Developing Stratagies for successful Science and Technology programmes in Open Universities of Developing countries

K. S. Rangappa** and B.Panduranga Narasimharao* **Vice Chancellor, Karnataka State Open University (KSOU), Manasagangothri, Mysore -57 !, *Centre "or Corporate #$%cation, &raining an$ Cons%ltancy, 'n$ira (an$hi )ational Open %niversity ('()OU), )e* +elhi , -- !./ 'n$ia/

&he0e1 Co00%nity +evelop0ent 1 S%2 the0e1 'nnovative path*ays to kno*le$ge society

INTRODUCTION
As human civilization progresses from one era to another era the education and its delivery also undergoes changes and transformations as per the experience and needs of the society of that era. The present day system had arisen and developed as per Humboldts or Newmans vision born of the experience of nineteenth century. Since then there has been revolutionary developments lead by science and technology in all spheres of human life giving rise to a society based on nowledge and nowledge wor ers which is far more than a social change and considered to create changes in the human condition !"ruc er# $%%&'. As (agrath !)**+' says the )$st century ,niversity which has great educational and intellectual talents within its faculty and staff is an educational enterprise and must use the educational talents available to serve society. -e may say in line with this# there are some important concepts and models evolving to ma e education nearer to societal needs . university/industry collaboration0cooperation# mode$ 1 ) models# triple helix# National innovation systems# regional innovation systems# higher education for sustainable development# consortium 1 cluster concept# public/ private/panchayat partnership# s ill development mission# finishing schools# university outreach and engagement# open and distance learning# corporate education# service learning# community learning# scholarship of engagement# centres of excellence and relevance# community colleges etc. 2ne of the developments which saw large expansion with respect to 3ndia is 2pen ,niversity !2,' concept. Though the potential of open distance learning system !2"4' in addressing higher education needs of the society is well argued in the literature# there is still s epticism about the legitimacy of distance education in countries as different as Swaziland# 5hina# 5anada and some 6uropean countries !Harry 1 7erraton# $%%%'. 3t is not surprising that the 2"4 system is often considered as 8second chance and even8second grade system in developing countries li e 3ndia. This may be mainly due to the fact that the systems potential is being focused often on providing access to education ! making the open distance learning as an alternative system of education ' rather than for meeting the needs and demands of nowledge society and nowledge economy ! making open distance learning an essential system of education '. As 9idley et al !)*$*' point out access# $

which is often treated synonymous with social inclusion# is only the first step in providing higher education. Along with the access# success is an important aspect in social inclusion. The third concept introduced by them# participation is an important factor in nowledge society where nowledge production is socially distributed and sub:ect to multiple accountabilities. All these three concepts !access# participation and success' can be seen to reflect degrees of social inclusion and we need to see that 2"4 system cover these three concepts to move to the realm of nowledge society. Narasimharao and Nair !)*$*' while discussing universities and corporate education concludes that the )$ st century social responsibility of universities in developing countries lies in broader involvement of universities with society by developing strategies to integrate the recent trends in higher education to ma e the universities to lin to their place and also to integrate entrepreneurial and traditional functions needed for the well being of the society. The present paper discusses on developing strategies for successful science and technology !S 1 T' programmes in open universities of developing countries.

OPEN DISTANCE LEARNING AND SCIENCE EDUCATION

Narasimharao !)***' listed some of the advantages of open learning approach to food industries . training pac ages for local# specific needs# adopt to changing needs# target specific courses0programmes# more defined wor procedures and methodologies# mass scale production of learning materials# tailor/made pac ages# reach trainees spread over a wide area# meets the demands of even small group of learners# study at home or at wor place# accommodating various learning styles# no need of separate infrastructure# and training at wor place. However# when we analyze the data presented in tables $a 1 $b on some of the science 1 technology courses through distance mode in 3ndia# it can be deduced that most of them are :ust imitation of courses offered in conventional mode. Though we can say that there is progressive evolution from the initial stages of arguing and convincing that science education programmes can be done through open and distance learning systems !Narasimharao# $%%;# 7anda et al $%%<' to offering of highly specialized sub:ects# it is only useful in providing access and not for achieving social inclusion as per 9idley et al !)*$*'. "iscussing development of distance education in commonwealth Asia# Tahir !)**$' identified the role of distance education within higher education as . 8second chance upgrading# information and education campaigns for large audiences# speedy and efficient training of ey target groups# education for otherwise neglected target group# expanding the capacity for education in new areas# expanding geographical access to education# the combination of education with wor and family life# and multiple competencies. -hen we analyze open distance learning programmes and their success# on one hand they gained importance all over the world and on the other hand they are still treated as 8second grade in the mar et particularly in developing countries li e

3ndia. Several factors may be attributed for this and some of the ma:or factors we identify are=
Many in other places still e3%ating open $istance e$%cation *ith correspon$ence e$%cation an$ not taking into acco%nt the $evelop0ents in the %se o" 0o$ern co00%nication technologies an$ the pe$agogies/ So0e o" the science progra00es o" open $istance learning instit%tes not provi$ing the re3%ire$ inp%ts in ter0s o" interactivity an$ in ter0s o" practical activity (see )arasi0harao, -445, )arasi0harao 6 So%n$aravalli, -445)- an$ not %sing 0o$ern co00%nication technologies an$ pe$agogies/ St%$ents not 2eing a2le to e7ploit the teacher in 2%ilt activities in sel" instr%ctional 0aterial *hich are the 0ain inp%ts in $eveloping co%ntries like 'n$ia ()arasi0harao, -444) &ho%gh there is lot o" interest a0ong in$%stries in %sing open learning (&e0ple, -44-8 &rin$a$e0, -4458 9ro*n, -447)) an$ seen as a via2le alternative to overco0e pro2le0s like skill shortage an$ the nee$ to retrain an$ %pgra$e the e7isting *ork"orce, it is yet to 2e applie$ in a 0eaning"%l an$ ela2orate *ay in 'n$ia an$ other $eveloping co%ntries/ So0e o" the general 0yths an$ 0isconceptions prevalent a2o%t open $istance learning syste0 : res%lting in poor repetitions o" co%rses *hich are o""ere$ in reg%lar %niversity syste0/ &he concept o" open an$ $istance e$%cation is to provi$e so0e thing 0ore than ;%st learning reso%rces *hich are learner centere$/ &hey nee$ to s%pport local nee$s an$ i$enti"y co00%nity e$%cation progra00es5/ &ra$itionally, science teaching has 2een li0ite$ to preparing st%$ent "or research career in science at the %niversity level/ Open %niversities ;%st i0itating the co%rses o" conventional e$%cation syste0 can only 2e sai$ o" $oing the sa0e thing/ &he hierarchical approach to e$%cation (<yra0i$ str%ct%re) treating each stage o" e$%cation as a preparation "or ne7t stage create$ 0ore %ne0ploya2le yo%th in $eveloping co%ntries= an$ perhaps 2y i0itating the sa0e approach the open %niversities are a$$ing to the n%02er o" %ne0ploya2le yo%th/

3n order to address these issues and come out of the traditional mode to cope up with the various developments and demands of nowledge society the 2"4 system can ta e a cue from the significant transformations and reforms ta ing place in tertiary education systems of many countries to become part of the surrounding society rather than remaining as isolated ivory towers !see Thulstrup et al. )**>'.

