开放和远程教育的沿革与发展:来自印度的经验  

The Development of Open and Distance Education:The Indian Experience

作　　者：拉马纽健(P.R.Ramanujam) 常凤艳 张伟远 

机构地区：[1]印度新德里的英迪拉.甘地国立开放大学(简称IGNOU)师资培训和研究所

出　　处：《中国远程教育》2003年第19期19-26,共8页Chinese Journal of Distance Education

摘　　要：本文介绍了自1962年以来印度开放和远程教育四十多年的历史和一些重要的经验。印度有世界上最复杂的民族、宗教、语言和文化构成,也是世界上第二人口大国。政治制度为民主联邦制,其组成部分有中央政府、28个省级政府和7个在中央政府监督下的联合区域。在印度接受远程教育的学生占整个高等教育的学生的比例是稍高于20％。印度的远程教育在教学安排上有三种体系:传统大学内设的函授/远程教育部门;邦(省)开放大学以及国家开放大学。这三种体系在课程开发、学生支持服务及技术使用方面有很大不同。虽然政府为学校的启动和部分活动有少量拨款,这些学校的资金主要来源于学生的学费。印度有相当强的技术基础,因此在全球范围内很多方面更有可能具有竞争力。This paper provides a brief discussion of the development of open and distance education in India since 1962. India is one of the most ethnically, religiously, linguistically and culturally diverse places in the world. Being the second most populous country, India has adopted a democratic federal system which includes a central government, 28 state governments and 7 union territories under the supervision of the central government. A little over 20% of the students engaging in higher education in India are distance learners. There are three forms of distance education in India: correspondence/distance education in conventional universities; state-level open universities; and national open universities. These institutions are quite different in terms of course development, student support services and the application of IT. Although the government has provided financial support during the set-up stage of these universities and for a limited number of activities, the funds available to these institutions are mainly drawn from student tuition. India's strength is its robust technological infrastructure, and thus it should become more competitive in a number of different areas.

关 键 词：开放远程教育 印度 远程教育机构 历史和发展 

分 类 号：G728[文化科学—成人教育学]