basis of distance education Open University has developed in developing countries since 1960.

The Open University developed first in UK with the objectives of giving every one, no matter what the extent of his formal education was, and to provide access to the highest levels of educational opportunity. In this education the method of teaching are correspondence texts, broadcasts and study notes, assignment, self-text questions, television programmes, and computer practices. The courses of study include under-graduate courses e.g. B.A and so no, postgraduate (PG) e.g. B.phill, M. Phill and Ph. D courses and post –experience courses or associate programme like short mode training programme.

2.1.3 Learning Materials

On Open learning, various types of means are widely used to get multi-facet knowledge from our surroundings. These means include correspondence courses, self-learning materials, contact classes, contact with resource persons, contact centers, mobile library, learning kits, programmed instructions, use of communication media such as radio and television, instruction materials etc. In open learning, students learn by self-study as well.

Characteristics of open education:

It provides open access to the people who need higher education and who are not able to join general universities due to their formal structure.
The duration, time and pace of institutions of open learning are flexible to meet requirement of learners. Students can learn accordance to their own pace.
It provides an opportunity to upgrade and refresh their knowledge for the people who are busy in their jobs. It provides the chance for learning while earning.
It provides interdisciplinary curriculum based on utility.
It uses more scientific techniques of teaching in place or traditional methods.
It provides a large range of option of learning modality for the learners.
The students of open learning are more responsible and matured. They are generally highly motivated.
It is based on self-study process of the learners. The role of education is to provide needed assistance and to validate the learning of students.

2.1.1 (B) Concept of Distance learning

Perhaps you’re already familiar with the concept of distance learning. As the name suggests, it’s all about learning from a distance. (Sometimes, this form of learning is also referred to as ‘e-learning’ or ‘online learning’.)

In practice, it involves studying away from your academic institution, usually from the comfort of your home. The flexibility of distance learning makes it a popular, appealing option: you can study at your own pace, fitting your studies around your life. For busy people, this form of learning is the ideal alternative to being physically on campus at a brick university. Think of being ‘off-campus’ as the new ‘on campus’.

Distance learning is an instructional system in which the learner is separated from the institution organizing the instruction by space and or time. Communication in distance education uses various media “i.e.….print, audiovisual materials, radio, television, computer software” (UNISCO 1987).

Distance education is developing on the principles of education for all, equity in educational opportunities and life-long education. Traditionally, correspondence education was thought of as distance education or learning. But with the opening of British Open University in 1969, the concept of Distance Education as distinct from correspondence education was developed.

The Term ‘Distance Learning’ denotes a form of study not supervised by teachers present in the classroom but supported by tutors and organizations situated at a distance from the student. It incorporates education through correspondence but goes beyond it and is not restricted to education through written word. Printed lessons, audio recordings, radio, T.V., video, telephone, and computers etc. are employed as media in distance education. We may hope that distance education may enable us in Nepal to achieve a learning society.

On the 20^th century’s of 70^th decays, there are so many debates in regarding to the context of school education. Instead of it, the hypothetical notions were emerged and developed against of school less society or without school in society. At first, such hypothesis was mentioned on revolutionary book of “De-schooling society” that was written as Mexican Christ Ivan Illich. After that some authors were tried to verify such ideology on regard to write and publish a renounce books such as “The school is Dead” by Reimer and Compulsory Mis-Education by Paul Goodman.

On this modern period, we should search innovative means to against of traditional school education system. Distance education is a new developmental effort of current educational system. Distance education is known as correspondence education, Home study, free study, external study, open education and the last it is known as open learning also.

Distance education means far education as well as education is taken from far stay on remote place causes of geographical factors that is similar as education which is taken from urban learners on the same opportunities according to their learners need and interest is termed as distance learning.

The programme which is taken on staying life on backwardness of remote area of countries can be conducted against of the following causes of educational programmes that are known as distance learning such causes are:

Learners are stay in remote area or far from the city area
Any household problems or problems of professions where they are engaging regularly.
Learners who are unable to take regular classes or formal education
Untrained teachers those who are able to share responsible in their working places have taken such training as well.

Distance learning is the new forms of aggregation of various experiences in the field of education. To achieve education is the civil right of the child. Distance education is necessary for us on the following reasons:

To remove dissimilarities of field of education.
To provide education for all.
To improve quality in education.
To make education is relevant and practical.

2.1.2 Learning materials of distance learning

Distance education is help to minimize or reduce the economic load of university. To provide education on their working area of job holders and professionals were taking pre-service and on-service training. In regard to learning process, many materials are used for sharing knowledge and experiences. Especially, means of communication, Radio, Television, Tape, Self-study materials, correspondence materials, Phone, e-mails, internet and Cassette, video, You-tube, newspapers, journals, references and contact classes etc. can be used for achieving knowledge. Among of them, radio education is most and major medium of distance education in modern age which is accessible in all area of country as under develop and developing country.

2.1.3 Process of distance learning

Similarly, Formal and Non-formal education both are the broadcast on radio for quality education on developing country like Nepal. In Nepal, radio was used for teacher training programme since 1980. Instead of it, Agricultural programme, Police awareness programme, Army programme, Legal advocacy programme, S.L.C preparation programme, Adult literacy programme and B.B.C correspondence programme etc. were broadcasting through the radio in the field of education. Radio education establish relation between listeners and teachers or programme makers along with far from in different places that is why it is said that distance education is one way learning process.

Now a day, in addition of Radio, Television is also a most prominent medium of distance learning. Quality education is provided to invest much through diffusing educational programme by television in developing country. In China, Television University was established and transmitted practical and literary program interestingly. In modern age, television and telephone is interlocked to each other and manage the telecast from centre and learners can learn from their peripheral area or home easily. In this system, two way communications will be established through this system by teachers and students around the world of any place or country.

In Tribhuvan University and Purbanchal University of department of education, One year’s B.Ed. programmes were conducted in different discipline, since 2058 B.S. to till now that is most popular distance education in Nepal. This program will help to geographically disable and unreachable learners to get Bachelor degree in the field of education.

Why distances learn?

Every day, we hear lots of reasons why potential students are considering distance learning with us: for examples,

I’d like an English education, but I live abroad
I’m seeking arespected UK qualification, but I live outside the UK
I have a family to raise, and want to find a way of studying thatfits around family life
I’ve always wanted to study a particular subject, but I don’t wish to study full-time
I’d like toreturn to academia and study while I work
I’d like toimprove or transform my career, and earn while I learn

In all these cases and more, online learning, with its inherent flexibility, is the ideal solution – and The Open University is the institution to provide it.

Why distances learn with us?

Distance learning is what we do, and it’s what we’ve done for more than forty years, since being incorporated by Royal Charter in 1969. Since then, we’ve educated more than two million students worldwide, earning us a well-deserved reputation as the world’s leading distance-learning provider. It’s not just our decades of experience that make us experts. Here are just some of the other reasons why people choose to study with us:

We take your education seriously: An OU degree is equal in academic standard to a degree from any other British university.
We care about our students: The Open University is regularly rated one of the best in the UK for student satisfaction in the National Student Survey.
Our method works: we offer a method of learning that is unique to us, and uniquely successful. We like to think of it as the secret of our success – and yours.

For more reasons why people choose to study with us, read ‘Why The OU?’

We believe our track record makes us the world’s most trusted online learning provider by quite some distance. After all, with us you have the best of all possible worlds: the course you want, the flexibility you need and all the personal support necessary to succeed. Learn more about our supported learning, as well as length of study and success stories.

2.2 Continuing education

2.2.1 Concept of Continuing Education

When deciding on a career path, it’s important to find out if your potential profession requires ongoing continuing education (CE). From massage therapy to counseling to law, many professionals must stay up to date through courses, workshops, or other types of CE throughout their careers. Read on to learn what types of professions require CE and how to get it.

What Is Continuing Education?

CE is lifelong learning beyond a degree or certificate program that ensures professionals have the latest knowledge in their fields. For example, there are new advancements in medicine all the time, and patients are more confident knowing that health care professionals are required to stay current. The same goes for attorneys, who are better representatives because they must stay up to date on changes in the law and legal practice.

Who Needs It?

Doctors and lawyers aren’t the only professionals who need CE – so do cosmetologists, project managers, and fire safety inspectors. In fact, just about any career that requires a license or certification also requires you to complete ongoing CE. CE requirements vary between states, licensing boards, and certifying agencies. Here are just a few examples of careers that typically require CE:

Health Care: Physicians, nurses, dentists, acupuncturists, professional counselors, social workers
Law: Lawyers, paralegals
Business: Accountants, tax preparers, financial professionals
Beauty: Cosmetologists, estheticians, nail technicians
Other Professions: Architects, engineers, project managers, safety personnel

How Much Do I Need?

Licensing boards, certifying agencies and professional associations set CE credit requirements for each renewal period. For example, professional counselors in California renew their licenses every 2 years, and they’re required by the California Board of Behavioral Sciences to get 36 CE hours during that time. Cosmetologists in Iowa also renew their licenses every 2 years, and they’re required by the Iowa Board of Cosmetology Arts & Sciences to complete 8 CE hours during that period.

