Distance Education Programmes of IGNOU forDisadvantaged Groups: A Critical Analysis

Chaman Lal Banga Assistant Professor

Department of Education ICDEOL, Himachal Pradesh University Shimla – 5.

Chamanbanga80@gmail.com

Abstract

The study was carried out on disadvantaged groups of Himachal

Pradesh students of IGNOU to find Relevance of Distance

Education Programmes. The Sample was taken in the present

study the institution of Distance Education i.e. two study

centres out of 28 centre of IGNOU Regional Centre Shimla were

taken as a sample of 100 SC, ST and women student’s also

selected for present study. The data collected through

various methods was analysed in form of percentage and

calculated in figures and tabulated in the table. The study

reveals that with the help of Distance Education majority

numbers of SC/ST/Women students are being educated. The

course/programme launched by institution is useful for

carrier advancement, knowledge enrichment and pursing higher

studies. The disadvantaged group is the main target group of

IGNOU over the period of time, number of such sections like

SC/ST/women has shown tremendous increase in IGNOU’s total

enrolments. Although their respective share in the total

population was much less but still the achievement made by

IGNOU can be considered as higher satisfactory, because in

the short span it has started attracting that section of

people towards higher education which remained till neglected

till date. The programme helpful to enable disadvantaged

groups to act on their own behalf. IGNOU certificate

programme fulfilling the need of opportunities in the nature

of an adult computer literacy programme which could meet the

large demand of the people who are interested in at least

some computer education. IGNOU is providing special course to

build the bridge of understanding between foresters an

communities.

Introduction

“Education is a liberating force, and in our age it is also a democratizing force,

cutting across the barriers of caste and class smoothing out inequalities imposed by

birth and other circumstances.”:- Indira Gandhi.

Education is a process of human enlightenment and a

progress to attain a better and higher quality life. A value

based and effective system of education results in manifold

potentialities and competencies. Education provides a

significant role to reach the goal. Even after sixty-five

years of independence the education system at all levels in

our country has remained more or less static. Under article 45

of the constitution elementary education was made free and

compulsory in our country. But still majorities of the people

in our country are illiterate and still others are unable to

complete their elementary education due to one reason or

other. To realize the objective of “Education for all a

number of programmes viz, evening classes for employed, semi-

employed or adults, on-formal education programmes for

children of 6to14 years of age, who are enable to complete

their elementary education, adult education programmes were

launched in the country.

A democratic society, which lays stress on egalitarianism

and social justice, generates irresistible pressure for

education. Education is the very initial footstep to reach the

goal of life. In order to meet with the requirements of any

organization, educated and knowledgeable personnel is

preferred. But there are several students in India who are not

able to continue their education due to the financial

stability and go for the jobs over higher education. Such

students can go with the Open University India. The trend of

the Open University India has been increase in students. Today

many students are enrolling for distance learning courses.

Distance education is oriented to the current and the possible

feature changes in human societies. It maintain its legitimate

educational strategy on one hand and other, it aims at

rationalizing, thir use of optimal results. Emergence of

distance education is described by Henry Dieuzeide as the

Copernican revolution, changing the centre of gravity from

teacher centred mentality to the student centred approach. It

indicates a healthy innovatory evolution in the field of

education, because it marks a significance break. Leading to

the development of an innovative multimedia teaching-learning

system.

The failure of traditional system of higher education

basically gave birth to the new from of education, which is

known as the distance education. Distance education gets

overwhelming response in India, the universities introduced

many new distance-education job oriented courses according to

the changing times and students requirements. However, in this

process, the actual motive of providing quality education to

all took the backseat as the main focus of universities slowly

shifted to making more and more money. Distance education is

an umbrella term, which indicates the tangible distance

between the learner, and the teacher where the process of

teaching and learning is not confined with in the four wall of

the classroom any more. Distance education programme is among

the few innovation, in the field of education, which rang very

high. Distance education has come in to the educational scene

as one of the most potent strategies for fulfilling the demand

of mass-education as well as individualizing it.

Distance education envelops the traditional system and

promises much more educational opportunities by extending its

reach to one and all. The most salient feature of distance

education is separation of teacher and learner. This link

between the teacher and a student is created by different

media like notes, radio, television, video etc. Distance

Education is now recognized as an effective method of

instruction in all the advanced countries of the world.

Distance education means different things to different people,

depending entirely on what angle one wants to view it. As a

result there is no precise definition of the term broadly to

teaching the distance learners through both traditional and

modern communication technologies. In 1982, the International

Council for Correspondence Education changed its name to the

International Council for Distance Education to reflect the

developments in the field. With the rapid growth of new

technologies and the evolution of systems for delivering

information, distance education with its ideals of providing

equality of access to education, became a reality.

Today there are distance education courses offered by

dozens of public and private organizations and institutions to

school districts, universities, the military and large

corporations. Direct satellite broadcasts are produced by more

than 20 of the country’s major universities to provide over

500 courses in engineering delivered live by satellite as part

of the National Technological University (NTU). No formal

educational qualifications have been required to be admitted

to the British Open University. Courses are closely monitored

and have been successfully delivered to over 100,000 students.

As a direct result of its success, the Open University model

has been adopted by many countries in both the developed and

developing world (Keegan, 1986).

Holmberg refined the definition by stating that Distance

education is a concept that covers the learning-teaching

activities in the cognitive and/or psycho-motor and affective

domains of an individual learner and a supporting

organization. It is characterized by non-contiguous

communication and can be carried out anywhere and at any time,

which makes it attractive to adults with professional and

social commitments. (Holmberg, 1989 p. 168)

We have taken the position that the most inclusive and

currently workable definition of distance education comes from

Garrison and Shale (1987) who include in their essential

criteria for formulation of a distance education theory, the

elements of non-contiguous communication, two-way interactive

communication, and the use of technology to mediate the

necessary two-way communication.

Peter (1971) defined distance education as a method of

imparting knowledge, skill and attitude which is rationalized

by the application of division of labour and organisation

principles as well as by the extensive use of technical media,

especially for the purpose of reproducing high quality

teaching material which makes it possible to instruct great

number of students at the same time wherever they live. It is

an industrialized form of teaching and learning. The modern

history of correspondence institution began in the 18th

Century. The term correspondence study fell into disuse, not

because of its inherent failure in the method, but because of

technological change and sub- standard print material, which

could not satisfy the expectation of the distance learners.

Correspondence Education refers to the traditional mode

of education, which is mainly through printed materials, which

are delivered through post. To overcome the problem of demand

and make more facilities available the University Grant

Commission, on the recommendation of Kothari Committee (1963)

initiated steps to starts institutions of non- formal or

Distance Education in the existing universities. The first

school of correspondence courses was established as a part of

Delhi University with jurisdiction all over the country.

Correspondence education, method of providing education for

non-resident students, primarily adults, who receive lessons

and exercises through the mails or some other device and, upon

completion, return them for analysis, criticism, and grading.

It is extensively used by business and industry in training

programs, by men and women in the armed forces, and by the

governments of many nations as part of their educational

program. It supplements other forms of education and makes

independent study programs readily available. Open education

or open learning is that education which is imparted by the

open universities. It means learning without the usual

restrictions composed by the traditional classroom style

education. Presently, both the correspondence institutions as

well as open universities impart distance education.

Correspondence institutes are attached to the traditional

universities, where the syllabus, examination, rules and

regulations are guided by the traditional universities. Open

learning is an imprecise phase to which a range of meaning is

attached. On the other hand, open universities are autonomous

bodies, which have their own rules and regulations regarding

combination of subjects, syllabus, admission procedure etc.

They are flexible and open in regard to methods and pace of

learning, combinations of courses, eligibility for enrolment,

age of entry, conduct of examination and operation of the

programme with the view to per-mote learning. The history of

distance education in India began in the sixties with the

establishment of the department of distance education in the

university of Delhi in 1962. However ,it was the establishment

of IGNOU as an open university and regulating agency for

distance Education in 1985 that this mode of informal

education became popular in India.