KNOWLEDGE BASED ECONOMY AND MOVING BEYOND TRADITIONAL OPEN DISTANCE EDUCATION
The -orld ?an proposed a widely used @nowledge ?ased 6conomy !@?6' model that identifies four pillars of @?6 =
-/ :/ 5/ =/ #$%cation, incl%$ing 2%il$ing a skille$ *ork"orce )ational innovation syste0s, incl%$ing science an$ technology, research an$ $evelop0ent (>6+) 9%il$ing net*orks, incl%$ing 'C& in"rastr%ct%re an$ social net*orks <olicy an$ reg%latory environ0ent/

Aor open distance learning to launch and deliver successful science and technology programmes they need to ta e into account these four pillars and build them into their strategies. ;

-e can derive strategies for moving beyond the traditional open distance education under three broad heads . innovations# borderless education and approaches. ,nder innovations we need to deal with technologies# pedagogies and societal context. ?orderless education may cover convergence of all systems# ma ing disciplinary boundaries and the education systems more porous# integrating traditional nowledge and modern nowledge# nowledge management and nowledge integration. Aor achieving these we can follow different approaches li e collaboration and net wor ing !sharing of resources'# outreach and engagement !scholarly engagement'# sustainable education !balancing mar et forces'# corporate education !triple helix' and s ill development and engagement !community engagement'. -e may relate the four pillars of @?6 to these approaches though strict compartmentalization is not possible. 2utreach and engagement may be beneficial in building s illed wor force# education and building net wor sB corporate education may be useful in building the national innovation systemsB community engagement and collaboration 1 net wor ing may be useful for building networ s including social net wor s and regional innovation systemsB sustainable education for building ecosystems. -e will be broadly discussing these for evolving strategies which may help in open universities moving beyond traditional distance education system.

OUTREACH PROGRAMMES SKILLED WORK FORCE

and

EDUCATION,

INCLUDING

BUILDING

2ne of the concepts which open universities can adopt for launching successful science and technology programmes is university outreach programmes. (agrath !)**+' gives a good idea of outreach programmes.
?<ersonally ' pre"er #ngage0ent, 2%t have little interest in $e2ating la2els an$ ter0inology/ @hat %lti0ately co%nts is the concept o" a 0a;or state %niversity 2eing in partnership *ith its co00%nity, its state an$ region, an$, yes, the *i$er *orl$ *ith *hich *e are ine7trica2ly involve$ in this ne* glo2aliAe$ environ0ent/ Ulti0ately all that co%nts is *hat *e $o in e""ective *orking partnerships *ith 2%sinesses, civic organiAations, govern0ent agencies, an$, in$ee$, other colleges an$ %niversities/ #verything *e $o in this "%t%re--*hich is here right no*--0%st involve the "%n$a0ental responsi2ility o" e$%cating 0en an$ *o0en o" all ages an$ "ro0 o%r $iverse pop%lations (*e can call this learning)8 $iscovering ne* kno*le$ge an$ applying it (typically la2ele$ research)8 an$ provi$ing service to society/B

This is in essence same as that ?oyer !$%%+' gives for a successful professoriate. He describes four Cinterloc ing functionsC / scholarship of discovery !basic research'# scholarship of integration !placing discoveries within a larger context' scholarship of sharing knowledge !communal nature of scholarship' and application of knowledge !as a reflective practice in which theory and practice inform each other'. -hen we analyze how open universities carries out its functions !refer 2tto 7eters industrial model' we may say compared to conventional regular universities they depend on a large faculty0experts outside their regular employee rolls. This may ma e it easier to implement outreach programme concept. Arom an analysis of &

outreach courses and their diversity# we can deduce that outreach would help universities to incorporate recent developments in higher education# and also address various issues= the concept of community development through participation and collaboration with community leadersB interaction and collaboration between universities# industries and business organisationsB student employabilityB the problem arising from universities becoming a business partnerB building up relevant nowledgeBbringing students closer to real/life situationsB balancing between basic and applied nowledge and research and provisions for lifelong learning. 3t also encompasses various delivery models li e face/to/face education# distance education# open learning# corporate university# online learning# and multimedia learning !Narasimharao# )**%a'. Though outreach and engagement is widely practiced by many institutes of high repute all over the world# they are still in nascent form and need to evolve in developing countries li e 3ndia and are loosely used in many contexts ># +. -e need to develop mechanisms to introduce the outreach concept as envisaged by ?oyer in open universities.

Relevance based approach and Systems approach

6ducation including building s illed wor force in science and technology is a very important activity for nation development. Aor instance# biotechnology industry clusters around the world identify access to future employees and wor force development as the second or third most important item in a long list of hurdles facing their companies on the road to commercialization !"ahms# )**;'. The problem also lies in our producing unemployable graduates or biotechnologists. As Senge !$%%*' puts D7erhaps# for the first time in history# human ind has the capacity to create for more information than anyone can absorb# to foster far greater independency than anyone can manage# and to accelerate change far faster than anyones ability to eep pace. 5ertainly the scale of complexity is without precedent.E ,niversities should be able to decide on what and how much nowledge is to be imparted or disseminated to a particular target group. Though there are many approaches to managing information overload !Narasimharao# )*$*'# they may be effective only when we expand our boundaries of scholarship. 2utreach programmes may help in this direction. They not only ta e a relevance based approach !Narasimharao 1 Sridhar# )**F' but also ta e care of compartmentalization of nowledge. 5ourse team approach of 2pen ,niversity system may help in building s illed man power having appropriate s ills. Aor instance we can involve faculty from different disciplines# experts0managers from industry# government# local bodies etc in designing the curriculum and in delivery of the course. This way we will be able to prepare for a particular technical s ill. Aor example# the elements of biotechnology wor force development are split among a variety of regional# city# country# and state governmental organizations that play differing roles depending upon the level of their expertise and attention !unemployed wor ers# displaced wor ers# vocational/educational# entry level# >

school/to/career# welfare/to/wor # community college# senior higher education# etc.' !"ahms )**;'. There are various industries# organizations and the societal bodies which need biotechnology education in some way or other. This implies that we need to give inputs of biotechnology to many social groups and wor ing groups depending on their needs. A similar thing we can observe in 5hemistry and chemical industries or in many science and technology sub:ects. The systems approach to course development followed by 2, with needs analysis# options available# environment etc !see Geid# $%%<' helps in providing correct inputs for developing relevant courses and the course content.

Linker Unit concept

Narasimharao !)**%a' proposed a model for community and economic development through outreach programmes with university outreach centre as a 8lin er unit for integrated development of formal and informal nowledge and creating nowledge capital networ . 3n this model the ,niversity will have a lin er unit li e ,niversity centre for outreach which will coordinate and collaborate the activities of university in relation to local community needs. The advisory committee of sta e holders in association with the university centre for outreach would identify the issues# capacities and needs of the community. ?ased on the inputs and the evaluation of issues and implementation of strategies the university centre will develop university outreach programmes using the nowledge capital networ !of all players' developed. @onde !)**F' discussed the role of 8lin er units in triple helix model that mobilize university# government and industry0partner resources to create and incubate businesses. ?eer ens !)**%' argues that there is a worldwide convergence towards a global model of centre of excellence and relevance !56G' where they are moving towards a specific spectrum of technologies !such as the N?35F technologies'. They are organizationally integrating research# development and commercialization and are increasingly connected with governmental and industrial partners. -e can identify or establish different lin er units li e non governmental organizations !N92'# government departments# community development centres# continuing and adult education centres# extension education centres# centre of excellence and relevance for a particular field etc.# for lin ing universities and other sta eholders of S 1T. 2pen universities with their flexible and systems approach can develop appropriate models as per the reHuirement.

ollaborations and community outreach

At 7resent# there are &%F universities in the country including )&* state universities# $;* deemed universities# &* central universities# &% private universities and ;< institutes of national importance !,niversities Handboo # A3,# )*$*'. There are number of colleges under each universities covering rural and urban areas. 3f each of these colleges are connected to their communities the universities can reach out to society. Aor instance# very near to the engineering colleges# villages are affected +

