It is a university which follows the system of open learning, which is the manifestation
of the philosophy of openness in teaching-learning transaction through several features
as detailed under:
• Learner Centredness
It is a system where all approach towards the teaching-learning transactions is
oriented towards the need of the learner. For example, it offers socially and
academically relevant programmes based on student need analysis. The conventional
system is more teacher-centric, that is oriented towards the norms, procedures
adopted by the teachers.
• Flexible Entry Norms
The entry norms are flexible. For example, there is no upper age limit. A candidate
has to be 10+2 pass for getting entry into BA/B.Com but it is not essential for him
to secure particular threshold marks. One can join an academic programme at
IGNOU while being a student of another university.
• Individualized Study
Conventional system follows a synchronous mode of study. Here, a learner has the
scope of studying according to his convenience. He can read the self-instructional
printed material as per his desired schedule. Similarly he can switch on the tape or
the DVD player according to his convenience. He can freely use e-resources like
open educational resources and other technology based teaching learning tool.
• Trascendation of the Barrier of Space and Time
The learner can pursue her study from anywhere and also at anytime. At IGNOU,
examinations are held twice a year, in June and December. It is like two buses, say
between Delhi and Jaipur. One may be in the morning and the other in the evening.
If one misses the morning bus one can take the evening bus. If the morning bus
develops some trouble in the midway, one has the option for waiting and travelling
by the evening bus. Similarly if one misses the June examination, one can appear at
the December examination. If one misses out on some courses during the June
examination, one can get them cleared at the December examination. Thus the
examination system has been made user-friendly to the extent that a learner appears
at the examination only when she feels satisfied about her preparation. IGNOU has
started the scheme of On-demand examination for some of the programmes and
this facility is likely to be extended for all programmes.
• Use of Modern Educational and Communication Technologies
In spite of tremendous advancement in technology, Print medium happens to be
the mainstay in the instructional system. However, electronic media like audio,
video, interactive audio (via radio), interactive video (via satellite) and virtual
classroom (via internet) are used for teaching-learning transaction.
• Modular Approach Towards Study
There are two facets of the modular approach.
i) Quite a few programmes are offered, at all levels, i.e. certificate, diploma and
bachelors. For example, in case of tourism studies, IGNOU offers Certificate
in Tourism Studies (CTS), Diploma in Tourism Studies (DTS) and Bachelor
of Arts in Tourism Studies (BTS). Now CTS is a subset of DTS and DTS is a
subset of BTS. Thus one can complete CTS and opt to quit or do so after
completing DTS. While doing DTS he will not have to re-do CTS. It is not
necessary that everyone has to study till BTS. However, while studying BTS,
one does not have to re-do CTS and DTS.
ii) At IGNOU every academic programme of study is a combination of courses,
every course is a combination of blocks, every block is a combination of units.
The books are provided in the form of blocks, i.e., small modules rather than
a fat text book which may demotivate the learner. The modules are supposed
to be written in increasing order of degree of difficulty so that after completing
one module, that is one block, the learner feels motivated to go over to the
next block. It is like trekking from Pahalgaon to Amarnath. Say, after one
reaches Chandanbari and looks back at the terrains one has crossed, one feels
motivated to cross the further difficult terrains ahead. Thus, from Chandanbari,
one reaches Pissu Top, Seshnag and finally the Amarnath cave. Similarly, one
goes from simpler to relatively more difficult modules while going through
one’s study.
• Resource Sharing
IGNOU shares the resources of the host institutions of its study centres at times
which do not clash with their usual working hours, thus IGNOU does not have to
pay for the brick and mortar infrastructure of the study centres. The aspect of resource
sharing turns out to be a significant cause behind the low cost of the programmes
which becomes beneficial for the institution as well as the learners.
• Option of Free Choice of Courses
In IGNOU we follow a cafeteria approach. In a cafeteria the names of the dishes
are provided in the menu card along with their prices. We can draw an analogy
between the dishes and the courses and the prices with the number of credits. At
the cafeteria one can select the dishes as per one’s choice, of course within the
limits of one’s affordability. In other words, one has to keep track of the money in
one’s pocket. Likewise, here one has to select courses up to the total number of
credits earmarked for a programme and one has the option of free choice. One can
select courses as per one’s aptitude and capability.