The Indira Gandhi National Open University (IGNOU),

established by an Act of Parliament in 1985, has continuously

striven to build an inclusive knowledge society through

inclusive education. It has tried to increase the Gross

Enrollment Ratio (GER) by offering high-quality teaching

through the Open and Distance Learning (ODL) mode. The

University began by offering two academic programmes in 1987,

i.e., Diploma in Management and Diploma in Distance Education,

with a strength of 4,528 students. Today, it serves the

educational aspirations of over 4 million students in India

and 36 other countries through 21 Schools of Studies and a

network of 67 regional centres, around 3,000 learner support

centres and 67 overseas centres. The University offers about

490 certificate, diploma, degree and doctoral programmes, with

a strength of nearly 420 faculty members and academic staff at

the headquarters and regional centres and about 36,000

academic counsellors from conventional institutions of higher

learning, professional organisations, and industry among

others. The Indira Gandhi National Open University, the

National Resource Centre for Open and Distance Learning, with

international recognition and presence, shall provide seamless

access to sustainable and learner-centric quality education,

skill upgradation and training to all by using innovative

technologies and methodologies and ensuring convergence of

existing systems for large-scale human resource development,

required for promoting integrated national development and

global understanding. Himachal Pradesh had deserved a special

attention in Distance Education and recognising a need IGNOU

opened its 11th Regional Centre in Shimla in June 1989.

Initially its jurisdiction was over entire Himachal Pradesh, J

& K, and Union Territory of Chandigarh, However, three more

regional centres have since been established at Jammu,

Srinagar and Khanna in Punjab and the regional centre has

jurisdiction of SC/PIC operating in entire Himachal Pradesh.

Establishment of IGNOU Regional Centre Shimla is one step

forward in the field of distance education in H.P. This

Regional Centre with its 28 study centres, throughout the

state, also playing an important role in imparting higher

education to all sections of the society such as , Scheduled

Caste, Scheduled Tribes, Women , Physically Handicapped and

Other Backward Classes etc. This Institution of Distance

Education has introduced many special courses for Women,

SC,ST, and other categories.

The Socially Disadvantaged Groups include the Scheduled

Castes (SCs), the Scheduled Tribes (STs), the Other Backward Classes

(OBCs) and the Minorities. According to the 1991 Census, SCs account

for 138.23 million (16.5 percent); STs 67.76 million (8.1 percent);

and Minorities 145.31 million (17.2 percent). As regards OBCs, it is

difficult to quantify the size of their population in the absence of

the Census data. However, according to the estimates by the Mandal

Commission in 1993, the OBCs constitute 52 per cent of the

country's total population. Some of them may belong to the

categories of SCs and Minorities. The Ninth Five Year Plancommits to empower the Socially Disadvantaged Groups as agents of

socio-economic change and development. Himachal Pradesh is a

beautiful land, inhibited by the people of variousa castes ,

creed and religious group. Himachal take its name from the

Himalayas. Himachal literally means “ Land of Snowy

Mountains”. Himachal Pradesh is a small world in irself, which

is entred from the plains of Punjab or shivalik hills of

shimla, through beautiful “mendering valleys”. Himachal

Pradesh bordering Jammu and Kashmir to the North and

NorthWest, Punjab to the SouthWest, Haryana and Uttar Pradesh

to the South and Uttaranchal to the Southeast is spread in the

area of 55,653 sq km. Shimla is the state capital and other

major towns are Dharamshala, Kangra, Mandi, Kullu, Chamba,

Hamirpur, Dalhousie and Manali. The state boasts of numerous

picturesque tourist destinations, which are responsible for

generating much of the revenue for the state. Total population

of this State has risen from 1,920,294 in 1901 Census to

6,856,509 in 2011 Census. The distance education mode was

adopted by many universities to meet the ever-growing demand

of those students who lacked means to pursue higher education

through the regular stream. Consequently, many universities in

India in various regions started correspondence courses or

programs by providing notes, developing a system of evaluation

of response sheets. The success of these courses led to the

establishment of Indira Gandhi National Open University, which

is now rated as one of the best distance courses university in

the world.

Review of Related Study

Khatarabhai, Gelat. Valambhai, (1997): Study on the

relationship between educational achievement and socio-

economic status SC,ST Students of secondary school with

reference to psychological variables. The major findings of

the study was ; (1) Significance of difference in the

educational achievement of standards VIII, IX, and X was

found. (2) There was significant effect of achievement and

study habits on educational achievements.

Kumar, S. & Mehta, A.K. (1998): Conduct a study on Scheduled

Caste and Scheduled Tribe Students in a technical institute of

education. The objectives of the study were; (1) To find out

the extent of enrolment of SC and ST students in Technology

and Engineering.(2) To study the family background of the SC &

ST students in Technology and Engineering. The major findings

of the study were: (i) About 6.7% students belonged to SC & ST

Category in the faculty of Technology and Engineering. (ii)

These students belonged to families were about 70% of parents

belonged to lower status and lower income generating

occupations.

Dubey, S.N. & Mishra, A.K.(1999): Study on psychological

determinants of academic success of rural boys. Major Findings

of the study were; (1) There was no consistency in the

predictors of academic success across the four groups, (2) In

scheduled caste & backward caste boys samples none of the

school environment inventory and self-concept Questionnaire

variables contributed significantly to academic success.

Methodology

The present study is aimed at studying the distance

education programme offered for the population of Himachal

Pradesh by IGNOU Regional Centre Shimla. The study aims to

find out the enrolment trends and effectiveness of the courses

/ programmes offered by distance mode to the disadvantaged

groups i.e. Women, and SC/ST, Population of Himachal Pradesh.

Keeping in view the objectives of the present study the

following was adopted. A historical as well as descriptive

survey method was used for gathering various types of

information. Historical research attempts to establish facts

so as to arrive at conclusions concerning past events. This

is usually accompanied by an interpretation of events and

their relevance to present conditions and what might happen in

future. The main purpose of historical research, therefore, is

to arrive at an accurate account of the fast so as to gain a

clear perspective of the present. The information pertaining

to enrolment and course programmes offered by IGNOU through

distance education mode in Himcahal Pradesh was collected

from various sources such as official records, books, report,

profiles, journals, news papers, hand books of information

etc. of IGNOU.

Research is invariably conducted by the means of a sample

drawn from the population on the basis of which

generalisations are drawn and made applicable to the

population as a whole. The target population in the present

study covered all scheduled caste, scheduled tribes and female

students enrolled in the various course of IGNOU, especially

in Himachal Pradesh. Owing to the obvious constraints of field

situation it was not possible to encompass the entire

population so a sample of 100 students was taken foe the

study. Two study centres out of 20 study centres of IGNOU

Regional Centre Khalini was selected for the present study.

The selection of the present study was non-probable sample.

100 students were selected as shown in table

Table (1.1)

S.N. Name of study Centre No of students taken

1. Govt Degree College Shimla 50

2. Govt Degree College Solan 50

Keeping in view the significance of the use of effective tools

in data collecting, following research tools were designed and

developed for obtaining various types of information. One

questionnaire for students enrolled in the study centres of

IGNOU was framed. Data for the present study was collected

in two phases ; (a) Historical perspective of study regarding

growth and development of the concept of distance education,

enrolment trends and courses offered by distance education

institutions was collected from the various sources including

books, journals, handbook, for information, profiles official

records and annual reports of IGNOU. The data collected

through various methods in the present study was analysed in

terms of frequencies. The tabulated data was further converted

into percentage. Data on different aspects of Distance

Education Programmes have been interpreted keeping in view the

objectives of the present study.

Item obtained

Percentage = ______________ × 100

Total Quantity

Analysis and Interpretation of Data

The analysis and Interpretation of the result of the

present study have been presented by taking students view

regarding the various aspects of Distance Education

programmes. The analysis followed by interpretation of

collected data called for in a particular study is important

to draw existing complex factors into similar parts together

in new arrangements for the purpose of interpretation. Good,

Barr and Scates (1941) have suggested four helpful modes to

get started with analysis of the gathered data; To think in

terms of significant tables that the data permit; To examine

carefully the statement of the problem and earlier analysis

and study the original records of data; To get away from the

data and think about the problem in Laynam’s terms and discuss

the problem with others and to attach the data by various

statistical calculations.

Relevance of Courses

Relevance of Courses for Economical Development

Views of the students regarding relevance of distance

education course/ programmes of IGNOU are;

Table (1.2)

Students View Regarding Importance of Courses of IGNOU for Economical Development

1. Helps in development of Professional competences.

Agree Somewhat Agree

Disagree Total

79 % 19 % 2 % 100

%

2. Helps to provide opportunities for advancement.

65 % 30 % 5% 100 %

3. Helps in increasing productivity.

61 %35 % 4 % 100

%

4. Helps in fulfilling the economical needs of the country.

61 % 33% 6% 100 %

5. Enables to manage available resources and assist them in gaining access to finances.

57 % 37% 6% 100 %

Table (1.2) reveals that the courses of IGNOU are important

for economical development. Majority of the students (79%) are

of the opinion that courses are relevant because the courses

are helpful in the development of professional competencies.