due to inadeHuate water supply and poor sanitation. 3t could be solved very easily by the intervention of the engineering colleges. However# the staff of the colleges are career oriented and do not connect themselves with the society. -e need to evolve institutional mechanisms to overcome this problem. The convergence concept introduced by 39N2, may be useful to integrate the open university concept with traditional colleges for evolving institution mechanisms for community outreach. 2pen universities with their wide net wor concept may be able to ma e outreach programmes for having more local0regional based courses to serve the economic and societal needs of the region. Aor example# 7ortland State ,niversity# not a research intensive university but a significant urban one# has an extensive community/based teaching and learning program in which it has community/based learning courses exceeding $>* and in approximately ); departments. These courses started out as traditional disciplinary courses# but had been transformed by integration of community wor with a direct relation to the academic content. Similarly Iirginia Tech ,niversity also has started many uniHue outreach engagements in association with many partners !(agrath# )**+'. 2pen universities can plan many science and technology programmes through outreach concept by integrating community wor with academic content and by collaborating with other organizations. ,niversity of (ysore in )**+ started a separate centre for outreach programmes and established collaborations with various sta eholders including N92s# 3T industry# clinical research# animation industry etc. @arnata a State 2pen ,niversity recently has certain tie ups with outside agencies for providing some programmes in partnership. Some of them are / 6xecutive (?A# ?achelor of ?usiness Administration in Aviation ??AA#(?AA# 79 diplomas in Hardware 1 Networ ing# advanced software technology# ?achelor of Aine Arts !?AA'# 79 diplomas in Nursing related courses# 79 diploma in creative teaching# certificate courses in :ewellery design# cryptography and networ security# multi/media and wireless communication# distributed computing# (.Sc. in biotechnology# microbiology# biochemistry# environmental science# courses related to hotel management# fashion design# pottery# hanloom# stone carving# cane and bamboo wor s# pre/school education# 79 diploma in security analysis 1 portfolio management# real estate management# ?Sc in animation etc. Similarly 39N2, has entered into a number of (o,s with other organizations for offering various programmes in collaboration !see 39N2,# )*$*'. However# we need to evaluate these programmes closely to see whether through them the colleges and universities are establishing effective lin ages with the society as per outreach concept of ?oyer !$%%+' and (agrath !)**+'.

CORPORATE EDUCATION AND NATIONAL INNOVATION SYSTEMS

5orporate education is increasingly gaining much importance and attention as the world started experiencing transition from production based economy to nowledge based economy with the nowledge wor ers becoming ey factors for the growth and development of organizations and societies. -e can broadly F

categorize the developments on universitys role to society into generative and developmental approaches. 9unase ara !)**+' relates these two approaches to triple helix model and university engagement. -hile triple helix model focuses more on economic development# university engagement literature ta es more developmental view while ac nowledging the academic entrepreneurial activities. To effectively overcome the entrepreneurial 1 mar et influences# we need to develop strategies for integrating entrepreneurial university into traditional university. Narasimharao and Nair !)*$*' discussed these under four broad heads . avoiding compartmentalization of nowledge# reaching out to society# need for change in approach 1 attitude# and catering to regional needs. They conclude that universities need to broaden their scope and coverage and this cannot be done very easily as there are several factors involved including the necessity for change from within and the general difficulty in deviating from the traditional path for both academics and other sta e holders. 2pen universities with their net wor ing ability can evolve new strategies for science and technology programmes which form core for the development of new industries0 new products.

National !nnovation System "N!S#

2ver the last two decades# the concept of 8National 3nnovation System !N3S' has evolved as a framewor for analyzing the role of innovation in economic development at the national and regional levels !6dHuist# $%%FB 4undvall# $%%)'. The successful functioning of the N3S depends on how institutions interact with one another and extend support. (etcalfe !$%%>' refers to the N3S as 8a system of interconnected institutions to create# store and transfer the nowledge# s ills and artefacts which define new technologies. The social capital of the innovation system influences its significance as how the different component parts interactively perform as a dynamic whole together rather than the excellence of the individual components of the system. This can further be elaborate from figure ) which gives the framewor of the science and technology strategic plan !)**&/$;' of Thailand enumerating five strategies for improving the Thai economy which may be applicable for other developing countries. 3t is stated that the typical feature of the innovation system in developing countries is that the ma:or actors in it are often observed to be compartmentalized and isolated from each other !Jo a ul and Kawdie# )**%'. To overcome this compartmentalization and isolated action the open university concept will be helpful.

Partnering
2ne important strategy for corporate education development of N3S is partnering. Though open universities partner with conventional institutes to share resources and infrastructure# we are tal ing of more strategic partnership of planning# execution and development !future and present'. Aor instance the ?iotech <

5onsortium 3ndia 4imited !?534' net wor ing covers universities# central 1 state governments# Gesearch institutions# 3nternational organizations# funding institutions# industry# resource persons and entrepreneurs !http=00bcil.nic.in'. The Scottish colleges biotechnology consortium !S5?5' supports biotechnology activities from the schools sector to industry. Similarly# the ?ay Area ?iotechnology 6ducation 5onsortium !?A?65' is a regional networ of local science education organizations based in North 5alifornia ?ay area. To accomplish their mission# ?A?65 and its partnerships wor with teachers# educators# scientists# industry and academia to develop# disseminate# implement# and sustain contemporary laboratory/based biotechnology curricula that increases professional s ills of the classroom teacher# capture the interest and challenge the capabilities of students. 39N2, has recently partnered with many organizations and industries to offer various programmes. Similarly other universities including @S2, have recently entered into partnership mode. However# li e in Thai N3S we need to define strategies in such partnerships and see that all sta eholders are involved.

$ybrid disciplines
-e need to develop hybrid disciplines to suit corporate education needs and to suit the N3S. There is much research going on in multidisciplinary approaches. Aor example 2 uwada (2006' mapped the relation among the $>; rapidly developing areas covering various disciplines li e mathematics# space science# psychology# economics# material science# life sciences# molecular biology# engineering# agriculture# geosciences# chemistry etc.#. ,niversities should be able to develop courses which integrate the nowledge from different disciplines. Geputed universities li e Harvard university# (3T# ,niversity of 5ambridge# Australian National ,niversity# ,niversity of (elbourn etc offer some out of the box innovative offbeat courses !see "ongre 1 Narasimharao# )*$*'. 2pen universities li e 39N2,# @S2,# J5(2,# and some distance education institutes also recently planned many offbeat courses covering various target groups. However# the poor enrolment in these courses warrant for some new strategies to ma e these courses successful. -e can learn from the fact that small firms# despite their size and resource constraints# create more innovations than large firms !5ohen 1 @lepper# $%%+'. Gesearchers attribute this paradox to the ability of small firms to develop and enhance their social capital through cooperation# collaboration and networ ing with other actors in the N3S. 2pen universities we can say are strong in their social capital interacting and associating with many sta eholders of higher education and should be able to use this social capital for designing and developing successful science and technology programmes. This helps us in creating or developing hybrid disciplines useful in the context fo N3S. %

ontinuously developing or modi%ying curriculum

2ne of the ey factors for the success of N3S is the social capital or the ability of various components of the innovation system to interact with each other. 3n developing countries the triple helix system being less efficient is attributed to ma:or actors being compartmentalized and isolated from each other. 3t is crucial that the educational system overcome this issue of compartmentalization for the success of N3S. However# education system in 3ndia has certain traditional practices and policies li e fragmenting our educational enterprise into cubicles# not thin ing beyond the boundaries of disciplines# emphasis on delivery of information and storing information rather than on creativity# imagination and nowledge creation !Jashpal# )**%'. 3n order to eep pace with nowledge explosion we have transformed our curriculum to incorporate new sciences li e molecular biology# genetics and genomicsB 3n this approach we want to cover as much nowledge as possible for our graduates and introduce more and more recent developments !9undersen# )**;' focusing more on information than on creativity. Added to this we have issues li e multidisciplinary nature of nowledge# territorial behavior of faculty building strong disciplinary walls# universities creating courses which are popular without necessary regard for academic rigor or societal needsB academics developing their own research specialism as a mechanism for career progression. Jashpal committee !)**%' in concluding their report on renovation and re:uvenation of higher education in 3ndia suggest that there should be an educational movement to continuously articulate and debate the issues faced by higher education so that changes are made in eeping with the emerging trends nationally and globally on the most effective forms of higher education. 2pen universities with their ability to incorporate various forms of higher education should see that their systems allow constant interaction with other players of N3S and continuously modify the curriculum as per the changing needs. 3t is not so much the component parts of the innovation system that ma e it significant# but how these interactively perform as a dynamic whole together is more important.

BUILDING NET WORKS AND REGIONAL INNOVATION SYSTEMS

5reation of nowledge networ s including 35T infrastructure and social net wor s which is one of the four pillars of @?6 is a big challenge faced by the developing countries. 3n this connection we also need to ta e into consideration the dynamics of nowledge transfer. Aor local economic development it is essential that we identify the local needs and develop local capacity. ,nited Nations Advisory 5ommittee on Science and Technology for "evelopment in its report of $%<% observed=

?&he essence an$ i0plications o" creating an en$ogeno%s or local capacity C have contin%e$ to el%$e
0any co%ntries an$ hence have not 2een s%""iciently a$$resse$ in the 0ainstrea0 o" policy 0aking, o" planning or o" e7ec%tion o" strategies "or overall socio-econo0ic $evelop0ent/B

$*

Aor building networ s and creating local capacity we need to develop regional innovation systems. Aor instance# since $%%+# Lapanese government formulated three successive science and technology basic plans outlining ob:ectives for the regional level. 3n the current Third Science ?asic 7lan !)**+/$*' one of the core ob:ectives is to promote academia/industry/government lin s at the regional level and support regional innovation through net wor mechanisms. The two initiatives in this direction initiated since )**$ are 83ndustrial 5luster 3nitiative and the 8@nowledge 5luster initiative!@itagawa# )**%'. 2pen universities with their net wor concept can develop appropriate models for science and technology programmes at regional level. These may include strategies for improving rural higher education# developing social and human capital and creating opportunities for community level higher education.

Rural $igher &ducation

The rural higher education is a neglected sub:ect in 3ndia mainly because we failed to concretely erect our educational system on 3ndian needs and ethos affecting the whole fabric of 3ndian society !7anic ar# )**%'. As argued earlier in the present day nowledge society universities need to be part of surrounding society which warrants for strategies for greater integration of rural 3ndia needs with university higher education. (ahatma 9andhi proposed 8Nai Talim concept < for integrating academic learning with productive wor . -e consider that the modern regional innovation system !G3S' is more elaborate way to bring academic learning and productive wor together. 7alanithurai !)**%' points out that we do not have an institutional mechanism to transfer the rich potential or extendables in the form of ideas# technologies and s ills !of our educational institutions' to the rural communities. 2pen universities with the ind of flexibility and systems in place can plan strategies for evolving G3S. Through micro and macro planning involving village panchayat# bloc panchayat# district panchayat they can lin local s ills and their upgradation with local governance# rural health# rural education# environmental issues# agro products creating new forms of food security and mar eting of rural produce. 3n this planning# the regional centres or local centres of open universities can play a prominent role integrating the activities of schools of studies or disciplines with rural needs. Some of the roles and responsibilities of regional centre academics can be identified as regional need based programmes for mission driven approaches# developing regional innovative systems for nowledge management# ad:unct outreach strategies to bridge the gap between planning centrally and acting locally# strategies for utilizing academic expertise available locally# strategies to meet the demands of diversity and limitation of variance in the levels of development of different regions# strategies for technology enabled learning under rural 3ndia conditions etc. There are programmes designed for rural 3ndia by 39N2, and other open $$

universities. 3n this connection# what (organ !"r. Gadha rishnan committee report# $%&%' points out for conventional universities are to be ta en into account. He states that the whole education system was devised to prepare personnel for government :obs and not for social transformations. Since science and technology developments are the bac bone of present day civilization we need to design S1T programmes to develop trained personnel who are self reliant and contribute for the development of rural economy.

Social apital and $uman capital

5haminade and Iang !)**<' discusses the influence of social capital and human capital for effecting interactive learning !and thus nowledge integration' with local and external sources of nowledge. The nowledge integration should be a two way process. Aor example# through outreach programmes the relevant nowledge from ,niversities may be integrated into a particular section of people in the society and in turn universities should be able to integrate the tacit and practical nowledge of the people into their basic nowledge. 3n other words# acHuire or integrate nowledge and competencies through collaborations and interactions. @nowledge development through human capital at the regional level is basic to the strengthening of nowledge economy. The participation of local and national governments# community level bodies# non/government organizations# international agencies# local small and medium/sized enterprises in such partnerships with the university is crucial to the successful development of a regional level nowledge economy through social capital.

ommunity colleges
2ne of the concepts 39N2, has adopted is community colleges. Through these colleges# the large number of vocational and s ill oriented programmes of 39N2, through face to face# mixed convergent mode# and technology augmented mode can be provided in the areas of technical0occupational programmes# remedial education# continuing education and wor force development contextualized to the reHuirement of the community in the region. -hat former 7rime (inister of 3ndia# 7.I. Narasimharao !$%%>' said while inaugurating National 5ouncil for Gural 3nstitutions !N5G3' is applicable here. The whole argument was to contextualize the Gural 3nstitutes= they have to create cadres to manage development programmes. The cadres coming out from Gural 3nstitutes should not be :ob hunters but :ob creators. The Gural ,niversities have to act as catalysts to help the communities through ideas# nowledge# s ills and technology. 5ommunity colleges when start functioning in this direction can help village level functionaries# governance# active groups li e SH9s !self help groups'# N92s# farmers# artisans# pottery wor ers etc. 5ommunity colleges should realize that rural reconstruction and rural transformation need a totally different governance system# administrative system# livelihood system# economic system# credit system for which a new set of cadres $)

are needed. The 2, can evolve strategies for programmes relevant to rural health# sanitation# rural industries# culture# indigenous medical systems# natural resources# environment# rural management# energy sciences# socio political studies etc. 3n this we need to follow relevant based approach discussed above rather than discipline based approach.

ECOSYSTEM AND SUSTAINABLE EDUCATION

6ffective and all/encompassing ecosystems are essential in @?6 for sustainable education at all levels. 3n the ecosystem the open universities have to position themselves for useful contributions. Narasimharao !)*$*b' while discussing corporate education in tertiary education system presents how a centre for corporate education of ,niversity or tertiary higher education institute would help in the ecosystem for nowledge lin age and integration. 3n this model the traditional nowledge of the society is to be lin ed to various nowledge sources li e universities# research institutes# vocational training and proactive corporate which in turn focus on development of human resources with domain specific nowledge# transferable s ills# managerial 1 interpersonal s ills and social s ills with the capability of creating social capital. These are lin ed to ,niversity corporate education centres through incubators which receive innovations from diverse sources. The university and college corporate education centres with the help of intellectual and material resources available at university0college level will be strengthening the four pillars of nowledge based economy . building s illed wor force# creating nowledge net wor s# participating in national innovation system# creating regulatory environment and appropriate ecosystems. These activities in turn will have to be connected to industry needs !changes in product mar ers# improvement in existing products and processes# new products 1 processes# bac ground nowledge and economics'. They also have to ta e into account of various levels of industries !large domestic firms# transnational companies# small and medium sized enterprises# regional level firm and startups'# industry players and their needs !Aigure ;'. Narasimharao and Anand !)**%' while discussing new approaches for universities to reach out to society with regard to algal technologies concluded that for ma ing the potential of algal technologies transfer to field level we need new approaches which will ta e care / @nowledge explosion vs nowledge fragmentation# "esigning sub:ect areas in isolation vs multidisciplinary0interdisciplinary trends ,niversities as nowledge houses vs increasing tendencies to treat teaching 1 research as separate activities 4earning across disciplines vs specialized studies 5onvergence of technologies and nowledge 9lobalization of nowledge vs regional0local0traditional nowledge Iocational education vs university education $;

@hen *e $evelop ecosyste0s *e nee$ to see that they "acilitate a$$ressing these iss%es thro%gh vario%s 0echanis0s/ CONCLUSIONS
The urgent need for renovating and re:uvenation of our higher education system is evident in the reports of recent high level committees / Jashpal committee to advise on Genovation and Ge:uvenation of Higher 6ducation !)**%' and @nowledge commission headed by Sam 7itroda !)**F'. There is also concern that in spite of many recommendations and well acclaimed vision of various education commissions%# higher education system still faces many burning issues. This is evident from the fact that what @othari commission said about four and half decades bac is still valid today. The commission said= DNo reforms are more important and more urgent than to transform education to endeavor to related to life# needs and aspirations of the people and thereby ma e it a powerful instrument of social# economic# and cultural transformation necessary for realisation of our National goals.E 3n )**F the National @nowledge 5ommission expressed similar concern. 3t said=
83t is clear that the system of higher education in 3ndia faces serious challenges. And it needs a systematic overhaul# so that we can educate much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the twenty/first century would depend# in significant part# on the spread and the Huality of education among our people# particularly in the sphere of higher education. 3t is only an inclusive society that can provide the foundations for a nowledge society.... !http=00www. @nowledgecommission.gov.in'

