In the event of conflict of opinion with regard to interpretation of these regulations, the opinion of the Commission shall be final.
JASPAL S. SANDHU, Secy., UGC
[ADVT.-III/4/Exty./122/17]
Annexure I
Centre for Internal Quality Assurance (CIQA)
Objectives and Functions:
1. The objective of establishment of Centre for Internal Quality Assurance (CIQA) is to develop and put in place a comprehensive and dynamic internal quality assurance system to provide high quality programmes of higher education in the Open and Distance Learning mode. Its functions would inter alia include the following:
(i) To maintain quality in the services provided to the learners.
(ii) To ensure continuous improvement in the entire operations of the Higher Educational Institution.
(iii) To identify the key areas in which the Higher Educational Institution should maintain quality.
(iv) To disseminate information on quality assurance.
(v) To devise mechanisms for interaction and obtaining feedback from various Departments or Centres or Schools in the Higher Educational Institution.
(vi) To suggest to the authorities of the Higher Educational Institution, measures for qualitative improvement.
(vii) To ensure the implementation of its recommendations through regular monitoring.
(viii) To ensure participation of all stakeholders namely, learners, teachers, staff, parents, society, employers, and Government in quality improvement processes.
(ix) To prepare Programme Project Report and ensure another launch of programme(s).
(x) Collection, collation and dissemination of accurate, complete and reliable statistics about the quality of the programme(s).
Activities of Centre for Internal Quality Assurance:
2. To fulfill the above objectives the Centre for Internal Quality Assurance shall
(i) prepare a Programme Project Report for each programme according to the norms and guidelines prescribed by the Commission and wherever necessary by the appropriate regulatory authority having control over the programme;
(ii) get the Programme Project Report approved by the appropriate authority of the Higher Educational Institution and the Commission before launch of the programme;
(iii) oversee the development of Study Learning Material (SLM), integration of Information and Communication Technology (ICT), setting up of Learning Centres and coordination with the parent institution and relevant Regulatory authorities;
(iv) put in place monitoring mechanism to ensure the proper implementation of Programme Project Reports;
(v) design annual plans for quality level enhancement at the level of the Higher Educational Institution and ensure their implementation;
(vi) arrange for feedback responses from students, employers and other stakeholders for quality related institutional processes;
(vii) develop quality benchmarks or parameters for the various academic and administrative activities of the Higher Educational Institution;
(viii) obtain information from other Higher Educational Institutions on various quality benchmarks or parameters and best practices;
(ix) organise workshops or seminars on quality related themes and Higher Educational Institution wise dissemination of the proceedings of such activities;
(x) suggest restructuring of programmes in order to make them relevant to the job market;
(xi) develop and implement innovative practices in major areas leading to quality enhancement in services to the learners;
(xii) create learner centric environment rather than institution centric environment;
(xiii) cultivate creativity and innovation in the faculty and staff;
(xiv) adopt measures to ensure internalisation and institutionalisation of quality enhancement practices through periodic accreditation and audit;
(xv) conduct or encourage system based research to bring about qualitative change in the entire system;
(xvi) coordinate between the Higher Educational Institution and the Commission for various quality related issues or guidelines;
(xvii) record activities undertaken on quality assurance in the form of an annual report; and
(xviii) to coordinate recognition and accreditation of the Higher Educational Institution.
3. It will be mandatory for all Higher Educational Institution to submit Annual Reports to its Statutory Authorities or Bodies about the activities undertaken by Centre for Internal Quality Assurance during the financial year.
Establishment of Centre for Internal Quality Assurance:
4. The Centre for Internal Quality Assurance will be established in all Higher Educational Institutions offering programmes in Open and Distance Learning mode and should be headed by a full-time Director, being a senior academician of the rank of Professor, who shall be supported by adequate number of academic and other staff.
5. A Centre for Internal Quality Assurance Committee should be constituted which shall be chaired by its Director, and consisting of academic staff and internal quality auditors nominated from various functions or departments of the Higher Educational Institution. It shall perform following functions:
(i) decide policies for programme development methodology and programme delivery mechanism that are aligned with the vision and mission of the Higher Educational Institution;
(ii) advice on any issues related to programme development, Information and Communication Technology intervention and implementation, learning and teaching, collaboration referred to the Committee;
(iii) supervise academic approval and related modification procedures and to ensure that programmes satisfy stated design requirements and academic standards appropriate to the type and level of award as per philosophy of the Open and Distance Learning mode of education;
(iv) promote automation of academic and administrative activities of the Higher Educational Institution, Regional Centres and Study Centres or Learning Support Centres;
(v) oversee and report on the effectiveness of systems for self-evaluation and monitoring;
(vi) appoint external subject experts or agencies or organisations for validation and annual review of its in-house process, its Learner Support Centres, Open and Distance Learning mode programmes etc.;
(vii) appoint third party auditing bodies for quality audit of programme(s);
(viii) approval of Self-Appraisal Report to be submitted to the Assessment and Accreditation agencies on behalf of Higher Educational Institution;
(ix) promote collaboration and association for quality enhancement of Open and Distance Learning mode of education and research therein; and
(x) encourage industrial involvement and industry-institution linkage for providing exposure to the learners.
Annexure II
QUALITY MONITORING MECHANISM
The guidelines on quality monitoring mechanism are required to be adopted by the Centre for Internal Quality Assurance for conducting institutional quality audits, to promote quality assurance and enhance as well as spread best-in-class practices of quality assurance. Quality monitoring needs to be addressed under the following broad areas, namely:
(a) Governance, Leadership and Management
This relates to the policies and practices of Higher Educational Institutions (HEIs) in the matter of planning, human resources, recruitment, training, performance appraisal, financial management and the overall role of leadership, with a focus on the following key aspects:
(i) Organisation Structure and Governance: The Higher Educational Institution is ultimately responsible for quality programmes and learning outcomes. Therefore, it is required that the Institution should fill all required positions in the Directorate or Centre or Department and in the Learner Support Centres as prescribed by the Commission, and establish a credible governance system.
(ii) Management: Effective leadership by setting values and participative decision-making process is the key to achieve the vision, mission and goals of the Higher Educational Institution. Therefore, it is required to assess and review the organisational culture to support the management and leadership of the institution to achieve such vision, mission and goals.
(iii) Strategic Planning: The leadership of the Higher Educational Institution is expected to provide clear vision and mission. Its functions are to be governed by the principles of participation and transparency. Therefore, the Higher Educational Institution is expected to do strategic planning of its activities and implementing by aligning those with academic and administrative aspects to improve the overall quality.
(iv) Operational Plan, Goals and Policies: The Higher Educational Institutions derives the operational plan from its strategic plan that defines targets and measures of the programmes to be achieved by the Institution. The Operational Plan is used as a guideline for the annual planning of programs and activities. The Higher Educational Institution needs to have well defined goals which are realistic and measurable. Equally important is to have well-defined policies that are in sync with its strategic plan and are realistic and achievable. The Higher Educational Institution needs to have clearly stated guidelines in the implementation of its policies and plans. Further, the institution needs to have a transparent and accountable system for its policies and planning that are well communicated to its stakeholders.
(b) Articulation of Higher Educational Institutions Objectives
The Higher Educational Institutions are expected to provide holistic and quality education with a professional focus, the creation of knowledge and innovation, and the practical application of the knowledge to support the business and professional community. Accordingly, the Higher Educational Institution should articulate a clear vision, mission, ethos and broad strategy consistent with the goals to strengthen its position for offering programmes in Open and Distance Learning mode.