While more than 65 % students revealed that these courses are

relevant because they help to provide opportunity for

advancement. More than 61 % of the students are of the view

that the courses help in increasing productivity and courses

help in fulfilling the economical needs of the country. 57 %

students find that the courses help to enable them to manage

available resources and assist them in gaining access to

finances. 6 % students disagreed with the statements that the

courses helps in fulfilling the economical needs of the

country and enables them to manage available resources and

assist them in gaining access to finances.

Relevance of Courses for Social Development

Table (1.3)

Students View Regarding Importance of Courses of IGNOU for Social Development

1. Helps to improve Social status.

Agree Somewhat Agree

Disagree Total

63 % 35% 2% 100%

2. Helps to become a more responsible citizen.

62 % 32% 6% 100%

3. Helps to meet educational needs of thestudents living in tribal and difficult areas.

68% 27% 5% 100%

4. Helps to meet the 70% 27% 3% 100%

demand of society.

5. Helps in solving thechallenges faced in the society.

61% 36% 3% 100%

6. Helps in cultural andsocial development.

72% 22% 6% 100%

7. Helps in understanding the specific problems like discrimination, atrocities.

59% 36% 5% 100%

Table (1.3) shows that the courses that the courses of IGNOU

are important development. More than 72% of the students are

of the view that the courses help in cultural and social

development. More than 70% are of the view that the courses

help to meet the demands of the society. 68% students find

that the courses help to meet the educational needs of the

students living in the tribal and difficult areas. 63 %

responded that the courses help to improve social status of

the students. 62% students agreed that courses help to become

a more responsible citizen. More than 61% are of the view that

the courses help in solving the challenges faced in the

society. More than 59% are of the view that the courses help

in understanding specific problems like discriminates ant

atrocities. More than 48 % of students are the view that the

courses help to inculcate value. 6 % students disagreed with

the statements that the courses help in cultural and social

development and making them responsible citizen. 3% students

disagreed with the statements that the courses helps to meet

the demand of society and courses helps in solving the

challenges faced in the society. 5 % students disagreed with

the statement that helps to meet educational needs of the

students living in tribal and difficult areas and courses help

in understanding the specific problems like discrimination ,

atrocities.

Relevance of Courses for Personal Development

Table (1.4)

Students View Regarding Importance of Courses of IGNOU for Personal Development

1. Helps in Career advancement.

Agree Somewhat Agree

Disagree Total

87% 13% 0% 100%

2. Helps in Knowledge Enrichment.

90% 7% 3% 100%

3. Courses fulfil individual needs and interest.

71% 27% 2% 100%

4. To develops inherent capabilities.

52% 42% 6% 100%

5. Helps in Decision – making.

77% 17% 6% 100%

6. Helps to improve power of thinking.

72% 23% 5% 100%

7. Helps to build up theindividual, personality,character and intelligence.

67% 28% 5% 100%

8. Helps in fulfilling high goals in life.

66% 31% 3% 100%

9. Helps to encourage community participation in improving health care.

57% 32% 11% 100%

Table (1.4) shows that the courses of IGNOU are important for

personal development. Majority of the students (90%) agree

with the statement that courses helps in knowledge enrichment.

While more than 87% of the students agree with statements that

courses helps in career advancement. The courses help in

decision – making are the view of 77% students. 72% of the

students are of the view that courses helps to improve power

of thinking. More than 71% of the students are of the view

that the courses fulfil individual needs and interest. 67%

students find that the courses help to build up the

individual, personality, character and intelligence. More than

66% responded that the courses help in fulfilling high goals

in life. Only 52% and 57% of the students are of the view that

the courses helps to develops inherent capabilities and

courses helps to encourage community participation in

providing health care. 11 % students disagreed with statement

that the courses help to encourage community participation in

providing health care. 6% students disagreed with the

statements that the courses help to develop inherent

capabilities and decision making. 5% students disagreed with

the statement that the courses help to improve power of

thinking and courses help to build up the individual,

personality, character and intelligence. Only 3 % students

disagreed with the statement that the courses help in

knowledge enrichment and fulfilling high goals of life.