@ulandaiswamy !)**)' states that we academics have somehow resisted change and avoided mini revolutions. A ma:or revolution is now on the horizon and we must prepare ourselves. He also says distance education is a new tool and a modern tool. The power of the tool is not in the tool but in the hands of the user. A tool is as powerful as the imagination and ingenuity of the craftsman# he adds. -hen we see the evolution of open distance learning system in 3ndia# it is mostly following the foot steps of conventional system except for the delivery of courses and use of multi media in some cases. ?eing new education system it has the advantage of evolving new mechanisms and systems. There are many factors which influenced it to follow the footsteps of the conventional system of education. This has made it in the public opinion second fiddle to the conventional education system. As @ulandaiswamy pointed out it has a great potential and it can be tapped as per imagination and ingenuity of the user. -e can use this system for more social inclusion covering access# success and participation. The system has to move from its traditional education system into the realm of @nowledge society and $&

nowledge based economy which is possible when we use the full potential of the system. -e propose that this can happen by covering three broad strategies . innovations# borderless education and approaches. -ith nowledge based economy establishing itself a broader vision of career goals in science education is now being sought# one that enables students to actively participate in the economic affairs of the nation as a more productive person in the wor place. The goal is common for all students# not :ust limited to those who choose to become a scientist. The educational issue arises from evolutionary changes that are ta ing place in the practice of science# the development of a global economy# the nationMs entrance into an 3nformation Age# and the changing nature of the wor place !Hurd# $%%<'. @nowledge based economys four pillars as identified by -orld ?an are to be part of our strategies if we want to move to the realm of nowledge society. 2pen universities need to thin out of the box to become part of these four pillars. -e propose different mechanisms0strategies for this particularly with reference to science and technology programmes. ,niversity outreach is one of the main strategies for education including building s illed man power. These strategies should also help in our not producing unemployable graduates. Aor instance it is observed that on the one hand# the biotechnology industry is starved of talent and# on the other hand# there are many unemployable biotechnologists and general graduates particularly with reference to developing countries !Narasimharao# )*$*a'. Though outreach was emphasized in the tenth plan of ,95 not many universities have ta en a cue out of this. Aurther# we need to ensure that outreach programmes are not :ust offering some course outside the :urisdiction of the university but to provide opportunities to extend and share ideas# information# technology# s ill# capacity and so on with the communities outside the university system. -e have proposed three strategies for ma ing this to happen . relevance based approach and systems approach# 4in er unit concept# and collaborations and community outreach. The second pillar National innovation systems# we argue can be incorporated into 2"4 system through corporate education. (any industries being science based corporate education is an important concept for developing strategies for N3S. A cursory overview of microbial technology for human needs gives an idea of the impact of S 1T for society. Some of the ma:or products are related to medicine# agriculture# food products# chemicals# and environment management and allergenic. 3t is rather imperative to focus upon important and novel academically based# society0industry/engaged# and society0industry . responsive S1T education and training programs that provide impetus to nowledge economy particularly with reference to developing countries li e 3ndia. These programs should lin industry# community# research organization and institutes of higher education in novel partnership mode that ensures eHual role0responsibility for each of the player in the bigger picture of development of science 1 technology and its application and utilization for the benefit of society. The three strategies $>

proposed for 2,s are partnering# developing hybrid disciplines and continuously developing and modifying curriculum. 5reation of nowledge networ s including 35T infrastructure and social net wor s which is one of the four pillars of @?6 can be promoted through regional innovation system. The importance of developing regional innovation system can be more clear from what Jashpal committee said about regional milieu .
DThere should be sufficient room for the use of local data and resources to ma e the nowledge covered in the syllabus come alive as experience. This is reHuired simply because engaging with the world surrounding us . both local and international/ is an important aspect of learning# both as a means as well as an end. @nowledge/ both theoretical and applied/ when pursued with reference to the milieu is Hualitatively different from nowledge# which is pursued in isolation from the surroundings.E

-e need to involve various sections of sta e holders in designing and even in the delivery of programme. Aor example (oorpar 5ollege and local ?iotechnology companies developed a strong collaboration that focused on providing a comprehensive education in ?iotechnology at the community college level. 6ight department heads from a local industry !?axter Healthcare 5orporation'# numerous scientists and managers from Amgen company# administrators from (oorpar 5ollege# and faculty from (athematics# 5hemistry and ?iology participated while designing a training program curriculum for industry purpose. Similarly# for people in professions li e footwear# pottery# agriculture# and business etc. the local university0corporate education centre can give inputs through research relevant to local needs and based on the local resources. Aor developing regional innovation systems we need to integrate it with strategies for rural higher education# social and human capital# and community colleges. ?ras amp and -ergin !$%%F' observe that despite the numerous roles which higher education has played in the life and progress of society# campus is increasingly Dviewed as a place where students get credentialed and faculty get tenured# while all the overall wor of the academy does not seem particularly relevant to the nations most pressing civic# social# economic and moral problemsE. They argue that higher education institutions need to reorient themselves as active partners with parents# teachers# principals# community advocates# business leaders# community agencies and general citizenry. 2ur universities should expand the boundaries of their horizon to become broad purpose organizations to serve the present day society where nowledge boundaries are shifting and re/forming to create new frontiers and challenges. (any insistutes0universities of high repute are modifying their university system by introducing certain innovations and avoiding compartmentalization of different systems of education and following more flexible approach to focus on the ob:ective to be achieved !see Salmi# )**>'. Aor S 1 T programmes we can use various forms of education as shown in the case of biotechnology !Narasimharao )**%b' $*. 3t is also necessary that we use these forms of education as per the reHuirement# target group# ob:ective to be achieved $+

and the resources available. -e need to develop appropriate strategies and ecosystems.

Notes
-/ Shin an$ Ma7*ell (: 5) in their research st%$y investigating "actors relate$ to st%$ent satis"action an$ aca$e0ic 0otivation in the area o" $istance science learning concl%$es that it is a$visa2le "or teachers, co%rse $evelopers, an$ instr%ctional $esigners concerne$ *ith teaching science co%rses via $istance e$%cation to strive to $esign their practical *ork in an engaging *ay so that st%$ent co%l$ have 3%ality ti0e *ith the activities, instr%ctors, an$ peers/ ). Some of the general myths in applying open learning are / eHuating it to conventional correspondence courses which may create doubts in the minds of people about validity of offering practical and application oriented coursesB presuming that open learning has to be done in isolation which prevents use of the open learning techniHues in other situations li e traditional training and on the :ob trainingB treating open learning as nowledge dissemination in a more elaborative and exhaustive !information overload' way which ma es it difficult to thin of simple solutions available for the practical problemsB seeing open learning as a complex one and not using it in simple and relevant way and thus ma ing the system irrelevant in some casesB eHuating open learning with the application of 35T and other modern communication technologies which may lead people to focus more on technologies rather than using the concept for focusing on solutions to the problems of education and trainingB presuming that open learning should be always successful# often forgetting the fact that it is only a concept and its success depends on how best we can conceive and implement !Narasimharao# )**%b' ;. The 6uropean Association of "istance 4earning ,niversities !6A"T,' through a pro:ect entitled ",N6 !"istance 6ducational Networ of 6urope' utilize experiences gained through existing and novel programmes to enhance the development of distance education in an international context. They developed a course in 9enetic engineering which is more than simply the delivery of education and training in genetic engineering using pre/prepared learning materials. The materials can be re/ pac aged to respond to local needs and identifying good practices!4each et al. $%%F'. &. According to National 5ouncil of Applied 6conomic Gesearch !N56AG'# 3ndia has more than $) million science and engineering graduates/of which ) million are postgraduates and $**#*** are 7h."s. However# it is estimated only $*N of the graduates are employable. 3n $%%; the countrys universities awarded roughly >*** 7h.".s in sciences including medicine and engineering# but only $*** of them found :obs in industry that made use of their s ill. A smaller number entered academia# with the rest settling for something outside their filed !?agla# $%%>'. 5/ ?&he %niversity o%treach sho%l$ 2e 2ase$ 0ore on the concepts o" colla2oration an$ cooperation *ith all the players as e3%al partners *ith "ree "lo* o" in"or0ation 2et*een all the players :/ Universities *ith their aca$e0ic e7pertise evolve progra00esDresearch that "oc%s 0ore on kno*le$ge integration an$ kno*le$ge 0anage0ent at all levels an$ "acilitate the %se o" aca$e0ic capacity in practice an$ also in $eveloping aca$e0ic capacity 2ase$ on the practice in real li"e sit%ations/B ()arasi0harao, : 4a) Scholarly engage0ent consists o" research, teaching, integration an$ application scholarship that incorporates reciprocal practices o" civic engage0ent into the pro$%ction o" kno*le$ge/ (9aker, : =)/ &he tra$itional concept o" service learning is $i""erent "ro0 o%treach an$ engage0ent in that the later e0phasiAes 2i$irectional interactions, reciprocity, an$ 0%t%al respect (Si0pson : ) instea$ o" one-*ay