(c) Programme Development and Approval Processes
This area of concern relates to programme development and approval mechanism for the programme(s) to be launched, covering the following key aspects:
(i) Curriculum Design: The Higher Educational Institution plays the foremost role in the curriculum design and development of learning content and therefore, it is expected to have processes, systems and structures in place to carry these responsibilities. Curriculum design is a process of developing appropriate need-based curriculum in consultation with expert groups, based on the feedback from stakeholders, resulting in the development of relevant programmes with flexibility, to suit the professional and personal needs of the learner and realisation of core values. The key aspect is also to consider the good practices of the Institution in initiating a range of programme options and courses that are relevant to the local needs and in tune with the emerging national and global trends.
(ii) Curriculum Planning and Implementation: It is required that the Higher Educational Institution shall have specific implementation plans for identifying the time to be spent on specific components of the implementation phase. It is the basis for the effectiveness of the programme(s) and their usefulness as a whole.
(iii) Academic Flexibility: Academic flexibility is the key feature of the Open and Distance Learning mode of education and refers to freedom in the use of the time-frame of courses, vertical mobility, and inter-disciplinary options facilitated by curricular transactions. Therefore, the Higher Educational Institution shall adopt proper strategies for imparting academic flexibility.
(iv) Learning Resource: Learning Resource is a key component of the Open and Distance Learning mode of education. Learning resource can be of print and digital mode. Considering the need of blended learning, the Higher Educational Institution should also develop e-resources for the learner to refer and study. There is no or very little interaction of teachers with the learners, the content and structure of learning resources play a vital role in the Open and Distance Learning mode of education. Therefore, it is required that each Higher Educational Institution shall ensure the quality of learner resources and their periodical review. While deciding on the appropriateness of the media and the technologies, the Higher Educational Institution should take into consideration various factors - the media and technology utilised matches the course content in order to enhance and expand learning, and to match to the learners' needs; that these are accessible, practical and equitable, and cost effective to the learners.
(v) Feedback System: The process of revision and redesign of curricula shall be based on recent market dynamics, industrial developments, research and feedback from the stakeholders including learners. The feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society, economy and environment are also considered in this key aspect.
(d) Programme Monitoring and Review
The Higher Educational Institution shall plan and execute programme monitoring review system which should include a programme management structure, annual programme reviews, external benchmarking, channels for collecting learner feedback, and development of improvement plans and actions to close the feedback. To maintain the quality of academic programme, it is required to conduct periodical internal reviews. For such reviews the Institution shall also consider the achievements of learning outcomes that are assessed through the examination system.
(e) Infrastructure Resources
This criterion seeks to elicit data on the adequacy and optimal use of the facilities available in a University or Institution to maintain the quality of academic and other programmes - physical facilities, library (or e-library), Information Technology infrastructure, etc. It also requires information on how every constituent of the Institution; the learners, teachers or Counselors and staff-benefits from these facilities.
(f) Learning Environment and Learner Support
The learner support unit is responsible for the delivery of services to all learners. The learner support services including library services shall be accessed electronically by the learner. Physical library and classroom environment is the core requirement for programme delivery through offline and blended mode. Additionally, Higher Educational Institution shall establish virtual facilities as component of the learning environment which are focused around the pedagogical use of modern educational practices to support blended learning. Learner Support Services shall be provided through the campus-wide portal and e-Learning platform. The Institution shall take a more sophisticated approach to the use of Information and Communication Technology and expertise in e-learning. The approach shall provide a seamless learner-centred environment.
(g) Assessment & Evaluation
Learning outcomes are the specifications of what a Learner shall learn and demonstrate on successful completion of the course or the programme. It can also be seen as the desired outcome of the learning process in terms of acquisition of the skills and knowledge. They are embedded in the curriculum. Achieving Learning Outcomes needs specific experiences to be provided to the Learner and evaluation of their attainment. The Institution needs to ensure that the purposes of assessment are clearly described in the course materials, and the learners are able to access some of the assignments. A programme that states Learning Outcomes that are not evaluated or assessed gets neglected in implementation. Hence all the stated Learning Outcomes must be part of the evaluation protocol of the programme. Learner assessment provides an indication of the areas where learning has happened and where it has to be improved upon. The Higher Educational Institutions shall execute the assessment and evaluation through varied assessment tools including multiple choice questions, projects, reports, case-studies, presentations, and term-end examinations, to suit the different learning outcomes expected of the course elements. The Higher Educational Institutions shall have proper assessment and moderation system for assessing the learning outcomes of learners.
(h) Teaching Quality and Staff Development
The Higher Educational Institutions shall have a well established structure for promoting quality counseling and provide staff development programmes and activities to encourage academic staff to improve teaching and learning. The Higher Educational Institution should provide the support for the academic staff in understanding and implementing the institutional learning outcomes and subject learning outcomes. The Institution also needs to ensure that the academic staff is conversant with formative and summative assessment procedures and their importance in the learning process.
Process of Quality Audit
(A) Academic Planning: The main purpose of academic planning is to ensure that the overall portfolio of delivered programmes offered by the Higher Educational Institutions is relevant to market needs, reflects the Institution's strategic direction and offers a high quality value-added learner experience. Academic planning promotes robust and appropriate procedures to help ensure that every new programme starts with the best chance possible to admit and retain viable learner cohorts. The Institution has a streamline modification process to support staff in ensuring that the curriculum remains up to date. The guiding principle behind this process is that all relevant stakeholders are communicated and consulted with and learners' needs are assessed while launching new programmes.
(B) Validation: The main purpose of validation is to assure the Higher Educational Institution that a new programme is academically viable, that academic standards have been appropriately defined and that it will offer learners the best opportunity to learn.
(C) Monitoring, evaluation and enhancement plans: Across the Higher Educational Institution, there would be various levels from where the reports are being generated to ensure quality deliverance of the Open and Distance Learning programmes and their final outcomes. The same are described as follows:
(i) Reports from Learner Support Centre: The Higher Educational Institution shall collect the report of academic activities and other related activities periodically from Learner Support Centres. There should be details of all the activities related to academic planning, counseling, learner support, etc. The Higher Educational Institution shall adopt the technological solutions for easy receipt of these reports. These reports will be the base for the quality audit.
(ii) External examiner or other external agencies report: Programme development teams and Centre for Internal Quality Assurance team shall consider the comments made by experts and third party of quality audit. The Higher Educational Institution shall also encourage to consider the adoption of identified good practices that will benefit and develop the programme.
(iii) Systematic consideration of performance data at programme, faculty and Higher Educational Institution levels: In order to make a meaningful evaluation and audit, the Higher Educational Institution needs easy access to performance monitoring information such as course pass rates, learner entry profiles and progression and achievement reports. These shall be produced and available through web-based application. The data collected through the application will be useful for report making at the Higher Educational institution.
(iv) Reporting and Analytics by the Higher Educational Institution: Further, the Higher Educational institution shall generate the required reports out of such web-based applications and analyze learner and academic analytics for deciding the improvements to be executed for stronger performance.
(v) Periodic Review: The Higher Educational institution needs to have an effective system for soliciting feedbacks from the stakeholders regularly to improve its programmes. There is a need for an integrated quality assurance system for its programmes and implementation units, including the Learner Support Centres. The Higher Educational institution needs to conduct self-assessments regularly and uses the results to improve its operations andprogrammes.
Annexure III
Minimum Standards to be Maintained at Examination Centres
1. The examination centre must be centrally located in the city, with good connectivity from railway station or bus stand, for the convenience of the students.
2. The number of examination centres in a city or State must be proportionate to the student enrollment from the region.
3. Building and grounds of the examination centre must be clean and in good condition.
4. The examination centre must have an examination hall with adequate seating capacity and basic amenities.
5. Fire extinguishers must be in working order, locations well marked and easily accessible. Emergency exits must be clearly identified and clear of obstructions.
6. The examination centre must provide adequate lighting, ventilation and comfortable seating. Safety and security of the examination centre must be ensured.
7. Restrooms must be located in the same building as the examination centre, and restrooms must be clean, supplied with necessary items, and in working order.
8. Provision of drinking water must be made for learners.
9. Adequate parking must be available near the examination centre.
10. Facilities for Persons with Disabilities should be available.
Annexure IV
Courses or Study Centres or Off Campuses and Territorial Jurisdiction of Universities
a) A Central or State Government University can conduct courses through its own departments, its constituent colleges or through its affiliated Colleges.
b) A university established or incorporated by or under a State Act shall operate only within the territorial jurisdiction allotted to it under its Act and in no case beyond the territory of the state of its location.
c) The private universities and deemed universities cannot affiliated any college or institution for conducting courses leading to award of its diplomas, degrees or other qualifications.
d) No university, whether central, state, private or deemed, can offer its programmes through franchising arrangement with private coaching institutions even for the purpose of conducting courses through distance mode.
e) All universities shall award only such degrees as are specified by the University Grants Commission and published in the Official Gazette.
f) The University shall conduct their first degree and Master's degree programmes in accordance with the regulations notified by the Commission in this regard.
Regulating provisions
(A) University Grants Commission Regulations on Private Universities
A Private university established under a State Act shall be a unitary University. A private university may be permitted to open off campus centres, off shore campuses and study centres after five years of its coming into existence subject to the fulfilment of conditions as laid down under University Grants Commission (Establishment of & Maintenance of Standards in Private Universities) Regulations, 2003. As of now, the University Grants Commission has not granted permission to any Private University to establish off-campus or study centre.
(B) University Grants Commission Regulations on Deemed Universities
A Deemed University shall operate only within its Headquarters or from those off campuses or off-shore campuses which are approved by the Government of India through notification published in the Official Gazette.
In case of distance education programmes, no institution deemed to be university, so declared by the Government of India after 26th May, 2010 [date of publication of University Grants Commission (Institutions Deemed to be Universities) Regulations, 2010] is allowed to conduct courses in the distance mode.
The institutions deemed to be universities declared before 26th May, 2010 are not allowed to conduct courses in distance mode from any of its off-campus centres or off-shore campuses approved after 26th May, 2010.
Approval for new courses and extension of approval of the courses already run by the Deemed to be Universities under distance mode would be granted by the University Grants Commission subject to the fulfilment of conditions as laid down by the University Grants Commission.
The University Grants Commission has not granted approval to any deemed to be university to establish study centres.
Any information or clarification with regard to recognition of Private Universities or Deemed Universities and the courses offered by them may be obtained from JS (CPP-I) University Grants Commission, Bahadurshah Zafar Marg, New Delhi.
(C) Distance Education programmes of the Central Universities and State Government Universities
The Central or State Government Universities can conduct courses through distance mode in accordance with the provisions of their respective Act and after the approval of the University Grants Commission.
Annexure V
Competencies of Counselor in a Learner Support Centre
1. Should be a post graduate from a recognised University.
2. Familiarity with basic research on the characteristics of Distance learners, their needs and difference from conventional face-to-face education.
3. Application of basic principles of instructional design.
4. Thorough knowledge of subject matter and common misconceptions related to the course(s).
5. Deep understanding of the necessity of learner-centered environment in online and blended learning mode.
6. Ability to design constructivist learning environment.
7. Practical applications of learning theories, self-paced instruction, and computer-mediated communication and learning.
8. Ability to foster a sense of community among learners.
9. Adaptability and flexibility with the capabilities and limitations of the delivery media.
10. Familiarity with the delivery medium to provide basic troubleshooting.
11. Ability to multitask.
12. Time management (e.g. respond to learners in timely manner, extensive and advance preparation and planning).
13. Professional characteristics (e.g. motivated to teach, self-confident, articulate, good writer).
Annexure VI
ACADEMIC AND INFRASTRUCTURAL REQUIREMENTS
I. Open Universities or Single Mode Higher Educational Institutions
The following positions are on full time and dedicated basis, excluding the designated positions in the Open Universities as per their respective Act(s):
A. Staffing Norms at Headquarters:
1. Head for each school at the Professor level.
2. Academic staff strength per discipline or specialisation or programme under a school. Minimum three faculty members are required as per the following:
| Associate Professor: |
1 |
| Assistant Professor: |
2 |
3. Administrative staff strength at Headquarters or Main Campus (up to 10,000 students):
| Deputy Registrar: |
1 |
| Assistant Registrar: |
1 |
| Section Officer: |
1 |
| Assistants: |
3 |
| Computer Operator: |
2 |
| Multi Tasking Staff: |
2 |
In case of the enrolment higher than 10000, Open University may increase the number of positions appropriately.
Teacher: Non Teaching Staff (NTS) ratio-1:2 shall be maintained.
B. Physical Infrastructure:
Minimum requirement will be as per University Grants Commission (Fitness of Open Universities for Grants) Rules, 1988 and as amended from time to time, except for the existing Open Universities for the purpose of these regulations.
II. Centre for Distance Education (CDE)/Dual Mode Higher Educational Institutions
A. Staffing Norms at Headquarters:
1. Director: (permanent, full time Professor) preferably having professional experience in distance education)
2. Academic staff strength:
At least two faculty member (full time-dedicated for Open and Distance Learning (ODL) courses) per discipline or specialisation or programme at Associate and Assistant Professor level.
3. Administrative staff strength at Headquarters or Main Campus (upto 5,000 students):
| Deputy Registrar: |
1 |
| Assistant Registrar: |
1 |
| Section Officer: |
1 |
| Assistants: |
2 |
| Computer operators: |
2 |
| Class IV: |
2 |
In case of the enrolment higher than 5000, Centre for Distance Education or University may increase the number of positions appropriately.
Teacher: Non-Teaching Staff (NTS) ratio 1:2 shall be maintained
B. Physical Infrastructure
Total Built-up area for Open and Distance Learning activity: Minimum 15000 sq. ft. (carpet area):
| Sl.No. |
Built-up Area Type |
Percentage (%) |
Built-up Area (Carpet Area, in sq ft) |
| 1 |
Academic |
50% |
7500 |
| 2 |
Administrative |
10% |
1500 |
| 3 |
Academic support such as Library, Reading room, Computer Centre, Informational and Communication technology Labs, Video and Audio Labs etc. |
30% |
4500 |
| 4 |
Amenities or other support facilities |
10% |
1500 |
| Total |
15000 |
Note: Built up area for toilets shall be separate.
Annexure VII
QUALITY ASSURANCE GUIDELINES OF LEARNING MATERIAL IN MULTIPLE MEDIA, HUMAN RESOURCE, CURRICULUM AND PEDAGOGY
1. Learning Material (Print Media)
Learning Material through print-media is termed as Self Learning Material, being developed with the approach of self-explanatory, self-contained, self-directed, self-motivating and self-evaluating. The following is an indicative list of quality standards for print material:
(a) The Self Learning Material shall be designed with the approach of two-way communication between the learner and content.
(b) The Self Learning Material shall involve the learner actively through various experience-based activities and assignments.
(c) The learner should get clear information about the structure of the programme and course.
(d) There shall be detail learning map in Self Learning Material for the learner so that he or she will be self-directed for completion of his or her studies.
(e) The content of Self Learning Material shall be developed with dialogue and personal system of writing method which will create the nature of interactivity in Self Learning Material.
