Education, Home Schooling, College, Sholarship, Online Degree
Posts tagged Distance
Now Distance Learning MBA In Appear
Mar 11th
I was able to go through the MBA fair at full throttle in order to find out as much as I could about the available schools.Almost two years later, the Kenyan MBA candidate is living in Hungary and studying for an MBA with a finance specialization, one of his key criteria for an MBA program. “I was interested in a finance specialization but one that would have more than the bottom line as mantra,” he says.Ochieng says international degrees from reputable schools are always well regarded in his home country of Kenya. “A lot of respect is earned as it denotes a quality education. However, it places a greater challenge on the degree holder to prove that they are better than their local counterpart. Many people view their degrees as an international passport to go and recoup their return on investment wherever they can, depending on their perceived worth.”
Passing the GMAT Getting into the MBA classroom has its challenges. There’s the GMAT to pass, the MBA essays to write and the admissions interviews to survive, but Ochieng took them all in his stride.Writing the MBA essays was a tough but necessary assignment. It enabled me to take stock of the lessons learned through work and interaction and to have a very good idea about what I wanted to achieve in the long term, and the milestones to be achieved in the short to medium term,” Ochieng says. “It is important to be very clear about your goals and how the mosaic of events in the present will help to achieve them. My essay, in my view, brought this out clearly. Preparing for the GMAT required just as much preparation. “Firstly I spoke to those who had done their MBAs, both locally and abroad, to find out whether it had benefited them or not,” Ochieng recalls. “Their experiences provided an indicator of the level of commitment that would be required to complete the process successfully. “With that out of the way, it was necessary to assess the application process, which required the GMAT to be taken. The GMAT requires a good level of preparation. Practicing with the sample exams is a good way to gauge oneself and improve one’s chances of success.” MBA funding “Financing an MBA is a significant investment, just like buying a house or getting seed money to start a business,” Ochieng says. “It is easy to suffer massive hair loss as you crunch the numbers on how to make it work. “If lucky, you will have saved enough to pay for the whole course but those are exceptional cases. You must draw to your resources and that of family and other areas, like bank loans.” Ochieng also advises other MBA candidates to look through potential business school’s online information pages to check for opportunities, such as management scholarships and other methods of MBA funding. “I received a partial scholarship from CEU Business School that helped offset my tuition costs, and was also awarded the Robert Oldham Scholarship.
One, however, should not despair at the price tag [of an MBA], but instead think about what the effort will bring in the long run. It is definitely worth the shot.”
Scope of Distance Education MBA India And Abroad
Mar 2nd
With bright future and best opportunity, mba in india has earned popularity in students. Emerging of new corporative sector and investment of leading multi national company in India has open a door for need of world class management programmer in nation. The popularity of course with less effort to get in jobs has given track for various openings of business school. The business schools are providing different types of MBA courses. With best infrastructure and able guidance of excellent faculty, the business schools produces top class student of management every year.The globalization has open door for more than 2500 business school in India. The institutes offer mba education courses for above graduates students. The admissions in all business schools are based on scoring of entrance test CAT, XAT, MAT, GMAT or JMET. Few business schools conduct their own business entrance examination and eligibility admission interview. Most of the business school offer post graduate diploma in management which is recognized similar to degree of MBA in India. Although, curriculum of the PGDM and MBA are of equal value but MBA is a theoretical aspects of management whereas PGDM is an industry-oriented education. Most of the B-schools offer mba program in finance, human resources, marketing, communication, hotel management, fashion technology etc. Every sector is now looking forward to globalize their business. The entry of corporate sector in other common field like health, agriculture etc has created a need of management programmer. So mba course with association of these fields has created a demand for student. With several advantages factor, business education has become a best career choice for student. Irrespective of regular course, various educational institutes are offering distance education mba india for remote areas or professional student. The distance education are helping remote student to earn management degree and same time it has emerged as a best choice for student to opt educational courses according to their conveyance and schedule. These programs help them to earn education degree with experience. As in the era of tough competition, education with experience counts great value for every individual. Few students from the family of well to do are picking up mba study abroad program. The education in foreign university counts great value. These university offer courses in a world class infrastructure and give practical education. The student gain education with training program conducted in various multinational companies. The foreign university offer education with technical aspects as compared to Indian university. Few countries like European and American nations are providing best educational program as most of leading corporate companies belongs to these countries only. If you are planning for mba abroad then you can pick education program in top most colleges. Some top most university is running online educational program of business administration. The multi national companies are giving great value to business administration educational program degree holder in every niche of world. Earning degree in management will help student in getting attractive salary packages and beneficial in long term career life.