!/

$F

assistance or $irection/ &his is consi$ere$ ?a ne* t*ist "or higher e$%cation1 the t*o-*ay street o" interactions or partnerships 2et*een the aca$e0y an$ the o%tsi$e *orl$B/ 7/ So0e o" the rapi$ly a$vancing an$ converging technologies are so0e ti0es re"erre$ to 2y their acrony0 E)9'CF technologies1 nanotechnology, 2iotechnology an$ 2io0e$icine, a$vance$ co0p%ting an$ in"or0ation technologies an$ cognitive ne%roscience/ E)ai &ali0F is a sche0e o" e$%cational progra00e $esigne$ 2y Mahat0a (an$hi to prepare a sel" reliant co00%nity 2y orienting 2o$y, 0in$ an$ so%l/ (an$hi;i *ante$ pro$%ctive *ork an$ aca$e0ic learning to 2e 2ro%ght together into one integrate$ e$%cational progra00e/ +r/ >a$hakrishnan co00ittee report (-4=4), Shri0ali co00ittee (-455), Kothari co00ission (-4!!), >a0achan$ranFs co00ittee (-4!4), </V/ )arasi0haraoFs ne* e$%cation policy (-4.!), 0o$i"ie$ )#< 2ase$ on Gcharya >a0a0%rti co00ittee (-44:)

./

4/

- / @e can $isc%ss a n%02er o" ne* tren$s like open $istance learning, internet, virt%al %niversities, corporate %niversities, "ranchise %niversities, aca$e0ic 2rokering, colla2orations o" %niversities, consorti%0s an$ cl%sters, %niversity o%treach progra00es etc/, in relation to 2iotechnology *hich can 2e tappe$ "or the 2ene"it o" $eveloping co%ntries ()arasi0harao : 42) "or all science an$ technology progra00es/

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$%

)arasi0harao, 9/</>/ an$ Sri$har, N (: 7)1 University O%treach <rogra00es , &heir potential to 0eet changing societal +e0an$s, 'n )arasi0harao, 9/</>/ etal (e$) Chan#in# Societal 0e"ands and do'tin# Teachin# 2earnin# S!ste"s in 1i#her Education to Reach Out, University o" Mysore, Mysore pp/.5-4=/ )arasi0harao, </V/ (-445)1 >%ral Universities1 My Vision, 'na%g%ral a$$ress, Jy$era2a$1 )ational Co%ncil o" >%ral 'nstit%tes/ <an$a,S/ (arg, S/ an$ Vi;ayshri (-44.)1 (lo2al <erspetives on +istance Science &eaching, 'n1 (arg, S/, <an$a, S/ an$ Vi;ayshri (e$) Science 6 &echnology thro%gh Open an$ +istance #$%cation, Gravali 9ooks 'nternational (<) Ht$/ )e* +elhi, pp/ --- / <alanith%rai, ( (: <anikkar, K/)/ (: 4)1 >%ral Universities in the #ra o" (lo2aliAation, University )e*s, $! %''&1 ---:/ 4)1 &o*ar$s a ne* para$ig0 in e$%cation, &he Jin$% (4 May, : 4), p/ -:/

>ei$, C/)/ (-44.)1 +evelop0ent o" Sel"-instr%ctional science an$ technology 0aterials "or $istance learners, 'n1 (arg, S/, <an$a, S/ an$ Vi;ayshri (e$) Science 6 &echnology thro%gh Open an$ +istance #$%cation, Gravali 9ooks 'nternational (<) Ht$/ )e* +elhi, pp/ :--5!/ Sal0i,I/ : 5, +eveloping Co%ntries an$ the (lo2al Kno*le$ge #cono0y1 )e* Challenges "or &ertiary #$%cation, 'n1 (aar$ho;e, I/I/, I/G/ Jansen, an$ #/@/ &h%str%p (#$) Capacity 9%il$ing in Jigher e$%cation an$ >esearch on a (lo2al Scale 1 <rocee$ings o" the 'nternational *orkshop on 1o, can Man'o,er needs in 3no,led#e based Econo"ies be Satisfied in a balanced ,a!4 May -7--., : 5, )iels 9ohr 'nstit%te, Copenhagen, <%2lishe$ 2y &he +anish )ational Co00ission "or U)#SCO, +en0ark pp/ 5:-=./ Senge, </ -44 , &he "i"th +iscipline, +o%2le$ay, )e* Nork, pp/=:5 Shin, ) an$ Ma7*ell, (/ (: 5)1 Kactors >elate$ to St%$ent Satis"action an$ Motivation in +istance Science Hearning1 G Case St%$y o" a Ko%n$ation Co%rse in 9iology an$ #arth Science, 'n$ian Io%rnal o" Open Hearning, -:(-), pp/ -7-:7/ &ahir, K/ (: -)1 +istance e$%cation, environ0ental e$%cation an$ s%staina2ility , Gn overvie* o" %niversities in co00on*ealth Gsia, 'nternational Io%rnal o" s%staina2ility in higher e$%cation, %#&, pp/ :--57/ &e0ple, J (-44-)1 Open Hearning in 'n$%stry1 +eveloping "le7i2ility an$ co0petence in the *ork "orce/ Hong0an (ro%p, #sse7/ &h%lstr%p #/@/, I/G/ Jansen, an$ I/I/ (aar$ho;e : 5, ECapacity 2%il$ing in Jigher #$%cation an$ >esearch1 G key co0ponent o" #""icient (lo2al +evelop0entF,'n1 (aar$ho;e, I/I/, I/G/ Jansen, an$ #/@/ &h%str%p (#$) Capacity 9%il$ing in Jigher e$%cation an$ >esearch on a (lo2al Scale 1 <rocee$ings o" the 'nternational *orkshop on 1o, can Man'o,er needs in 3no,led#e based Econo"ies be Satisfied in a balanced ,a!4 May -7--., : 5, )iels 9ohr 'nstit%te, Copenhagen, <%2lishe$ 2y &he +anish )ational Co00ission "or U)#SCO, +en0ark pp/ : -5&rin$a$e, G/>/ -445, The de"and side of the distance education "ar5et6 #%ropean Gssociation o" +istance Hearning Universities #G+&U-)e*s #$, - --: Nash<al (: 4)1 Re'ort of 7The Co""ittee to dvise on Renovation and Re8uvenation of 1i#her Education9 htt':::,,,6education6nic6in: accesse$ on --D7D: 4/

)*

Table $ a= Some Science & Technology Programmes of Distance Education Institutions (Dual Mode
S!No ! Name of the Institute
Andhra ,niversity# Iisa hapatnam# A.7. School of "istance 6ducation