You should also be aware of specific content requirements. As an example, 6 of the 36 CE hours California professional counselors earn must be in law and ethics. For Iowa cosmetologists, 4 of the 8 hours must be in their specialty area, and 2 hours must be in Iowa laws and sanitation rules.

How do we get it?

CE is offered online, in day-long workshops, or in multi-day conferences. In some cases, you can get credits by reading a book or professional journal. You might also be able to earn CE credits for teaching or giving a lecture at a professional conference – after all, one of the best ways to learn is to teach others.

Depending on the licensing board or certifying agency, a certain number of hours may need to be earned in person. In other cases, you can get all your CE credits remotely if you want. Keep in mind, however, that you miss the opportunity to network if you don’t attend in-person events.

How Do we Find CE Providers?

You may contact your certifying agency, licensing board, or professional association for a list of qualified CE providers. You can also check your alma mater – most colleges have a CE department, and they often offer alumni discounts on courses. In addition, ask other professionals who’ve worked in the field longer than you have; they could have the inside scoop on the best CE providers.

Continuing education

It is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United States and parts of Canada. Recognized forms of post-secondary learning activities within the domain include: degree credit courses by non-traditional students, non-degree career training, workforce training, formal personal enrichment courses (both on-campus and online) self-directed learning (such as through Internet interest groups, clubs or personal research activities) and experiential learning as applied to problem solving.

General

General continuing education is similar to adult education, at least in being intended for adult learners, especially those beyond traditional undergraduate college or university age. However, it is not normally considered to include basic instruction such as literacy, English language skills, or programs such as vocational training or GED preparation. Instead, as the term suggests, it is assumed that the student already has a college education and is simply continuing it.

Frequently, in the United States, continuing education involves enrollment in college/university credit-granting courses, often by students enrolled part-time, and often offered through a division or school of continuing education of a college/university known sometimes as the university extension or extension school. Also frequently in the US, it can mean enrollment in non-credit-granting courses, often taken for personal, non-vocational enrichment (although many non-credit courses can also have a vocational function). Also, in the US, many such non-credit courses are offered by community colleges.

The University of Wisconsin–Madison, in 1907, was the first academic institution in the US to offer what today would be considered an identifiable continuing education program. The New School for Social Research, founded in 1919, was initially devoted to adult education. In 1969, Empire State College, a unit of the State University of New York, was the first institution in the US to exclusively focus on providing higher education to adult learners. In 1976 the University of Florida created its own Division of Continuing Education and most courses were offered on evenings or weekends to accommodate the schedules of working students.

In the spring of 2009, Eduventures, a higher education consulting firm, released the results of a study that illustrated that the recession had made a significant impact on the views of prospective continuing education students. A survey of 1,500 adults who planned to enroll in a course or program within the next two years determined that while nearly half of respondents believed that the value of education had risen due to the recession, over two-thirds said the state of the economy had affected their plans to pursue continuing education.

For professionals

Within the domain of Continuing Education, professional continuing education is a specific learning activity generally characterized by the issuance of a certificate or continuing education units (CEU) for the purpose of documenting attendance at a designated seminar or course of instruction. Licensing bodies in a number of fields (such as teaching) impose continuing education requirements on members who hold licenses to practice within a particular profession. These requirements are intended to encourage professionals to expand their foundations of knowledge and stay up-to-date on new developments. Depending on the field, these requirements may be satisfied through college or university coursework, extension courses or conferences and seminars attendance. Although individual professions may have different standards, the most widely accepted standard, developed by the International Association for Continuing Education & Training, is that ten contact hours equals one Continuing Education Unit. Not all professionals use the CEU convention. For example, the American Psychological Association accredits sponsors of continuing education such as PsychContinuingEd.com and uses simply a CE approach. In contrast to the CEU, the CE credit is typically one CE credit for each hour of contact.

Method and format of materials

The method of delivery of continuing education can include traditional types of classroom lectures and laboratories. However, many continuing education programs make heavy use of distance learning, which not only includes independent study, but can also include videotaped/CD-ROM material, broadcast programming or Online Education which has more recently dominated the distance learning community. Many universities such as Southern New Hampshire University and University College University of Denver, have begun to offer hybrid courses. These courses offer adult learners the option of having in-classroom and online learning. Online courses have brought the possibility of obtaining an affordable college education to many of those of to whom it was previously out of reach.