(f) The Self Learning Material shall encourage learner to apply new knowledge and skills.
(g) There shall be clear definition of learning objectives and outcomes.
(h) The content shall be divided into small sections (blocks) and sub-sections (units & sub-units) for effective learning.
(i) There shall be an assignment on each learning objective for self-assessment.
(j) The learner shall be directed through problem solving activities as applicable to nature of the course.
(k) The Self Learning Material shall be developed in defined formats with following features:
(i) Consistent layout and format.
(ii) Inclusion of overview of content.
(iii) A unit structure at the beginning of the unit.
(iv) Plenty of examples.
(v) Reference to prior learning.
(vi) Inclusion of national or international caselets and case studies.
(vii) Content in segments synchronised with learning objectives and outcome.
(viii) Explanation of icons used in content.
(ix) Appropriate sequence of material.
(x) Explanation on technical, new, difficult terms or word in a glossary section.
(xi) Inclusion of adequate suggested reading (both print and online).
2. Audio-Video Material: Quality Standards
(a) There shall be adequate consideration of learners' prior knowledge, skills and attitudes.
(b) Level and style of language shall be appropriate.
(c) There shall be clear information on types of support material and study activities to be used by the learner.
(d) It shall be clear and unambiguous, also preferably free from pedagogic jargon.
(e) The aim, objective and target audience for the Audio Video material shall be clearly defined.
(f) It shall be capable of being evaluated to conform to the learning outcomes.
(g) There shall be clear guidelines with regard to the use of the Audio or Visual material vis-a-vis other content of the course.
(h) AV Material shall be developed in forms and formats that will be easily accessible by the learners.
(i) There shall be separate Audio Video manual for giving the guidelines of using the Audio Video material in study.
(j) Audio Video Material shall provide continuity and coherence within and between audio-based study sessions.
(k) There shall be synchronisation of Sound and Image in Audio Video material.
(l) There shall be appropriate graphics and animations relevant to the course content.
(m) There shall be appropriate visual texture and rate of change of image to keep the learner involved.
3. Online Material: Quality Standards
(a) The course shall be organised into units and lessons.
(b) There shall be description of unit overview along with objectives, activities, assignments and resources that frame the unit.
(c) Availability of a program map and correlation matrix among the courses in the programme.
(d) There shall be description of credit value of each module or unit in the course.
(e) There shall be clear guidelines on academic integrity and netiquette (internet etiquette) expectations regarding lesson activities, discussions and plagiarism.
(f) There shall be lesson overview, content and activities, assignments to provide the learning opportunities for learner to master the content.
(g) The course shall be designed to teach concepts and skills that the learner will retain throughout the study.
(h) There shall be multiple learning paths for engaging the learner in active learning
(i) The content shall provide opportunities for learners to engage in high-order thinking, critical-reasoning activities and thinking in increasing by complex ways.
(j) There shall be appropriate readability levels, written language assignments and mathematical requirements.
(k) The content shall provide for periodical feedback about the learning process.
(l) The course shall be easy to navigate.
(m) There shall be declaration of textbooks, courseware, and online resources necessary to refer additionally to complete the course
(n) The content shall be accessible on various devices.
(o) The online material shall satisfy the needs of learners with disabilities
4. Computer-based material: Quality Standards
(a) The Computer-based material shall provide an environment for practise, at the learner's own pace and in his own time.
(b) The Computer-based material shall provide an environment for self-assessment.
(c) It shall allow learners to develop analysis and decision-making skills, to discover principles and concepts for themselves.
(d) The course shall be organised into units and lessons.
(e) There shall be description of unit overview along with objectives, activities, assignments and resources that frame the unit.
(f) Availability of a program map and correlation matrix among the courses in the programme.
(g) There shall be description of credit value of each module or unit in the course.
(h) There shall be lesson's overview, content and activities, assignments to provide the learning opportunities for learner to master the content.
(i) The course shall be designed to teach concepts and skills that the learner will retain throughout the study.
(j) There shall be multiple learning paths for engaging the learner in active learning.
(k) The content shall provide opportunities for learners to engage in high-order thinking, critical-reasoning activities and thinking in increasing by complex ways.
(l) There shall appropriate readability levels, written language assignments and mathematical requirements.
(m) The course shall be easy to navigate.
(n) There shall be declaration of textbooks, courseware, and online resources necessary to refer additionally to complete and master the course.
(o) The Compute-based material shall satisfy the needs of learners with disabilities.
5. Curriculum and Pedagogy: Quality Standards
(a) The curriculum objectives shall be consistent with the mission of the HEI.
(b) There shall be involvement of all the stakeholders in the process of framing the curriculum objective.
(c) The curriculum shall be designed by adopting University Grants Commission Model Curriculum and incorporating local or regional needs.
(d) There shall be rationale for the appropriateness of the curriculum to the stage of learning.
(e) There shall be linkages of the curriculum to previous and subsequent stages of learning.
(f) There shall be such learning experiences which allow a diversity of methods (like learning from practice, opportunities for distributed and concentrated practice, learning with peers, learning in formal situations inside and outside the department, personal study, specific teacher inputs etc).
(g) The structure of curriculum shall be defined.
(h) There shall be a complete strategy on teaching and learning methods.
(i) There shall be a decision made on types of media content used.
(j) There shall be a comprehensive decision on assessment & evaluation techniques.
(k) The content shall be reliable and justify the learning outcome(s).
(l) There shall be clear definition of intended outcomes of learning, benchmarked to identifiable stages of learning.
(m) There shall be the use of reference points and expertise from outside the Higher Educational Institution, if required, in programme design and in the processes of programme development and approval.
(n) There shall be relevance of curriculum to national competency requirement.
(o) There shall be description of credit value of each module or unit in the course.
Table I: Norms for offering programmes through Distance mode based on credit system
| Duration of the programme |
Credits |
Level of the Programme |
| 3 years |
96-100 |
Bachelor's Degree (General) |
| 2 years |
64-72 |
Master's Degree (General) |
Table 2: Norms for delivery of courses through distance mode
| No. of Assignments |
Practical Sessions |
No. of Counseling Sessions Theory (10% of total study hours) |
Size of SLMs Range (in terms of units, to be divided into blocks) |
Study input |
Credit Value of the course |
| 1 |
60 hours |
6 hours |
6-8 units |
60 hours |
2 Credits |
| 2 |
120 hours |
12 hours |
14-16 units |
120 hours |
4 credits |
| 3 |
180 hours |
18 hours |
20-24 units |
180 hours |
6 credits |
| 4 |
240 hours |
24 hours |
30-34 units |
240 hours |
8 credits |
Table 3: Norms of Credit Structure for Self Learning Material Development Non-Print Form
| No. of counseling sessions (theory) |
Size of e-content (in terms of units) |
Study input |
Credit value of the course |
| Syn Chat 5% |
Asyn** Discussion Forum (comp) |
Syn* (f2f)# (optl) 10% |
| 3 hrs |
2-10 topics per course as per the subject |
6 hrs |
6-8 units |
60 hours |
2 credits |
| 6 hrs |
do |
12 hrs |
14-16 units |
120 hours |
4 credits |
| 9 hrs |
do |
18 hrs |
20-24 units |
180 hours |
6 credits |
| |
do |
24 hrs |
30-34 units |
240 hours |
8 credits |
* Syn : Synchronous
**Asyn : Asynchronous
# f2f : face-to-face
Annexure VIII
Guidelines on Preparation of Self-Learning Material
Overview
Self Learning Material is developed with the approach of self-explanatory, self-contained, self-directed, self-motivating and self-evaluating. The major challenge for the Open and Distance Learning system is near absence of the teacher. Therefore, it is very essential to pre-plan each of the activities. The learning material plays a vital role in this system and it includes Self-Learning Material in print and electronic form. A key challenge of Learning Material is ensuring that its writing is to be in a way that is engaging and which actively involves the learners. Another challenge of learning material is rapidly changing technology and deploying traditional teaching-learning methods through these technologies. Therefore, it is necessary to have the proper planning prior to development of the learning material. During the planned period, the following points should be considered very carefully:
backgrounds of learner and learning needs;
learning experiences; and
support and preparation in adapting to flexible learning.