• Scientific Scheme of Evaluation
It follows a very scientific scheme of evaluation which is an aggregate of selfassessment
(Nil weightage), continuous evaluation (25 to 30% weightage) and termend
examination (70 to 75% weightage).
• Cost Effectiveness
This aspect has already been dealt with under the head ‘Resource Sharing’.
• Nationwide Support Service Network
It has a network of learner support centres throughout the country in the form of
regional centres, study centres, work centres, skill development centres, partner
institutions and institution collaborators.
• International Jurisdiction
It also has an international jurisdiction having presence in 37 countries abroad.
• Collaboration and networking with the conventional universities, state open
universities, other institutions and organisations.
A unique feature is the provision of collaboration of IGNOU with the conventional
universities, other open universities, the distance education directorates, the
correspondence course institutions and several other institutions/organisations of
repute. By other institutions/organisations we generally mean such establishments
which may not be involved in academia but have expertise in some relevant areas
such as vocational studies. Under such circumstances IGNOU collaborates with
that institution/organisation for launching the relevant programme.
• Facilities of ‘Credit Transfer’ and ‘Credit Exemption’
The university follows the ‘credit system’ for its programmes of study. It has the
provision of transferring the credits earned by a learner at IGNOU or say at other
institution, thereby providing much relief to the learners. ‘Credit Exemption’ is
allowed for several programmes where the learner concerned does not have to
undertake exercises meant for continuous evaluation. She has to appear only for
the relevant term-end examination.
• Associate Studentship
The system provides the facility of Associate Studentship, that is, one can register
for a particular course without registering for the whole programme. Suppose a
student wants to study only ‘Thermodynamics’. He does not have to register for
the BSc Programme. He can register as an Associate Student only for the course on
Thermodynamics. On successful completion he will get a certificate of completion
of the ‘Thermodynamics’ course. For entry, however, he will need to have the
eligibility required for admission to BSc.
• Convergence with the Conventional System
Last but not the least it is to be appreciated that for the sake of capacity building
and strengthening of the conventional university and the Collegiate Education
System a scheme of ‘convergence’ has been conceived jointly by UGC, IGNOU,
Distance Education Council and AICTE under the guidance of the MHRD. Under
this scheme there is likely to be a provision for colleges affiliated with the
conventional universities and university departments offering academic programmes
of IGNOU.
of the philosophy of openness in teaching-learning transaction through several features
as detailed under:
• Learner Centredness
It is a system where all approach towards the teaching-learning transactions is
oriented towards the need of the learner. For example, it offers socially and
academically relevant programmes based on student need analysis. The conventional
system is more teacher-centric, that is oriented towards the norms, procedures
adopted by the teachers.
• Flexible Entry Norms
The entry norms are flexible. For example, there is no upper age limit. A candidate
has to be 10+2 pass for getting entry into BA/B.Com but it is not essential for him
to secure particular threshold marks. One can join an academic programme at
IGNOU while being a student of another university.
• Individualized Study
Conventional system follows a synchronous mode of study. Here, a learner has the
scope of studying according to his convenience. He can read the self-instructional
printed material as per his desired schedule. Similarly he can switch on the tape or
the DVD player according to his convenience. He can freely use e-resources like
open educational resources and other technology based teaching learning tool.
• Trascendation of the Barrier of Space and Time
The learner can pursue her study from anywhere and also at anytime. At IGNOU,
examinations are held twice a year, in June and December. It is like two buses, say
between Delhi and Jaipur. One may be in the morning and the other in the evening.
If one misses the morning bus one can take the evening bus. If the morning bus
develops some trouble in the midway, one has the option for waiting and travelling
by the evening bus. Similarly if one misses the June examination, one can appear at
the December examination. If one misses out on some courses during the June
examination, one can get them cleared at the December examination. Thus the
examination system has been made user-friendly to the extent that a learner appears
at the examination only when she feels satisfied about her preparation. IGNOU has
started the scheme of On-demand examination for some of the programmes and
this facility is likely to be extended for all programmes.
• Use of Modern Educational and Communication Technologies
In spite of tremendous advancement in technology, Print medium happens to be
the mainstay in the instructional system. However, electronic media like audio,
video, interactive audio (via radio), interactive video (via satellite) and virtual
classroom (via internet) are used for teaching-learning transaction.