Status of Distance Education System in India
Jan 17th
Distance education is one of the upcoming favored education systems among the students. Not only in abroad but distance education in india also plays an important role in development of education structure of India. It really support to students who are not able to leave their job or who are not able to attend regular classes due to some reason. This only the reason why regular universities and colleges are in plan to inaugurate various types of distance education courses in India as well as abroad. There are many universities in London, offering distance learning courses in India, as they have analyze huge rush towards distance learning students in India.
In India universities like Indira Gandhi National Open University, Uttaranchal open university, Yashwant Rao Chavan Open University, Madhya Pradesh Bhoj Open University, U.p. Rajarshi tandon open university, Karnataka State Open University, Vardhman mahaveer open university, Tamil Nadu Open University, K. K. Handique state university and Kota Open University are some of the open universities of india. There si board named Distance Education Council of India (DEC), responsible for open universities in India regulation. This organization DEC communicates between state governments and conventional universities to raise the quantity and quality of open universities and distance education in India. All the departments of open universities means promotion department, funds department, assessment and accreditation department all are handle by Distance Education Council of India (DEC).
All these universities offered different types courses of different levels like certificate, diploma, PG Diploma courses, graduate, post graduate level, and Ph.d and doctoral level. Out of all 14 open universities in India, Indira Gandhi National Open University (IGNOU) is one of the prestigious distance education of India that offers quality education and having centers in various sections of India. At graduate level courses like B.A (History, Political Science, Sociology, English, Sanskrit, Psychology, Hindi), in accounting there is B.Com, B.Sc in chemistry, geography, zoology, physics, economics and biology, Bachelor of Library Science, BBA and B.Ed are mostly favored by students. In post graduate level the distance education mba in India is mostly favored by students.
NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
Oct 14th
NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted
BACKGROUND
In terms of Entry 66 of List 1 of the Seventh Schedule to the Constitution of India,Parliament is competent to make laws for the coordination and determination of standards ininstitutions for higher education for research, and scientific and technical institutions.Parliament has enacted laws for discharging this responsibility through : the University GrantsCommission (UGC) for general Higher Education, the All India Council for Technical Education(AICTE) for Technical Education ; and other Statutory bodies for other disciplines. As regards higher education, through the distance mode, Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others:
(a)to provide opportunities for higher education to a large segment of population,especially disadvantaged groups living in remote and rural areas, adults, housewivesand working people; and
(b)to encourage Open University and Distance Education Systems in the educational
pattern of the country and to coordinate and determine the standards in such systems.
2. The history of distance learning or education through distance mode in India, goes
way back when the universities started offering education through distance mode in the name
of Correspondence Courses through their Directorate/School of Correspondence Education.
In those days, the courses in humanities and/or in commerce were offered through
correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of
higher learning etc., could not get themselves enrolled in the conventional `face-to-face’
mode `in-class’ programmes.
3. In the recent past, the demand for higher education has increased enormously
throughout the country because of awareness about the significance of higher education,
whereas the system of higher education could not accommodate this ever increasing demand.
4. Under the circumstances, a number of institutions including deemed universities,
private universities, public (Government) universities and even other institutions, which are
not empowered to award degrees, have started cashing on the situation by offering distance
education programmes in a large number of disciplines, ranging from humanities to
engineering and management etc., and at different levels (certificate to under-graduate and
post-graduate degrees). There is always a danger that some of these institutions may become
`degree mills’ offering sub- standard/poor quality education, consequently eroding the
credibility of degrees and other qualifications awarded through the distance mode. This calls
for a far higher degree of coordination among the concerned statutory authorities, primarily,
UGC, AICTE and IGNOU and its authority – the Distance Education Council (DEC).
5. Government of India had clarified its position in respect of recognition of degrees,
earned through the distance mode, for employment under it vide Gazette Notification No. 44
dated 1.3.1995.
6. Despite the risks referred to in para 4 above, the significance of distance education in
providing quality education and training cannot be ignored. Distance Mode of education has
an important role for :
(i)providing opportunity of learning to those, who do not have direct access to
face to face teaching, working persons, house-wives etc.
(ii)providing opportunity to working professionals to update their knowledge,
enabling them to switchover to new disciplines and professions and enhancing
their qualifications for career advancement.
(iii)exploiting the potential of Information and Communication Technology (ICT) in
the teaching and learning process; and
(iv)achieving the target of 15% of GER by the end of 11th Plan and 20% by the end
of 12th five year Plan.