2. Learning materials place much more emphasis on the processes of learning. Following are the major ingredients to be considered while developing the learning material by authors (in case of print material) and instructional designers (in case of e-learning material):
(a) learning objectives
(b) assessment of prior knowledge
(c) learning activities
(d) feedback of learning activities
(e) examples and illustrations
(f) self-assessment tests
(g) summaries and key points
(h) study tips
3. The learning material should be developed with the constructivist approach and that should lay emphasis on real-world tasks, learner's choice of tasks or situations, case studies, collaborative learning tasks, opportunities for observing others, self-evaluation. The Higher Educational Institution may also adopt or procure the Learning Materials from expert agencies or consultant if it saves the time and cost without compromising on the quality.
Planning for development of learning material
4. Due to the near absence of the teachers in the Open and Distance Learning mode, the learner has the opportunity to take the decision(s) at any point during the learning path. This may create disagreement between learner's perception and the objective of the learning material. Therefore, it is required to consider the following key points during planning for the development of learning material.
(a) Learner Profile: It is required to consider literacy level (including level of language proficiency), age group, information communication technology skills, aim of study, personal background and home situation, prior knowledge, prior skills, learning situations, etc.
(b) Background: In Open and Distance Learning system, learner studies at his pace and not like face-to-face mode. Most of the learners are working professionals and they get time to study at their homes. If we add certain references which they cannot access at home, then it will create an obstacle in their learning. Therefore, it is necessary to consider the accessibility of course resources and references at the place of learning.
(c) Learning Objectives and Outcome: It is required to define the learning objectives and outcomes prior to initiating the process for the learning material development. The learning objectives can be of terminal, intermediate or enabling nature. These learning objectives can be set at course, unit, or module level.
Group of Learning Material
5. Considering the principles of Open and Distance Learning mode of education, the programmes shall be accompanied with learning material or resources which shall comprise of self-learning material or e-learning material, e-books, practical book, student's handbook, question bank, assignment book, Audio Video material, programme guide, project manual, etc.
Standards of Self Learning Material (SLM) in Print Form
(i) The Self Learning Material shall be developed as per the defined credit structure of the programme.
(ii) The Self Learning Material shall involve the learner actively through various experience-based activities and assignments.
(iii) The learner shall get the clear information about the structure of the programme and the course.
(iv) There shall be a detailed learning map in the Self Learning Material for the learner so that she or he will be self-directed for completion of their studies.
(v) The content of the Self Learning Material shall be developed with dialogue and personal system of writing method which will create a nature of interactivity in the Self Learning Material.
(vi) The Self Learning Material shall encourage the learner to apply new knowledge and skills.
(vii) There shall be clear definition of learning objectives and outcomes.
(viii) The content shall be divided into small sections (blocks) and sub-sections (units & sub-units) for effective learning.
(ix) Activities shall be included in each unit of the Self Learning Material.
(x) There shall be assignments on each learning objective for self-assessment.
(xi) The learner shall be directed through problem solving activities as applicable to the nature of the course.
Standards of Self Learning Material (SLM) in Non-print Form
6. The learners' perspective is an important aspect of quality assurance for e-learning. High-quality e-learning content should be designed by skilled content and instructional design professionals. Good instructional design will reflect best practices and research on teaching and learning. The key principles of designing e-learning content are: (1) consistent layout and design; (2) clear organisation and presentation of information; (3) consistent and easy-to-use navigation; and (4) aesthetically pleasing design and graphics. Thus, the standards of Self Learning Material in non-print form as under:
(i) The e-learning material shall be designed as per the credit structure of the online programme.
(ii) The course shall be organised into units and lessons.
(iii) There shall be description of unit overview along with objectives, activities, assignments and resources that frame the unit.
(iv) Availability of a programme map and correlation matrix among the courses in the programme.
(v) There shall be description of credit value of each module or unit in the course.
(vi) There shall be clear guidelines on academic integrity and netiquette (internet etiquette) expectations regarding lesson activities, discussions and plagiarism.
(vii) There shall be lesson overview, content and activities, assignments to provide the learning opportunities for learner to master the content.
(viii) The course shall be designed to teach concepts and skills that the learner will retain throughout the study.
(ix) There shall be multiple learning paths for engaging the learner in active learning.
(x) The content shall provide opportunities for learners to engage in high-order thinking, critical-reasoning activities and thinking in increasing by complex ways.
(xi) There shall be appropriate readability levels, written language assignments and mathematical requirements.
(xii) The content shall provide for periodical feedback about the learner process.
(xiii) The course shall be easy to navigate.
(xiv) There shall be declaration of textbooks, courseware, and online resources necessary to refer additionally to complete and master the course
(xv) The content shall be accessible on various devices.
(xvi) The e-Learning Material shall satisfy the needs of learners with disabilities.
Annexure IX
Guidelines on Programme Project Report (PPR)
Overview
A Programme Project Report (PPR) of a Higher Educational Institution is a document prepared to introduce a new programme, which includes details of (a) programme objectives and outcomes; (b) nature of target group of learners; (c) appropriateness of the programme with quality assurance for acquiring specific skills; (d) programme content designing and developing; (e) cost estimates for development of the programme; and (f) admission, delivery and evaluation norms. The Programme Project Report is a self-disclosure by the Institution about launching the programme in the Open and Distance Learning mode. The Institution has to define specific aims and objectives for each of the academic programmes which will give the direction to launch a programme and will allow to focus on results. At the end, these aims and objectives will help to demonstrate what has been achieved. The programme shall be planned with clear deliverables and knowledge experiences to be gained.
Need to Prepare Programme Project Report (PPR)
2. A Programme Project Report is required to be prepared before introducing any new programme duly approved by its highest academic authority. The main contents of the Programme Project Report are as follow:
(a) Programme's mission & objectives: The Higher Educational Institution (HEI) shall define the mission statement and objectives for the programme to be launched, which shall reflect the strategic direction and the academic goals of the Higher Educational Institution. Those shall be aligned with industrial or learners' demand, and shall be defined in such a manner that they are appropriate to be achieved.
(b) Relevance of the program with HEI's Mission and Goals: The Higher Educational Institution shall plan for such a programme to be offered through the Open and Distance Learning mode that is relevant to the Higher Educational Institution's mission and goals. Therefore, it is very much important that the programme to be offered through Open and Distance Learning should be aligned with Higher Educational Institution's mission and goal and will prove as major contributing factor in its achievement.
(c) Nature of prospective target group of learners: The Higher Educational Institution shall identify the target group of learners. It is required to understand their learning needs and on its basis the curriculum should be aimed. The Higher Educational Institution should also consider diverse class of learners including a class having of low level of disposable income, rural dwellers, women, unskilled men, minorities etc.
(d) Appropriateness of programme to be conducted in Open and Distance Learning mode to acquire specific skills and competence: The Higher Educational Institution shall clearly identify the learning outcomes for the programme which shall cover the specific skills and competence to be acquired by the learner. The programme should be aimed appropriately to those learning outcomes. The learning outcomes shall include the development of knowledge and understanding appropriate to the area of study and these should also reflect academic, professional and occupational standards of that field. The learning outcomes should incorporate generic transferable skills and competencies.