Science & Technology Programmes on "ffer

?.Sc.# ?.6. !5ivil# 6lect. 1 6lectronics 6ngg. ' (ech. 6ng# 6lectronics 1 5ommon 6ngg.'# ?.Tech !5hemical 6ngg.'# (.Sc. !(aths# 2rganic 5hemistry# 7hysics# ?otany# Koology'# (.A. 7sychology ?.Sc. !(75# ?K5# 3T# (aths# Statistics# 5omputers' ?.Sc. !5ostume "esign 1 Aashion Technology' (.Sc. !(aths# ?otany# Koology# 7hysics# 5hemistry# (icrobiology' (.A. 7sychology 79. "iploma in ?iotechnology# ?io informatics## Hospital 1 Health 5are (anagement ?.Tech !5ivil 6ngg.# 5ivil 666# (ech. 6ngg.# 656# 5.S'' (.Sc. !(aths# 6nvironmental Science# 7sychology' 7h.". !6nvironmental Science' (.Sc. !(aths# Statistics' (.A. 7sychology (5A# ?.A. !(aths 1 Statistics' 7 9 "iploma !(athematics# 5omputer Applications' (.Sc. (aths 79"5A

Nagar:una ,niversity# 9untur# A.7. 5entre for "istance 6ducation

Lawaharlal Nehru Technological ,niversity# Hyderabad @a atiya ,niversity# -arangal School of "istance 4earning 1 5ontinuing 6ducation 2smania ,niversity# Hyderabad 7rof. 9. Gam Geddy 5entre for "istance 6ducation 9uwahati ,niversity# 9uwahati# Assam 7ost 9raduate 5orrespondence School @uru shetra ,niversity# @uru shetra # Haryana "irectorate of 5orrespondence 5ourses (anipal ,niversity !(AH6'

?.Sc. !3nternet Science# 3nformation System' ?5A (.Sc. !(aths# 9eography# 5omputer Science' ?.Sc. !(4T# (3T# H3A'

)$

(anipal# @arnata a "istance 6ducation -ing (ahatma 9andhi ,niversity# @ottayam# @erala School of "istance 6ducation Liwa:i ,niversity# 9walior# (.7. School of Studies in "istance 6ducation ,niversity of (umbai# (umbai 3nstitute of "istance 6ducation 9uru Nan "ev ,niversity Amritsar# 7un:ab 5entre for "istance 6ducation Si im (anipal ,niversity of Health (edical 1 Technological Sciences 9angto # Si im "istance 6ducation -ing

79""( !for (??S doctors' ?.Sc. !(edical 7sychology# 5omputer Science' ?5A ?achelor in Aashion Technology (.Sc. !(aths# 3nformation Technology' ?.Sc. !9en# 5omputer Science' (.A. !9eography' (?A !Gural Technology# 5hemical Sales' 79"5A (.Sc. !(aths# 3T# 5omputer Science' (5A ?.Sc. !3T# 5omputer Science' ?.Sc. !3T' ?5A (.Sc. !3T# (aths# 5omputer Science' 79"5A ?.Sc. !3T# Applied ?iotechnology# Aashion "esign# Hospitality 1 5atering# (edical 3maging Technology# (edical 4aboratory Technology# (ultimedia# Teaching Technology' (?A !3T# Health 5are Services' (.Sc. !3T# Telecom technology'# 5omputer Science# 6cology 1 6nvironment# "isaster (itigation# Sustainable "evelopment# Total Ouality (anagement' 79 "iploma !Hardware 1 networ ing# 3T# 5omputer Application# ?io 3nformatics' "iploma !Hospital 6Huipment maintenance# Health 3nformation Administration# Hardware 1 Networ ing# 3T# (edical 4ab Technology# 2phthalmic Assistance# 7atient 5are Aid# 7hysiotherapy# radiology 1 3maging Technology ?.Sc. !(aths# 7sychology# 5omputer Science# Applied 5hemistry# 6lectronic science# (athematics with 5omputer Applications# 7hysics# ?otany# Koology# 3T# Iisual 5ommunication# 5omputer Science# Aashion "esign# Textile "esign# 3nterior "esign# Hotel 1 Tourism# 6lectronic Science# Statistics# 2peration 1 research# (.Sc !(aths# 7hysics# 5hemistry# Koology# ?otany# 3T# Software 6ngg. # 1 (anagement# applied 7sychology# ?io 3nformatics# 5omputer Science# 6lectronic Science# 9eo 3nformatics# Tourism' (.7hil in many traditional Science "isciplines= "iploma !5oncrete technology 1 "esign# 5onstruction (anagement# 3ndustrial Safety# 3ndustrial 7ollution 1 control# 3ndustrial hygiene# horticulture nursery management# ?io pesticides 1 ?io fertilizers# (aintenance 6ngg. 1 management# 7etroleum refineries# industrial bio tech# 6nergy 6ngg.# 5omputer application# fashion design# textile design# interior design# Huality management# -elding 6ngg. 1 technology# industrial automation# drives 1 control# embedded system 1 application# food preservation technology# marine engg.# Aood 1 nutrition# poultry management. 79 "iploma !7etroleum exploration# Agriculture in mar eting management# computer application# marine environment# marine microbial technology# agriculture# acturial statistics# computer aided design# dairy technology# plant protection# criminology forensic science# 6lectric 1 instrumentation# natural resources# automation and pollution control# electric safety 1 safety management# electric energy management# I4S3 design# environmental management# health science in tobacco control# adolescent health# accupunture# medical costumology# ultrasonagraphy# family medicine# dialectology# medical laws 1 ethics# accident 1 emergencies# echocardiography# promoting relation drug use# pharmacy practice 1 drug store management

Annamalai ,niversity# Annamalai Nagar# Tamil Nadu "irectorate of "istance 6ducation

))

?harathiar ,niversity# 5oimbatore# Tamil Nadu School of "istance 6ducation

?harathidasan ,niversity Tiruchi# Tamil Nadu 5entre for "istance 6ducation ,niversity of (adras# 5hennai Tamil Nadu 3nstitute of "istance 6ducation Ladavpur ,niversity# @ol atta# -est ?engal School of 6ducation Technology (other Teresa -omens ,niversity @odai anal# Tamil Nadu School of "istance 6ducation

(.Sc. !5omputer Science# Applied 7sychology# 3nformation Science 1 (anagement# (athematics' ?.Sc. !Aashion "esign# 7hyscis# Iisual 5ommunication# 5omputer Science# (aths' (5A# ?5A 79 "iploma !?io informatics# Advance Networ ing System' (icrobial Technology# 5omputer application' (.Sc !3T# (aths' (5A # ?.Sc. !3T# (aths'# ?5A# (.7hil !Statistics# 7hysics# 5hemistry# ?otany# Koology# 5omputer Science# ?io Technology# ?io 5hemistry# (icrobiology# 9eography' ?.Sc. !(aths# 9eography# 7sychology' ?5A (.Sc. !(aths# 7sychology# 9eography# 3T'# (5A (.Tech 3T !5ourseware 6ngg#' 79 "iploma in (ultimedia and -eb Technology ?.Sc !7sychology' ?5A (.Sc. !9uidance 1 5ounseling# 7sychology' (5A "iploma in Aood 7roduction# Aront 2ffice (anagement 79"5A 7h." !5omputer Science# (aths# 7hysics# Aood Nutrition# 9eography# 7sychology# Textile 1 5lothing' (.7hil !5omputer Science# Aood 1 Nutrition# Aamily Gesource (anagement# 9uidance 1 5ounselling# 7sychology

Source= 3nformation base on distance education in 3ndia# )**F# "istance 6ducation 5ouncil# 39N2,# New "elhi

Table $ b# Science and Technology Programmes offered $y some "%en &ni'ersities in India
Dr! (!R! )m$ed*ar "%en &ni'ersity+ ,ydera$ad+ )!P
B.Sc. in / ?otany# 5hemistry# 9eology# (athematics# 7hysics# Koology !F) practicals in each sub:ect' M.Sc in . (athematicsB PG diploma in / 6nvironmental studiesB Certificate in / (ushroom cultivation# computing

-ardhman Maha'eer "%en &ni'ersity+ .ota+ Ra/asthan

Diploma in / 5omputer in 2ffice management# Nutrition 1 Health 6ducation Certificate in / Aood 1 Nutrition# computer awareness