7. In order to discharge the Constitutional responsibility of determination and
maintenance of the standards in Higher Education, by ensuring coordination among various
statutory regulatory authorities as also to ensure the promotion of open and distance
education system in the country to meet the aspirations of all cross-sections of people for
higher education, the following policy in respect of distance learning is laid down:-
(a) In order to ensure proper coordination in regulation of standards of higher education
in different disciplines through various modes [i.e. face to face and distance] as also to ensure
credibility of degrees/diploma and certificates awarded by Indian Universities and other
Education Institutes, an apex body, namely, National Commission for Higher Education and
Research shall be established in line with the recommendations of Prof. Yash Pal
Committee/National Knowledge Commission. A Standing Committee on Open and Distance
Education of the said Commission, shall undertake the job of coordination, determination and
maintenance of standards of education through the distance mode. Pending establishment of
this body:
(i) Only those programmes, which do not involve extensive practical course work,
shall be permissible through the distance mode.
(ii) Universities / institutions shall frame ordinances / regulations / rules, as the
case may be, spelling out the outline of the programmes to be offered
through the distance mode indicating the number of required credits, list of
courses with assigned credits, reading references in addition to self learning
material, hours of study, contact classes at study centres, assignments,
examination and evaluation process, grading etc.
(iii) DEC of IGNOU shall only assess the competence of university/institute in
respect of conducting distance education programmes by a team of experts,
whose report shall be placed before the Council of DEC for consideration.
(iv) The approval shall be given only after consideration by Council of DEC and not
by Chairperson, DEC. For the purpose, minimum number of mandatory
meetings of DEC may be prescribed.
(v) AICTE would be directed under section 20 (1) of AICTE Act 1987 to ensure
accreditation of the programmes in Computer Sciences, Information
Technology and Management purposed to be offered by an
institute/university through the distance mode, by National Board of
Accreditation (NBA).
(vi) UGC and AICTE would be directed under section 20 (1) of their respective Acts
to frame detailed regulations prescribing standards for various
programmes/courses, offered through the distance mode under their mandate,
(vii) No university/institute, except the universities established by or under an Act
of Parliament/State Legislature before 1985, shall offer any programme
through the distance mode, henceforth, without approval from DEC and
accreditation by NBA. However, the universities/institutions already offering
programmes in Humanities, Commerce/Business/Social Sciences/Computer
Sciences and Information Technology and Management, may be allowed to
continue, subject to the condition to obtain fresh approval from DEC and
accreditation from NBA within one year, failing which they shall have to
discontinue the programme and the entire onus with respect to the academic
career and financial losses of the students enrolled with them, shall be on such
institutions/universities.
(viii) In light of observation of Apex Court, ex-post-facto approval granted by any
authority for distance education shall not be honoured and granted
henceforth. However, the universities established by or under an Act of
education programmes in the streams of Humanities/Commerce/Social
Sciences before the year 1991 shall be excluded from this policy.
(ix) The students who have been awarded degrees through distance mode by the
universities without taking prior approval of DEC and other statutory bodies,
shall be given one chance, provided they fulfil the requirement of minimum
standards as prescribed by the UGC, AICTE or any other relevant Statutory
Authority through Regulation, to appear in examinations in such papers as
decided by the university designated to conduct the examination. If these
students qualify in this examination, the university concerned shall issue a
certificate. The degree along with the said qualifying certificate may be
recognised for the purpose of employment/promotion under Central Government.
(x) A clarification shall be issued with reference to Gazette Notification No. 44
dated 1.3.1995 that it shall not be applicable on to the degrees/diplomas
awarded by the universities established by or under an Act of Parliament or
State Legislature before 1985, in the streams of Humanities/Commerce and
Social Sciences.
(xi) The policy initiatives spelt out in succeeding paragraphs shall be equally
applicable to institutions offering distance education/intending to offer
distance education.
(b) All universities and institutions offering programmes through the distance mode shall
need to have prior recognition/approval for offering such programmes and accreditation from
designated competent authority, mandatorily in respect of the programmes offered by them.
The violators of this shall be liable for appropriate penalty as prescribed by law. The
universities/institutions offering education through distance mode and found involved in
cheating of students/people by giving wrong/false information or wilfully suppressing the
information shall also be dealt with strictly under the penal provisions of law.
(c) The universities / institutes shall have their own study centres for face to face
counselling and removal of difficulties as also to seek other academic and administrative
assistance. Franchising of distance education by any university, institutions whether public or
private shall not be allowed.
(d ) The universities /institutions shall only offer such programmes through distance mode
which are on offer on their campuses through conventional mode. In case of open
universities, they shall necessarily have the required departments and faculties prior to
offering relevant programmes through distance mode.
(e) It would be mandatory for all universities and education institutions offering distance
education to use Information and Communication Technology (ICT) in delivery of their
programmes, management of the student and university affairs through a web portal or any
other such platform. The said platform shall invariably, display in public domain, the
information about the statutory and other approvals along with other necessary information
about the programmes on offer through distance mode, their accreditation and students
enrolled, year- wise, etc. This may be linked to a national database, as and when created, to
facilitate the stakeholders to take a view on the recognition of the degrees for the purpose of
academic pursuit or employment with/under them.