In addition to independent study, the use of conference-type group study, which can include study networks (which can, in many instances, meet together online) as well as different types of seminars/workshops, can be used to facilitate learning. A combination of traditional, distance, and conference-type study, or two of these three methods, may be used for a particular continuing education course or program.

2.3 Skill-based and competency-based

2.3.1 Concept of Skill-based approaches to education

Skill based teaching is a process of developing efficiency in the fundamental components of teaching. It is a set of teacher behaviors which are especially effective in bringing about desired change in learners.

Teaching is skillful function. Without teaching skills, teachers can’t teach successively and effectively. It is necessary to mere use different skills for teaching learning activities by teachers. In regard to use different skills also help to the teacher for effective teaching and for students to learn in simply way. So, teaching is an approach to teach the students that are base on skills. Teaching is a skillful concept that changes according to their behaviors and social interest of learners as an individual. Skill-based teaching is a group of behaviors that especially bring expected changes in learners.

According to John Carol- “Skill based teaching is a process of developing efficiency in the fundamental components of teaching.” Such concept is developed through micro-teaching in real classes. There are three stages of skill development:

Cognitive phase
Fixation phase
Autonomous phase

Cognitive phase: In this phase, we achieved different information about the content of skills.
Fixation phase: In this phase, without stopping error response skills will be practiced frequently or repeating function will be done whenever skills will not be set up.
Autonomous phase: In this phase, more and more practices will be done whether speed of skill based function will be strengthened as fast as possible.

Skill is a mixture of simple and easiest habits of learners that are using carefully of their ideological objectives. Skill is that functional types of knowledge which are achieved through the training and practices. Skill is such special activities or methodologies that are used in class room by teachers. It is the interaction with of human behaviors. Skill is those functions which are fruitful for a long time in their life. To make teaching learning activities are effective in class room and developing especial creative task for learning are called skills such skills are lectures, question answers, discussions, evaluation and feedback etc.

2.3.2 Needs of Skill-based approaches to education

Skill based approach is create the learning situations, challenge the child to learn, kindly and sympathetic, interesting, improves the quality at living of every child, based on this principles” Unless the child learnt teacher has not taught”. It is need oriented and recognizes individual differences among students. According to Hilda Taba, there are three skills which are needed for instruction.

To develop the skill of personal attitude: In this skill, there are some factors which develop the following attitude,

The skills of teaching that is made interesting.
To increase active participation of learner in teaching.
Strategically, that skills which changes the attitude of students
The controlling skills of human factors and
The skills which developed the human relations.

2.To develop the Professional skill: In this skill, there are some factors which develop the following professional skill,

Teaching and insightful developing skills
Planning and developing skills of instructional objectives
To found out the psychological hierarchical skill in learning.
The measuring skill of level of students

3.To develop the Research as a new skill: In this skill included the skill of inquiry of teaching method and researchable skills which directed the instruction, content and others for learning activities

On conducting the classes, the teacher is needed the following skills that are given below:

Planning skills: Formulating instructional objective is needed in this skill.
Motivation skills: Teachers attract the student for him; inspire the students to study, to set up good relation for others etc. are the functions that are related to this skill.
Presentation skills: In regard to introduction of topic, explanation of content, present related examples, lectures and uses of white board, revision and various activities of teaching is needed on this skill.
Questioning skills: Ways of asking and types of questions are needed and set up in these skills.
Skills of small group instruction: On that skills short program, scientific teaching, counseling and guidance are set up as well.
Individual development skills
Evaluation skills: Class work, Homework, Questionnaire building, checking answer sheets, to find out the personal problems and solving functions are included in this skills.
Managerial skills: Class room management, to follow discipline and making appropriate environment for teaching are included in this skill.

2.3.3 Classroom Implication of skill-based approaches to education

Skillful teaching is guided learning. Child must be guided to learn the right things, in the right manner and at the right time. It is kindly and sympathetic and also is planned carefully. There are some points that are made classroom teaching is effective as well as fruitful for all students.

Skill based approaches is to make instruction as well planned and systematic.
It is reduces the distance between the taught.
It makes students and teachers co-operative and suggestive to each other.
Skill based approaches takes in to account of the previous experiences of children. Yet it is progressive.
Skill based teaching is both diagnostic and remedial.
Skill based approach is dynamic and can’t be tied to any one method.
It is nothing but democratic in classroom.
It is consideration of social and internal background of the learners.
It is encourages general development.
It is conforms to the aims of teaching.
Skill-based approaches are causes, facilitate and promotes.
It is stimulating or motivation is the soul of teaching.
It is liberates the child and mind.

Approaches to Education