• Modular Approach Towards Study
There are two facets of the modular approach.
i) Quite a few programmes are offered, at all levels, i.e. certificate, diploma and
bachelors. For example, in case of tourism studies, IGNOU offers Certificate
in Tourism Studies (CTS), Diploma in Tourism Studies (DTS) and Bachelor
of Arts in Tourism Studies (BTS). Now CTS is a subset of DTS and DTS is a
subset of BTS. Thus one can complete CTS and opt to quit or do so after
completing DTS. While doing DTS he will not have to re-do CTS. It is not
necessary that everyone has to study till BTS. However, while studying BTS,
one does not have to re-do CTS and DTS.
ii) At IGNOU every academic programme of study is a combination of courses,
every course is a combination of blocks, every block is a combination of units.
The books are provided in the form of blocks, i.e., small modules rather than
a fat text book which may demotivate the learner. The modules are supposed
to be written in increasing order of degree of difficulty so that after completing
one module, that is one block, the learner feels motivated to go over to the
next block. It is like trekking from Pahalgaon to Amarnath. Say, after one
reaches Chandanbari and looks back at the terrains one has crossed, one feels
motivated to cross the further difficult terrains ahead. Thus, from Chandanbari,
one reaches Pissu Top, Seshnag and finally the Amarnath cave. Similarly, one
goes from simpler to relatively more difficult modules while going through
one’s study.
• Resource Sharing
IGNOU shares the resources of the host institutions of its study centres at times
which do not clash with their usual working hours, thus IGNOU does not have to
pay for the brick and mortar infrastructure of the study centres. The aspect of resource
sharing turns out to be a significant cause behind the low cost of the programmes
which becomes beneficial for the institution as well as the learners.
• Option of Free Choice of Courses
In IGNOU we follow a cafeteria approach. In a cafeteria the names of the dishes
are provided in the menu card along with their prices. We can draw an analogy
between the dishes and the courses and the prices with the number of credits. At
the cafeteria one can select the dishes as per one’s choice, of course within the
limits of one’s affordability. In other words, one has to keep track of the money in
one’s pocket. Likewise, here one has to select courses up to the total number of
credits earmarked for a programme and one has the option of free choice. One can
select courses as per one’s aptitude and capability.
• Scientific Scheme of Evaluation
It follows a very scientific scheme of evaluation which is an aggregate of selfassessment
(Nil weightage), continuous evaluation (25 to 30% weightage) and termend
examination (70 to 75% weightage).
• Cost Effectiveness
This aspect has already been dealt with under the head ‘Resource Sharing’.
• Nationwide Support Service Network
It has a network of learner support centres throughout the country in the form of
regional centres, study centres, work centres, skill development centres, partner
institutions and institution collaborators.
• International Jurisdiction
It also has an international jurisdiction having presence in 37 countries abroad.
• Collaboration and networking with the conventional universities, state open
universities, other institutions and organisations.
A unique feature is the provision of collaboration of IGNOU with the conventional
universities, other open universities, the distance education directorates, the
correspondence course institutions and several other institutions/organisations of
repute. By other institutions/organisations we generally mean such establishments
which may not be involved in academia but have expertise in some relevant areas
such as vocational studies. Under such circumstances IGNOU collaborates with
that institution/organisation for launching the relevant programme.
• Facilities of ‘Credit Transfer’ and ‘Credit Exemption’
The university follows the ‘credit system’ for its programmes of study. It has the
provision of transferring the credits earned by a learner at IGNOU or say at other
institution, thereby providing much relief to the learners. ‘Credit Exemption’ is
allowed for several programmes where the learner concerned does not have to
undertake exercises meant for continuous evaluation. She has to appear only for
the relevant term-end examination.
• Associate Studentship
The system provides the facility of Associate Studentship, that is, one can register
for a particular course without registering for the whole programme. Suppose a
student wants to study only ‘Thermodynamics’. He does not have to register for
the BSc Programme. He can register as an Associate Student only for the course on
Thermodynamics. On successful completion he will get a certificate of completion
of the ‘Thermodynamics’ course. For entry, however, he will need to have the
eligibility required for admission to BSc.
• Convergence with the Conventional System
Last but not the least it is to be appreciated that for the sake of capacity building
and strengthening of the conventional university and the Collegiate Education
System a scheme of ‘convergence’ has been conceived jointly by UGC, IGNOU,
Distance Education Council and AICTE under the guidance of the MHRD. Under
this scheme there is likely to be a provision for colleges affiliated with the
conventional universities and university departments offering academic programmes
of IGNOU.
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