Relevance of Courses for Political Development

Table (1.5)

Students View Regarding Importance of Courses of IGNOU for PoliticalDevelopment

1. Helps in generating awareness about policies of government.

Agree Somewhat Agree

Disagree Total

57% 35% 8% 100%

2. Helps to develop leadership qualities.

53% 22% 25% 100%

3. Helps to understand various rights and duties.

48% 30% 22% 100%

4. Helps to develop a sense of security.

62% 31% 7% 100%

5. Helps to attain values and qualities of leadership.

48% 33% 19% 100%

6. Helps the Female/SC/ST in understanding various legal rights given to them.

57% 32% 11% 100%

Table (1.5) shows that the courses of IGNOU are important

for political development. More than 62% are of the view that

courses help to develop a sense of security. While 57% of the

students are of the opinion that the courses helps in

generating awareness about policies of the government and the

courses help the Female/ SC/ST in understanding various legal

right and duties. More than 53% of students are of the view

that the courses help to develop leadership qualities. 7 and 8

% students disagreed with the statements that the course helps

to develop a sense of security and courses help in generating

awareness about policies of Govt.

Result and Discussion

Distance Education has gained popularly all over the

world as a means of extending education to the masses. It is

now recognised as an effective method of instruction in

advanced country of the world. The wide spread urge for higher

witnessed the development of distance education system. The

education systems in India have been changing from time to

time taking into consideration the socio – political needs of

the society. During the last two decades, the system has had

significant impact on the system of education in the

developing as well as developed countries because of its

utility, higher effectiveness, high productivity, and greater

flexibility in the scheme of studies. On the other hand,

Indira Gandhi National Open University was established at the

central level in 20th September, 1985, with the objectives of

providing flexible, innovative and cost-effective higher

education, to all segment of the society, irrespective of any

difference, it helps the country in removing the imbalance

which have existed in the formal education i.e. enrolment of

male students vis-à-vis female students, rural as well as

urban development, vocational education as well as theoretical

education. Thus, in other words its main task is to fulfil

academic social and economical objectives. The data collected

through various methods was analysed in form of percentage

were calculated in figures and tabulated in the tables. In

this way, all the tables were analysed and interpreted in a

systematic manner. After analysing and interpretation of the

data the conclusions of the study were; Enrolment trends in

the institution is increasing day by day, it was 2421 in 2000

and increased to 3180 in 2001. The certificate courses like

CTS, CCP, CHR , CTPM, CPLT, CWDL,CLD and the programme /

courses like; MTM, BTCM, BLIS, PGDMCH, DAFE and PGDIBO were

introduce after 2000. Year 2000 to 2004 maximum number of

scheduled caste and scheduled tribe students were enrolled in

BPP Programmes. More than 61% of the students are of the

opinion that the courses help in increasing productivity and

courses help in fulfilling the economical needs of the

country. 57% students find that the courses help to enable

them to manage available resources and assist them in gaining

access to finances. 6% students disagreed with that the

course help in fulfilling the economical needs of the country

and enable them to manage available resources and assist them

in gaining access to finances. 79% students are of the

opinion that courses are relevant because the courses are

helpful in the development of professional competencies. More

than 65% students are relevant that IGNOU Programme/courses

are relevant, because they help to provide opportunities for

advancement. More than 72% of the students are of the view

that the courses help in cultural and social development. More

than 68% students find that the courses help to meet the

educational needs of the students living in tribal & difficult

areas. 6% students disagreed with that the courses help in

cultural and social development and making them responsible

citizens. Majority of the students is 90 % opinion that

courses helps in knowledge enrichment. More than 57% of the

students view that the IGNOU courses helps in generating

awareness about policy of the government and the courses help

in Female / SC/ST in understanding various legal rights given

to them. 8 % students disagreed with the statement that

courses helps to develop a sense of security and generating

awareness about policies of Government. More than 48% students

are of the view that courses help to understand various rights

and duties. The study reveals that with the help of Distance

Education majority numbers of SC/ST/Women students are being

educated. The courses / programme launched by institution are

useful for carrier advancement, knowledge enrichment and

pursuing higher studies. The disadvantaged group is the main

target group of IGNOU. Over the period of time, number of such

sections like SC/ST/Women has shown a tremendous increase in

IGNOU’s total enrolments. Although their respective share in

the total population was much less but still the achievement

made by IGNOU can be considered as highly satisfactory.

Because in a short span it has started attracting that

section of people towards higher education, which remained

till neglected till date.

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