As we all know, ODL occupies a special place in the Indian higher education system because of

its major contribution in enhancing the gross enrollment ratio and democratization of higher
education to large segments of the Indian population particularly to reach out to the unreached
and to meet the demands of lifelong learning which has become more of a necessity in the
knowledge society. The major objectives of DE system as envisaged are:

i) To democratize higher education to large segments of the population, in particular the

disadvantaged groups such as those living in remote and rural areas, working people, women etc.
ii) To provide an innovative system of university-level education which is both flexible and open
in terms of methods and pace of learning; combination of courses, eligibility for enrollment, age
of entry, conduct of examination and implementation of the programmes of study;
iii) To provide an opportunity for up-gradation of skills and qualifications; and
iv) To develop education as a lifelong activity to enable persons to update their knowledge or
acquire knowledge in new areas. In order to achieve the above stated objectives, various reforms
are made in this direction by the Commission.

Keeping in view the above objectives, we wish to draw your kind attention towards certain issues
which need to be addressed for proper implementation of point no. b, i.e., “Common
Examination for Regular and ODL programmes” of the above referred letter which are given
herein below for your kind reference:

1. Difference in Scheme/Syllabi: As per the University Grants Commission (Open and Distance
Learning) Regulations, 2017, there is a comparison made between credits in conventional and
Open and Distance Learning Mode (Refer table 1, Page no. 69 of the said regulations).

As per the above referred table, there is difference of credits under conventional mode as
compared to ODL mode. Comparative value of credits mentioned in the UGC Guidelines for
Choice Based Credit System in conventional mode and that in practice in ODL mode
Institutions, it is observed that for a total of six semester UG programme each of nearly 5-6
months duration, 16 credits per semester are uniformly assigned in the ODL mode, whereas, in
the UGC guidelines for conventional mode on an average 24 credits per semester have been
assigned. Thus, the ratio of a credit in ODL mode to that of the conventional mode is 2:3.

So, when different credits are there in conventional mode as compared to ODL mode, the
scheme/syllabi will also be different for these modes and when scheme/syllabi is different, how
exams/question bank can remain the same.

Further, as per table 2: Norms for delivery of courses through distance mode given in UGC
(ODL) Regulations 2017, size of SLMs range in terms of units is given for different credits and
accordingly practical and theory hours have also been given in the said regulations and
scheme/syllabi of ODL mode is designed accordingly which is different in case of conventional
mode. So resultantly, the scheme/syllabi will be different for both the modes.
2. Different admission timings: In ODL mode, the admissions are allowed to be made twice in
a year for an academic session i.e. once for July cycle and other for January cycle which is not
the case in case of conventional mode of education where only one time admission criteria is
followed for a particular academic session.

So, exams will have to be scheduled on different dates for ODL mode as compared to
conventional mode and these dates can not match with that of Regular mode of exams.

3. Enhanced Examination Cost: Taking exams of regular mode students along with ODL mode
will in itself be a mammoth exercise and it will also increase the cost of examination, the burden
of which will have to be borne by the student ultimately.

On the contrary, same resources can be used for both modes at different times which will save
cost and also reduce the burden to greater extent.

4. Examination Reforms: As per the public notice dated 7th June, 2018 of UGC,
views/suggestions have been sought from various stake holders for reforms in the examination
systems in HEIs which includes one point among others “On-demand examination” mentioned
under Theme: 2 of the said public notice.

The scheme of OD-Exam being a more flexible scheme may help students in reducing the exam
related tension. Thus when a student gets an opportunity to appear in the examination as per
his/her choice and preparedness, it is expected to perform better. The ODE has added one more
dimension in the openers and flexible nature of the ODL system. The ODE can be more useful in
better implementation of the scheme of Flexi learn where students are allowed to register course
wise and take exam whenever they want. In fact, it can be considered a step towards fast track
assessment system where anybody may walk in for instant assessment of the prior knowledge
and ask for certification. Particularly in ODL system, where majority of students are working or
employed, the scheme of examination On-Demand need to be expended for all courses through
more examination centres.

Now, if ODL mode exams are scheduled with that of regular mode students (which are totally
dedicated to studies), ODL mode students will not able to cope with that because they cannot
afford to take too much leave from their jobs/professions for appearing in the exams and
moreover they want to appear for exams preferably on Sundays/holidays. Rather, ODL mode
students want On-demand examination which is very innovative and will be very helpful in
appearing in the exam as per their preparation and convenience and thus will help them is
completing their programmes without waiting for six monthly term end exam.

So, at one point the Commission is committed to make reforms in the examination system and
making it more student friendly and practical and contrary to this through the above referred
letter it is itself binding the institutions to take exams of ODL mode along with that of regular
mode which is totally in contradiction of the reform process initiated by the Commission itself.

5. Compromising academic flexibility: Due to accessibility and time constraint the student
community could not be facilitated with proper higher education in the regular mode. Keeping in
view this issue in mind, UGC (ODL) Regulations, 2017 has been framed and it is key feature of
the ODL mode of education which takes care of time-frame of courses, vertical mobility, and
inter-disciplinary options facilitated by curricular transactions and it is emphasized in the said
regulations that institutions shall adopt proper strategies for imparting academic flexibility.

The implementation of the common examination for regular and ODL programmes will in many
ways affect the academic flexibility and thereby it will be compromised to a greater extent.