Nalanda "%en &ni'ersity+ Patna+ (ihar

M.Sc. in . ?otany# 5hemsitry# 9eography# (athematics# 7hysics# KoologyB MCA;B.Sc. Hons in . ?otany# 5hemistry# 9eography# (athematics# 7hysics# Koology# Home Science# BCA;Post graduate diploma in . Jogic studiesB Agriculture Certificate courses in . ?iofertilizer production# Aloriculture technology# (edicinal 1 Aromatic 7lants# Soil Health (anagementB Health & En ironment Certificate courses in . 6nvironment studies# Aood

);

1 Nutrition# Health 1 6nvironment# H3I 1 Aamily 6ducationB Paramedical Certificate courses in . ?asic medical assistance 1 Nursing 5are# 5linical "ental TechniHue# "ental (echanic# "ental 1 2ral Hygiene# 659 techniHue# (edical laboratory techniHue# 2ptometry and 2phthalmic assistance# 2peration theater assistantship# 7hysiotherapy and Joga therapy# Gadiography 1 3maging techniHueB Certificate courses in . computing# home usages of computers# disaster management

0ash1antrao Cha'an Maharashtra "%en &ni'ersity+ Nashi*+ Maharashtra

B.Sc. in 3T# Agri HortB B.!ech. (arine# 6lect# (ech 6nggB M.Sc. research methods# Agri !comu'# Agri !extn'# Agri !"ev'B Electronics Engg Diploma in= computer tech# communication engg# instrumentation engg# indl electronicsB Agriculture Diplomas in . fruit production# vegetable production# floriculture 1 landscape gardening# agri business mgt.# Computer diplomas in . computer operations# office computing# computerized financial accounting# 7rinting 1 graphic arts# computer hardware maint 1 networ B Certificate in . office computing# computerized financial accounting# entrepreneurship development in inf tech# "T7#5A# 5omputer operations# coputer preparatory s ills# early child care# gardening.

Madhya Pradesh (ho/ "%en &ni'ersity+ (ho%al+ Madhya Pradesh

B.Sc. . pass# Hons in . (aths# 7hysics# comp.sc# Nursing# "esign# 3T enabled services# 3TB BCA;MCA; M.Sc. 3T# 5omp. sc.# 7hysics# 5hemisty# (aths# ?otany# KoologyB (.Sc. !Hons' in (aths# comp. Sc.B PG diploma in . bioinformatics# chemoinformatics# computer applications# maternal 1 child health# hospital 1 health management# dietetics 1 therapeutic nutritionB Ad anced PG diploma in / 5omputer applicationsB Ad anced Diploma"Diploma"certificate in . computer applicationB Diploma in Nutrition and Health educationB # $ear !raining Programme % @nowledge and S ill upgradation of Gural doctors 1 para medicals

.arnata*a State "%en &ni'ersity

Programmes offered under partnership with Avalon Aviation academy !a'iation courses # 5(5 7vt. 4td !Com%uter courses # "ayananda Sagar 3nstitution&Forensic Science'# Aather (uller 5haritable 3nstitutions !%ara medical'# LSS institutions !Engineering'# 7oo:a ?hagvat (emorial (ha:ana 6ducation centre !a%%lied science courses'# 2steen academy !fashion design # 7ili ula Nisargadhama !s*ill de'elo%ment courses # Sharada Ii as Trust !com%uter # Toons ool !animation # virtual education trust !information technology 2 Post P(C diploma in . nutrition 1 health# environmental sicnece and management# information technologyB Certificate courses in . science 1 technology# information technology# environmental technology# environmental management# solid waste management# computing# food 1 nutrition

Neta/i Su$has "%en &ni'ersity+ .ol*atta+ 3est (engal

B.Sc. in ?otany# 5hemistry# 9eography# (aths# 7hysics# KoologyB Certificate course in . computer application 1 programming# web design# information technologyB ) yr prgm in -eb application development

)&

Tamil Nadu "%en &ni'ersity+ Chennai+ Tamil Nadu

B.Sc. (aths# (aths with computer applications# apparel 1 fashion design# Hospitality 1 hotel admn# 9eographyB M.Sc. in (aths# counseling 1 psychotherapy# 7sychologyB PGDAH) PGDCA) BCA) MCA) PG dip in information tech# 7sychological counselingB Advanced diploma in apparel 1 fashion designB Diplomas in refrigeration 1 air conditioning technician# house electrician# plumbing technician# catering assistant# four wheeler mechanism# design 1 garment ma ing# home appliance repairing# mobile phone servicing# computer hardware servicing# animation# health assistant# multimedia system# computer application# early childhood care# food production food 1 beverages service# ?a ery 1 confectioneryB Certificate in . food 1 nutrition# teaching in primary school maths# environmental studies# accounting software 1 tally

Indira 4andhi National "%en &ni'ersity

2ffers several S&! programmes at different levels including awareness 1 non credit# certificate#diploma#advanced diploma# 79 diploma# under graduate# post graduate and research level. 3t covers *asic and applied sciences) computer sciences) agriculture) engineering) medical) para medical) s+ill de elopment etc. 3t also has entered into (o, with several organizations to offer courses !www.ignou.ac.in'.

Source# ,niversities Handboo # ,niversities# New "elhi

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Association

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Figure 5 #

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Role of University Outreach in Knowledge economy Development

6,ealth & Social 1ell $eing 6&r$an & rural de'elo%ment 6 ,igh tech industries 64lo$ali:ation SOCIETY 6 Regional com%etiti'eness 6"%timum use of resources 6Ca%acity $uilding & technology transfer 6E8%anding ca%acity of tertiary Education 6Science technology & inno'ation 6Reducing ine9uality of access 6Rele'ance of education & Research 6Cou%ling education & Research 6Modern Communication Technologies UNIVERSIT Y 6Technical inno'ation 6Economic %roducti'ity 64ro1ing mar*ets 6Foreign industrial in'estment CURRICULUM 6Com%etiti'e use of *no1ledge

KNOWLEDGE ECONOMY

67ife long learning OUTREAC H 6Em%loya$ility 6Inno'ati'e %rogramme 6Training 67ife s*ills & soft s*ills 6Fle8i$ility in ada%tation to ne1 needs 64raduate com%etency 67ife s%an of *no1ledge

Figure 2: Framework of the Science and Technology Strategic Plan, 2004-13 )+

Economy Society #+ luster development

'community economy
Touris m Health ?io industr y

6nvironment Jouth The ,nderprivileged

'(uality o% li%e
Aood Automobi le Microchip 6 Software Textile 2T27

Core Technologies
?io Technology

35T

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Scientific .no1ledge
4ife Science# 7hysics# 5hemistry# (aths# 5omputer# Science# (aterial Science ;.

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-nfrastructure

Pu*lic A,areness
=.

Management S$stem

Source: NST"A !)**&'

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F,-./e '0 E1os2ste3 4o/ Kno56ed-e L,n7a-e 8 Inte-/at,on 9 Co/:o/ate Ed.1at,on Cent/es at Un,;e/s,t,es Co66e-es 4o/ KBE %)arasi0harao, : - 2)
ENTREPRENEURS

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4arge Transnational 5ompanies !TN5'

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Building s+illed ,or+ force (ni ersit$ Departments

.no,ledge /in+age) !ransfer & De elopment 0rganisations

Kno)ledge Net)orks

)<

KNOWLEDGE

SOCIETY

Cor%orate Education Centres at &ni'ersities and Colleges

Regulatory &nvironment National !nnovation System

EC"N"M0

.N"37ED4E

-nno ations from Di erse sources

In1.<ato/

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.N"37ED4E

S"CIET0

Academic 1 Technology 3nstitutions

Technology ?usiness 3ncubators !T?3'

Science 1 Technology 6ntrepreneurs 7ar s

9overnment 1 7rivate firms

5entres of 6xcellence 1 Gelevance

"omain Specific @nowledge

Transferable s ills

(anagerial 1 3nterpersonal S ills

Social S ills 1 Social 5apital

*anpo)er Preparation

&ni'ersitie s

Research Institutes

-ocational Training Kno)ledge Sources

Proacti'e Cor%orates

SOCIETY

+raditional Kno)ledge

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