(f) All universities/education institutions shall make optimal use of e-learning contents for
delivery/offering their programmes through distance mode. They shall also be
encouraged/required to adopt e-surveillance technology for conduct of clean, fair and
transparent examinations.
(g) The focus of distance education shall be to provide opportunity of education to people
at educationally disadvantaged situations such as living in remote and rural areas, adults with
no or limited access to education of their choice etc.
(h) In order to promote flexible and need based learning, choice-based credit system shall
be promoted and all ODE institutions shall be encouraged to adopt this system and evolve a mechanism for acceptance and transfer of credits of the courses successfully completed by
students in face-to-face or distance mode. For the purpose, establishment of a credit bank
may be considered. Similarly, conventional universities, offering face to face mode
programmes shall be encouraged to accept the credits earned by the students through
distance mode. A switch over from annual to semester system shall be essential.
(i) Convergence of the face-to-face mode teaching departments of conventional
universities with their distance education directorates/correspondence course wings as also
with open universities/institutions offering distance education, shall be impressed upon to
bridge the gap in distance and conventional face-to-face mode of education.
(j) Reputed Foreign education providers well established, recognized and accredited by
competent authority in their country and willing to offer their education programmes in India
shall be allowed, subject to the fulfilment of the legal requirement of the country.
(k) A National Information and Communication Technology infrastructure for networking
of ODE institutions shall be created under National Mission on Education through Information
and Communication Technology.
(l) Efforts would be made to create favourable environment for research in Open and Distance Education (ODE) system by setting up infrastructure like e- libraries, digital data-base,
online journals, holding regular workshops, seminars etc.
(m) Training and orientation programmes for educators and administrators in ODE system
with focus on use of ICT and self-learning practice, shall be encouraged.
(n) ODE institutions shall be encouraged to take care the educational needs of learners
with disabilities and senior citizens.
(o) An official notification clarifying the issue of recognition of academic qualification,
earned through distance mode, for the purpose of employment, shall be issued.
(p) A mechanism shall be set up for evaluation of degrees of foreign universities for the
purpose of academic pursuit as well as for employment under the Central Government. This
may include the assessment of the credentials of the university concerned as also to test the
competence of the degree holder, if needed.
Distance Learning in Education Services to Enhance Your Expertise
Oct 8th
Distance learning in education services prepares students for various careers in the field of education. Some of the educational services are elementary and secondary school teacher, college and university faculty, instructional coordinator, vocational education teacher, remedial education teacher, students counselor, library technician, self enrichment teacher and training specialist. Apart from these careers other educational services include education product design and development services, education course and curricula development, international education consulting services, international credential evaluation, etc.
Distance learning in education services enhances your expertise in specialized teaching techniques such as how to create a successful classroom literacy program, how to better examine and expand student’s varying learning styles and intelligence levels, and how to utilize technology to enhance and facilitate the learning process. A degree in education accompanied by a strong academic background gives you confidence and professional expertise in the field of teaching.
New Opportunities
Distance learning in education services, also offer advanced degree courses in education administration, education supervision etc. Education administration degree courses are available in school finance and budgeting, school law, community relations, etc. Education supervision degree courses are available in human relations, curriculum development, supervision of instruction and curriculum, etc.
Online education courses and distance learning facilities have raised more challenges for education professionals than ever before. It has given an international dimension to education. Countries around the world are trying to promote their educational services through online technology. New careers are offered by distance learning in education services targeted for international exposure. An education product design and development professional stays abreast of new education research and technology and continually designs new education strategies and approaches to retain a competitive edge in an international arena. An international education consultant evaluates a number of education programs and materials and provides accurate and up to date information on international higher education. International credential evaluators evaluate educational credentials from any country in the world into their US equivalents.
Resources for Distance Learning in Education Services
There are plenty of online degree programs available for education services. Many of them are accredited by the National Council for accreditation of teacher Education; and by the Educational Leadership Constituent Council. The web site ELearners is a search engine for accredited online degrees, while the site CollegeandUniversity is a convenient, comprehensive and personalized source of degree programs and related information. Educational Pathways is a paid subscription newsletter covering distance learning and teaching in higher education. GetEducated is an online degree clearinghouse for accredited colleges and universities while ClassesUSA is also a very good higher education portal.
Demand for education professionals is expected to grow substantially by 2012. Education will continue to hold a special place in people’s lives. Private institutions, local and state governments and corporations will continue to offer various education programs.