(e) Instructional Design: Instructional Design includes Curriculum design, detailed syllabi, duration of the programme, faculty and support staff requirement, instructional delivery mechanisms, identification of media-print, audio or video, online, computer aided, and student support service systems. The Higher Educational Institution shall define the instructional design for each of the academic programmes to be offered through the Open and Distance Learning mode and shall map the credit hours for each course or module of the programme.
(f) Procedure for admissions, curriculum transaction and evaluation: The Higher Educational Institution shall define the admission policy for the programme with minimum eligibility and fee structure. The information related to financial assistance, if any, should be included in the policy. The Higher Educational Institution shall notify the policy of programme delivery alongwith the details of methods and web-based tools to be adopted. The Higher Educational Institution shall notify the activity planner including all the academic activities to be carried out by the Higher Educational Institution during the academic session. Further, the Higher Educational Institution shall also notify policy for evaluation of learner progress along with methods and tools.
(g) Requirement of the laboratory support and Library Resources: There may be programmes having practical component in syllabus. The Higher Educational Institution shall give clear guidelines about the laboratory support to the learners to perform the practicals prescribed in the programme. There shall be provision of a practicals book for the learners. In case of online learning, the practical should be conducted and performed by applying virtual reality methods.
(h) Cost estimate of the programme and the provisions: The cost estimate should indicate the amount assigned for programme development, delivery and maintenance.
(i) Quality assurance mechanism and expected programme outcomes: The Higher Educational Institution shall define the review mechanism for programme and continuously enhance the standards of curriculum, instructional design relevant to professional requirements of the area of study. There should be course benchmark statements. The Higher Educational Institution shall also devise the mechanism for monitoring effectiveness of the programme.
Annexure X
Learner Support Centre
1. General: Open and Distance Learning (ODL) mode of Education consists of three levels of functioning which are located at the Head-Quarters (HQ) of the Higher Educational Institutions, Regional Centres and Study Centres (SCs) or Learner Support Centres (LSCs) established within the territorial jurisdiction of the Higher Educational Institution as defined in the following Part. Planning, Designing and Preparation of Self Learning Material (SLM) for a learner who does not have any regular access to teachers is quite different than a Text Book meant for classroom teaching, overall management of the processes of Admissions, Evaluation, and Declaration of Results etc. are the main responsibilities of the Head-Quarters of the Higher Educational Institution and are discharged from the main campus. Under the direct management and control of the Higher Educational Institution, Regional Centres which are the second level of functioning, perform a dynamic operational link between the Head-Quarter and the Study Centres (SCs) or Learner Support Centres (LSCs) which are the third level of Open and Distance Learning system and are important main contact points for access by the learners, responsive and facilitating information centres, arranging contact sessions and other operations like processing of assignments etc. The Study Centres (SCs) or Learner Support Centres (LSCs) will also be established and managed directly by the Higher Educational Institution and not through any franchise or outsourced arrangement.
2. Definition and Establishment of Learner Support Centre or Study Centre
Study Centre (SC) or Learner Support Centre (LSC) means a Centre established, maintained or recognised by the Higher Education Institution for advising, counseling, vocational guidance, hands on experience, library services and providing interface between the teachers and the learners, rendering academic and any other related services and assistance, like field experience, laboratory for experimental work, Information Communication Technology facilities for operations and interaction with the learners etc. for the benefit of the learners:
Provided that a Higher Educational Institution offering programmes in Open and Distance Learning mode shall, within six months from the date of notification of these Regulations, ensure that all Study Centre or Learner Support Centre are established only in a College or Institute affiliated to a recognised university (other than a Private University) or a Government recognized Higher Educational Institution offering conventional mode programmes of equivalent level in the same broad areas under the relevant faculty such as faculty of sciences or social science or humanities or commerce or management etc. and having all the necessary infrastructure and availability of appropriate number of qualified faculty not below the rank of qualified Assistant Professors of recognised Colleges or Institutes offering a similar programme for engaging theory contact sessions and supervising practical sessions in laboratory or field:
Provided that a Higher Educational Institution may establish a Special Learner Support Centre for imparting instruction to persons referred to in the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995, the National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disability Act, 1999 including the employees of Defence or Security Forces and jail inmates interested to study through the Open and Distance Learning mode. However, in case of programmes like those being developed by the Government for Skill Development or Lifelong Learning, the Study Centre or Learner Support Centre could be opened in Government institutions having capabilities for learner support services in the respective areas.
Any Study Centre or Learner Support Centre shall be established by the Higher Educational Institution after processing through the appropriate statutory bodies of the Higher Educational Institution. While processing such approvals it is mandatory to provide evidence of the preparedness for establishing Study Centres/Learner Support Centres, providing learner support services, availability of the academic, other staff and qualified academic counsellors.
The Higher Educational Institution shall have a Standard Operating Procedure for the smooth functioning of the Study Centre or Learner Support Centre which will include all aspects of functions of the Study Centre or Learner Support Centre, monitoring mechanism of different services provided by the Centre, and it shall be mandatory for the Study Centre or Learner Support Centre to maintain the learner data related to conduct of counselling sessions, evaluation of assignments and effective and online grievance redressal system, which should be monitored at the level of regional centre and Head-Quarters.
List of the Study Centre or Learner Support Centre as approved by the respective Higher Educational Institution shall be submitted to the University Grants Commission at least 60 days in advance before operationalising the Study Centres or Learner Support Centres. The list of Study Centres or Learner Support Centres with details such as: Name with address of the institution where the centre is located, name of the coordinator with contact details, working hours and schedules for counselling sessions, infrastructure and other facilities available in the Study Centre or Learner Support Centre shall be displayed on the web portal of the Open and Distance Learning institution and the same information shall be made available in the printed prospectus for the information of the learners and other stakeholders.
In addition, a Higher Educational Institution should submit an undertaking to the Commission effect that the academic and instructional facilities at its Study Centres or Learner Support Centres meet all the conditions of these regulations and guidelines issued from time to time, and are commensurate with the number of academic programmes and learners' strength thereto:
Provided that the Higher Educational Institution shall not carry out any of its activities related to the Open and Distance Learning mode at places other than Study Centres or Learner Support Centres under a different name such as Information Centre, Facilitation Centre, Nodal Centre, Knowledge Partner, Partner Institution, Multimedia Centres and similar such names:
Provided further that, no Study Centre or Learner Support Centre shall be established beyond the jurisdiction of the Higher Educational Institution or under any franchisee or outsourcing agreement, as described in these regulations.
3. Territorial Jurisdiction for Establishment of Study Centres or Learner Support Centres
Territorial jurisdiction of the Higher Educational Institution for Open and Distance Learning mode programmes shall be as prescribed in the respective Acts of the Higher Educational Institution, subject to the following conditions:
3.1 Higher Educational Institution other than Private and Deemed to be University: Not beyond the respective State in case of Universities set up under any State Act. For Universities set up under a Central Act the jurisdiction shall be as per the provisions of the Act.
3.2. Deemed to be a University: The jurisdiction shall be as per extant provisions of the Deemed to be a University regulations and also notified by the University Grants Commission from time to time.
3.3. Private University: A Private University established under a State Act shall be unitary in nature and will be eligible to run Open and Distance Learning Programmes, which have been conducted by the university in conventional mode for a minimum period of five years. The Learner Support Centres or Study Centres shall be set up, within the State, with the prior approval of the University Grants Commission and as per University Grants Commission (Establishment and Maintenance of Standards in Private Universities) Regulations, 2003. In the absence of University Grants Commission approved Learner Support Centre or Study Centre, the University shall offer distance education programmes at its main campus only.
