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Autor/in | Bose, Sutapa |
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Titel | Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study |
Quelle | In: Journal of Learning for Development, 3 (2016) 2, S.62-68 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2311-1550 |
Schlagwörter | Foreign Countries; Open Universities; Educational Policy; Assignments; Bachelors Degrees; Policy Formation; Open Education; Distance Education; Educational Practices; Educational Objectives; Educational Quality; Feedback (Response); India Ausland; Offene Universität; Politics of education; Bildungspolitik; Assignment; Auftrag; Zuweisung; 'Bachelor''s degrees'; Bachelor-Studiengang; Politische Betätigung; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Indien |
Abstract | This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised. (As Provided). |
Anmerkungen | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |