Correspondence Education in India
In, India, the initiation of study through correspondence courses was achieved through the efforts of K.L Shrimali. he felt that growing demand for higher education and the need of strengthening the adult education programme, the resurging economy of india could not be met by opening required number of colleges. the alternate media was the correspondence courses.
in 1961, the government of india appointed a committee on correspondence course and evening colleges under the chairmanship of D.S Kothari. the committee was of the opinion that correspondence instruction offers a system of wide flexibility which can be used along or in combination with other educational methods. inherent in the correspondence method is the prized individual tutor-student relationship, the committee felt convinced that if the scheme of correspondence education is consistently operated by exacting and skilled teachers and educational administrators, the standard need not and will not suffer.
the committee therefore, recommended the introduction of correspondence courses. as the result of it, university of Delhi started correspondence courses in July 1962 for BA pass courses as a pilot project. in 1967, the university grants commission appointed a committee to consider the question of extension of correspondence courses to guide other universities also. the committee laid down a few guide lines for the extension of the programme. the education commission (1964-66) was of the view that the programme. the education extended as widely as possible and should also includes courses in science and technology.
Recommendations of IEC.
Indian education commission (1964-66) has given the following recommendations for correspondence education:
1.In order to bring education to those who are unable even to attend part-time courses, widespread organisation of correspondence education.
2.students taking correspondence course should be provided opportunities to meet the teachers occasionally, they should be given the status of recognised students and, where possible, they should be attached to some colleges in order to enable them to make use of the library and other facilities.
3.correspondence courses should be supported by well coordinated radio and television programmes.
4.correspondence courses should not be confined to preparing students for the university degrees only but should also provide agriculture, industrial and other workers such special courses of instruction as they would help them to improve production.
5.correspondence courses should be made available for those who desire to enrich their lives by studying subjects of cultural and aesthetic value.
6.correspondence courses should be developed for the teachers in schools of keep them abreast with new knowledge as well as with new methods and techniques of teaching.
7. The ministry of education, in collaboration with other ministries should establish a national council of home studies, for the purpose of accreditation and evaluation of agencies which provide correspondence courses, identification of the areas in which different types of correspondence courses would be of benefit, promote creation of such courses through proper agencies and conducting evaluation and research.
8.Opportunity to take examinations conducted by the secondary education board and universities in the country should be made available to those who wish to work on their own without any assistance.
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Techniques of correspondence education.
In the correspondence education, the subject-matter is usually broken up into small sequential units. each steps is carefully explained. questions are anticipated and answers are built into the text material. learning is reinforced by repetition and practice. students are adviced to proceed at their own speed. frequent examinations are given. instructors continuously evaluate students progress and achievement as he moves on from one assignment to the next. most of the correspondence institutions motivate their students through inspirational letters and marginal comment on their papers. home study instruction may be entirely by correspondence.
1. to provide facility of higher and in service education to all needy persons.
2.to provide opportunity of higher education to the deprived persons.
3.to make educational facilities more economic and wide.
4.to eliminate the hurdles in the way of further education of motivated persons who cannot join regular college education.
5. to keep abreast of new knowledge to employed persons.
6. to minimise burden of colleges and universities.
Expansion of correspondence education.
The success achieved at Delhi university inspired other universities also to initiate study programmes through correspondence. thus, Punjabi university, Patiala (Punjab) started B.A and P.U.C in 1969. the central institute of education at Mysore, Bhopal, Ajmer and Bhubaneshwar started the summer-cum-correspondence education for employed untrained teachers for B,Ed degree in (1966-67). at present 18 universities and six institutes are organising different types of education through correspondence courses.
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