4. Admission and Programme Fees
Admission of learners to a Higher Educational Institution for a programme in Open and Distance Learning mode shall be offered in a transparent manner with Self Learning Material designed and developed directly by the Higher Educational Institution which shall be solely responsible for all activities relating to admissions or registration or evaluation processes, duly approved by the respective statutory bodies of the Higher Educational Institutions. In no case these activities shall be outsourced. However, quality Self Learning Material developed by any other Higher Educational Institutions recognized by the University Grants Commission to run Open and Distance Learning programmes could be used under a mutual agreement after seeking approval of the University Grants Commission:
Provided that a Study Centre or Learner Support Centre shall not admit a learner to any programme in Open and Distance Learning mode for or on behalf of any other Higher Educational Institution.
Every Higher Educational Institution shall publicise a prospectus on the web portal of the Higher Educational Institutions, before the expiry of sixty days prior to the date of commencement of admission to any of its programmes in the Open and Distance learning mode. Such a prospectus shall contain the following information for learners seeking admission to any programme of the institution and for the general public:
(i) each component of the fee and any other charges or deposits payable by the learners admitted to such Higher Educational Institutions for pursuing a programme in Open and Distance Learning mode, and clear terms and conditions of such payments to be charged by the Institute;
(ii) the percentage of tuition fee and other charges refundable to a learner admitted in such Higher Educational Institutions in case such a learner withdraws from the institution before joining or after full completion of course or programme of study and the time within, and the manner in, which such refund shall be made to the learner;
(iii) the number of seats approved in respect of each course or programme of Open and Distance Learning mode;
(iv) Eligibility conditions for admission including educational qualifications specified by the relevant statutory authority or body, or by the institution, where no such qualifying standards have been specified by any statutory authority;
(v) the process of admission and selection of eligible learners applying for such admission, including all relevant information in regard to the details of test or examination, if any, for selecting such candidates for admission to each course or programme of study and the amount of fee to be paid for the admission test;
(vi) details of the academic faculty at the Headquarters or Regional Centres or Study Centre or Learner Support Centre, including therein the educational qualifications and experience in teaching or conduction of Open and Distance Learning programmes and also indicating therein whether such a faculty member is on regular basis or visiting or contract basis;
(vii) the minimum pay and other emoluments payable for each category of faculty and Officers of the Institute;
(viii) physical and academic infrastructure and other facilities, including that of each of the Study Centre or Learner Support Centre and in particular the laboratory, library and Information and Communication Technology facilities to be provided to learners on being admitted to the institution; and
(ix) broad outline of the syllabus specified by the appropriate statutory body or by institution, as the case may be, for every course or programme of study.
5. Norms for Empanelment of Academic Counsellors and Counselling Sessions
5.1. Eligibility conditions for appointment of academic counselors: No academic staff in the Study Centre or Learner Support Centre shall be appointed who does not fulfill the minimum qualifications as laid down in the University Grants Commission (Minimum Qualifications for Appointment of Teachers and other Academic Staff in the Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulation, 2010 as modified from time to time. In addition, such academic staff should have familiarity with the characteristics of Open and Distance Learning mode learners and their needs, difference between Open and Distance Learning and conventional face-to-face education, awareness about instructional design, familiarity with the learner centered approach in blended mode of learning, ability to use different delivery media including online and computer mediated communication and Information and Communication Technology enabled learning.
5.2. Norms for Contact Programmes: Credit Based System has been followed by Open and Distance Learning single mode Higher Educational Institutions during the last more than two decades and it has got standardised for programme delivery especially by the Open Universities. Such credits depend on the total number of hours that a learner is required to cover for all activities like participation in Contact Programmes, Working on Assignments, Library Consultation etc., in completing a course. In this direction, University Grants Commission has recently issued guidelines for introduction of Choice Based Credit System (CBCS) which has been made mandatory for all Higher Educational Institutions delivering education through conventional mode. Accordingly, for Post Graduate programmes in Open and Distance Learning mode, 16 credits per semester are assigned for a total of four semesters. In Open and Distance Learning mode Programme delivery, the component of contact with teachers is comparatively much lower than the conventional or face to face mode which is complemented by self-learning on the part of the learner. Therefore, one credit in regular or face to face mode accounts for 15 teaching hours, whereas, in Open and Distance Learning mode it is 30 study hours of study including face to face contact component. Comparative credits assigned per semester in Choice Based Credit System for conventional mode and Open and Distance Learning mode for undergraduate programmes is given below in Table 1.
Table 1. Comparative Credits in Conventional and Open and Distance Learning Modes
| Total |
VI |
V |
IV |
III |
II |
I |
Semester |
| 144 |
25 |
26 |
26 |
25 |
22 |
20 |
Credits Conventional mode |
| 96 |
16 |
16 |
16 |
16 |
16 |
16 |
Credits in Open and Distance Learning |
It will be desirable to ensure uniformity in distribution of units between the two systems as far as possible.
Thus, taking into account the number of hours indicated in Choice Based Credit System for conventional mode and the percentage of hours required for face-to-face Contact Programmes for learners in Open and Distance Learning mode, the following table is provided for norms for counseling sessions in theory and practical courses with Open and Distance Learning credit value for Open and Distance Learning mode programme delivery.
Table 2: Contact Theory and Practical Sessions
| Four Courses with a total of 16 Credits per semester |
| Number of Assignments |
10-12 credits for theory and 6-4 Credits for practical courses |
counseling for theory only Courses: Four courses of 4 credits each |
| contact sessions-practical** |
Contact sessions-theory* |
| Four per semester |
60 hours of guided experiments with support of internal supervisor per 2 credits |
40-48 hours |
16 hours per course |
Note:
*Contact session up to the extent of twenty percent could be arranged by providing Massive Open Online Courses and other online programme delivery systems.
** Practical sessions to the extent of twenty percent could be provided through virtual lab mode
Comparative value of credits mentioned in the University Grants Commission Guidelines for Choice Based Credit System in conventional mode and that in practice in Open and Distance Learning mode Institutions, it is observed that for a total of six semester undergraduate programme each of nearly 5-6 months duration, 16 credits per semester are uniformly assigned in the Open and Distance Learning mode, whereas, in the University Grants Commission guidelines for conventional mode on an average 24 credits per semester have been assigned. Thus, the ratio of a credit in Open and Distance Learning mode to that of the conventional mode is 2:3. In line with the pattern of credits for Under Graduate programmes, for Post Graduate programmes in Open and Distance Learning mode, 16 credits per semester are assigned for a total of four semesters. The foregoing comparative value could be used to facilitate both vertical and horizontal mobility of learners from Open and Distance Learning mode to Conventional mode and vice versa through mutual transfer of credits.
6. Deployment of manpower and other support at study or Learner Support Centres
The Study Centres or Learner Support Centres shall be headed by a Coordinator, not below the rank of an Assistant Professor and shall be augmented with academic and non-academic staff depending on the number of learners assigned for adequate support to the learners. Capacity of intake per programme should be commensurate with the available qualified faculty in relevant area, well equipped laboratory, library, online connectivity and Information and Communication Technology facilities, and appropriate infrastructure. Normally it would be expected to restrict total intake capacity for Open and Distance Learning programme to the capacity specified for a similar programme being conducted in the conventional mode by the Higher Educational Institution where the Study Centres or Learner Support Centres is located but in no case it should exceed two times of that.
