Editorial
Abstract
The Special Issue of the Indian Journal of Open Learning (IJOL) is being brought out on the occasion of 40th Foundation Day of Indira Gandhi National Open University. Over the last 4 decades, there have been significant developments in the area of open and distance learning which have had an impact upon the programmes and practices being followed by IGNOU. From a University established with the aim of democratization of education and a mandate to reach the unreached, IGNOU the world’s largest open university, has covered many miles to ensure that higher education becomes accessible and affordable to all. The scope of the University has expanded greatly in recent years and as a result many new developments have taken place. This Special Issue attempts to encapsulate the major developments in the area of ODL that have impacted the programmes and practices of IGNOU during these forty years. The articles of this Issue also give direction to the future planning of the various programmes of IGNOU.
Since its first publication in 1992, IJOL has attempted to share experiences, research, case studies and other insights in the area of ODL and has witnessed the changes that have taken place in policy formulation, implementation, practice and developments in technology and its consequent impact upon learning designs. In the present Issue, an attempt has been made to present some of these unique initiatives and developments through the nine papers.
In the recent past, quality assurance has become an imperative aspect of all institutions and is directly related with their ranking in the system. The first paper deals with the issue of quality assurance in IGNOU. This article presents the background of the quality assurance practices that were established as well as their outcomes. It outlines the rigorous processes and standards followed resulting in IGNOU receiving the National Assessment and Accreditation Council (NAAC) accreditation with the A++ grade in 2019 and subsequently the No. 1 ranking in the ‘Open University’ category under National Institutional Ranking Framework (NIRF) in 2024 and 2025.
The second paper throws light upon the immense contribution of the University in catering to the needs of diverse student population through its niche area programmes. These include extension and development studies, visual arts, gender studies, multidisciplinary and interdisciplinary studies amongst others. The significance of these programmes lies in the fact that they have ventured into those discipline areas which were traditionally the domain of face-to-face conventional education and have successfully been able to attract a large number of learners.
IGNOU was established to provide an opportunity to those who enrolled to enhance their qualification as well as upgrade their knowledge and skills. The third paper covers the area of professional education. The first two professional programmes
to be launched by IGNOU were Diploma in Management and Diploma in Distance Education. Subsequently the ‘IGNOU MBA’ came to be recognized as a highly successful programme of the University which helped many working persons to gain professional qualifications. During these forty years, IGNOU has expanded to offer professional programmes in the areas of education and teacher training, social work and community development, healthcare and allied sciences, information technology and computer applications, management and business administration, law, journalism, agriculture, vocational studies, journalism and new media studies.
The fourth paper takes up the important aspect of learner support services and shows how the various constituents of the University have evolved to build greater engagement with the learners. These include the practices undertaken by different
divisions towards the student support services, registration and evaluation, material distribution, and campus placement. The paper also dwells upon the support provided by the media and technology to reach learners in different parts of the country.
Distance education has undergone many changes and as a result the training landscape has also expanded in terms of pedagogy, methods and technology implementation. The fifth paper takes up this important area of capacity building through STRIDE, a unique Institute set up to build the capacities of ODL functionaries. Consequent to the implementation of the National Education Policy 2020, this Institute has been entrusted with the responsibility of new teacher training programmes for not just distance teachers but also for those teaching in the formal face to face and online modes at national and international levels.
The sixth paper studies the online programmes and traces the major developments in the use of digital technology and the growth of digital infrastructure. It shows the exponential growth of online programmes, especially post COVID and describes
how online programmes have helped in ensuring greater access and inclusivity for different sections of the student population. It also describes the leap taken by IGNOU through the numerous programmes launched through SWAYAM and SWAYAM Prabha as well as the outreach to the national and international audiences through online programmes.
The seventh paper captures the initiatives taken by IGNOU to nurture innovation and build creativity amongst its learners. It highlights the various innovative products, services and prototypes developed as a part of the innovation strategy of
IGNOU. Amongst the innovations is the Web Enabled Academic Support (WEAS) portal which has proved to be an effective means for providing support to distance learners in their academic journey. The innovations of IGNOU students have also
been captured in the article.
The eighth paper deals with the important area of vocational education and the role played by the University in designing its vocational programmes as per the National Skills Qualification Framework (NSQF) and creating skilling qualifications for its
learners. The paper traces the growth of vocational education through distance education in IGNOU and shows how these skilling qualifications can fulfil the important objective of facilitating employment.
The ninth paper describes the international operations and shows how IGNOU’s programmes are being carried out in different developing countries. These include the programmes of e-Vidya Bharti being carried out in Africa as well as in Guyana. It highlights the efforts made by the University in the past and showcases the present partnerships being undertaken by IGNOU to take forward transnational education. In doing so, it highlights the international partnerships that are aimed at strengthening IGNOU’s global standing.
This IJOL Issue is special for a number of reasons. The Journal celebrates the 40th anniversary of IGNOU and in doing so, the papers in this Issue appreciate the past, describe the present and give direction to the future endeavors of the University.
Further this Issue also throws light on the new developments that will impact Open, Distance and Digital Learning efforts both in India as well as other parts of the world. This Issue highlights the efforts made by IGNOU to move towards fulfilling
the aims of the National Education Policy 2020 and at the same time to achieve the national goals of Atmanirbhar Bharat and Viksit Bharat.
Lastly, on behalf of STRIDE, I take this opportunity to thank Prof. Uma Kanjilal, Hon’ble Vice Chancellor, IGNOU and Chairperson Editorial Advisory Board (EAB) for her support and guidance in bringing out this Special Issue. I would also like to extend my gratitude to the members of EAB and the Editorial Team of IJOL. I thank all the authors and translators who have contributed to this Special Issue of the Journal as well as the Registrar, Material Production and Distribution Division and his team who have facilitated the publication of this Special Issue on the momentous occasion of the 40th Foundation Day of IGNOU.
Best Wishes
Prof. Anita Priyadarshini
Chief Editor, IJOL