(i) Number of qualified counsellors per theory course of 4 credits: 2 to 4.
(ii) Number of qualified supervisors per practical course of 2 credits: 1 or more.
(iii) Availability of laboratory: The laboratory should be in a recognised Higher Educational Institution running a similar course in conventional mode for a period of not less than 3 years.
(iv) Ideally, total number of learners admitted at any Study Centres or Learner Support Centres should not exceed 500 at any time, but for those located in Higher Educational Institutions providing education to more than 1500 students, the total strength of Open and Distance Learning mode learners at any time should not exceed 1000, subject to fulfilment of other conditions as described under paragraph 2.
7. Conduct of End Semester or Term End Examination
(i) All Examinations for Open and Distance Learning mode programmes shall be conducted within the Institution where the Study Centres or Learner Support Centres is located under the direct control and responsibility of the Open and Distance Learning mode Institution. Also, all Government Institutions like Kendriya Vidyalaya(s), Navodaya Vidyalaya(s), Sainik School(s) etc. can also be identified as examination centre(s) under direct overall supervision of Open University or Higher Educational Institution offering education under the Open and Distance Learning mode.
(ii) All processes of assessment of learners in different components of Testing and Examination shall be directly handled by the Open and Distance Learning mode Institution and no part of the assessment shall be outsourced.
(iii) For ensuring transparency and credibility, full time faculty of the Open and Distance Learning mode Higher Educational Institutions or qualified faculty from University Grants Commission recognised Higher Educational Institutions only should be associated to function as invigilators, examination superintendents, as observers etc.
(iv) The Examination Centre should have adequate seating capacity and amenities including adequate lighting, ventilation, washrooms and clean drinking water facilities.
8. Monitoring of functioning of the Learner Support Centres or Study Centres
Generally, the Open and Distance Learning mode Higher Educational Institutions have to manage a fairly large and well spread system with a variety of learner centric operations for a number of heterogeneous groups of learners to meet their expectations and self-learning requirements using multimode programme delivery. To effectively manage these challenges and complex operations for a learner at a distance, a very dynamic interactive communication system between Headquarters, regional centres and study centres has to be established on priority. Thus, it is desirable that an Information and Communication Technology network connecting the Head-Quarters, Regional Centres and Study Centre or Learner Support Centres should be established at the earliest and used for faster and reliable operations such as:
i. username and login ID should be generated for every learner so that learners can see all relevant information as their studies progress in an Open and Distance Learning programme and also provide constructive feedback for improvement in Open and Distance Learning programme delivery;
ii. headquarters, Regional Centres and Study Centre or Learner Support Centres should maintain a web portal giving all relevant information about the Open and Distance Learning programmes being a delivered and the content of these should be updated at least on a weekly basis;
iii. regional centres should collect a holistic report about all functions assigned to Study Centres or Learner Support Centres and all aspects of quality of programme delivery periodically especially during the Admissions, Examinations, and Counselling Sessions etc., and at least weekly share a consolidated report with the Head quarters;
iv. these reports along with responses by learners should be periodically analysed for the quality audit of a programme and its delivery besides the quality of performance of the Study Centres or Learner Support Centres;
v. any remedial action should be jointly ensured by the headquarters, Regional Centres and Study Centres or Learner Support Centres promptly;
vi. regular visits, at least twice a year by the academic staff of the Higher Educational Institution for on the spot monitoring and interaction with functionaries of the Regional Centres and Study Centres or Learner Support Centres, the learners and the counselors; and
vii. ensuring access of Swayam and other repositories of Massive Open Online Courses by the learners at Study Centres or Learner Support Centres.
Closure of Non-performing Study Centre or Learner Support Centre:
In case a Study Centre or Learner Support Centre fails to adhere to the prescribed norms or guidelines, the Higher Educational Institution shall initiate action for closure of the centre by following due procedures, so that interest of learners are taken care by some alternative arrangement.
Annexure XI
GRIEVANCE REDRESSAL MECHANISM
Scope of Grievance Redressal System for Learner
The Higher Educational Institutions, offering programmes through the Open and Distance Learning mode, shall have a Grievance Redressal System and Procedure which shall be published on the portal of Higher Educational Institution and it shall be the responsibility of the concerned Higher Educational Institution to update the same as and when required. Each of the Higher Educational Institutions shall provide an online facility for submitting grievances and track their status. The Higher Educational Institution shall also be responsible for monitoring, assessing and reviewing the effectiveness of its Grievance Redressal Procedures.
Guidelines and Standards for the Grievance Redressal System
The Higher Educational Institution shall have the policy on Grievance Redressal System based on following guidelines and standards, namely:
(a) the policy should be unbiased and understandable;
(b) there should be time line for each stage of the process;
(c) the policy should be published on Higher Educational Institutions portal so that the learners may read and refer to;
(d) the policy should be made available to learners with disability in appropriate format and the provision should be made accordingly in the policy document;
(e) the authority or authorities involved in the grievance redressal process should treat and investigate facts impartially;
(f) the Higher Educational Institutions should address the grievances in a timely manner so as to lessen interruption in learning process of the learner. The Higher Educational Institution should have the proper communication and escalation mechanism which can be operated and maintained through the online software application;
(g) the Higher Educational Institution should maintain the confidentiality of the complainant as far as possible;
(h) the Higher Educational Institution should ensure that officer(s) deputed for the learner support at the Higher Educational Institution, the Regional Centres and Learner Support Centre(s) are able to provide guidance on submitting grievances in the portal;
(i) There should be a provision to withdraw a complaint without prejudice at any time during the procedure; and
(j) The learner should be kept informed of the status in relation to his queries or grievance on priority.
Rights and responsibilities of a learner
(a) The learner has right to complain regarding any aspect related to his or her learning path including programme quality, learning resources, learner support and guidance, teaching, learning and assessment.
(b) The learner is entitled to approach the respective Learner Support Centres (in case of offline or blended learning) for submitting his or her complaint. The learners of online mode may submit their complaint directly to the Higher Educational Institution. The complaint can be submitted individually or collectively by a group of learners.
(c) The learner should submit a formal complaint in a manner prescribed by the Higher Educational Institution regarding expression of dissatisfaction with a service provided or the lack of a service or the quality of a service. Such expression should be correlated with what the learners were entitled to receive.
Responsibility of the Higher Educational Institution
(i) The Higher Educational Institution shall work with the principles of openness and collaboration.
(ii) The Higher Educational Institution shall continuously improve the services it offers. As and when a grievance is received, the Higher Educational Institution shall investigate it thoroughly and make the necessary improvement(s) in its services.
(iii) The Higher Educational Institution shall encourage Learner Support Centres to make initial attempts to address and resolve complaints as close as possible to the point of origin, and with the minimum of formality.
(iv) The Higher Educational Institution shall also monitor the Grievance Redressal process through its Learner Support Centres.
(v) The Higher Educational Institution is responsible for privacy and confidentiality unless disclosure is necessary to proceed in the matter.
(vi) The grievance should be accompanied with the reasons for dissatisfaction and expected remedy. The learner should also give the reference of Online Grievance Registration Number generated at the time of submitting the complaint at the Learner Support Centre.
(vii) The Head of concerned school of the Higher Educational Institution shall investigate the complaint(s) or refer the matter(s) to a more appropriate person, body or committee or departments, as appropriate.
(viii) It shall be the responsibility of the Head of school of the Higher Educational Institution to monitor the progress and to timely resolve the matter.
(ix) The Head of concerned school of the Higher Educational Institution will respond in writing (letters or email etc.) through offline or online mode giving reasons for a decision and action taken thereto.