by B. Shadrach, M. M. Pant, Nikhil Raj, and Sheriya Sareen

The paper presents recommendations for implementing a blended learning policy in Agriculture Higher Education (A-HE) in India. It highlights challenges facing A-HE, such as limited access, quality, and innovation, and suggests that blended learning can help address these issues. The recommendations include enhancing access and quality, institutional strengthening, capacity building for teachers and learners, leveraging digital technology for extension platforms, re-envisioning MOOCs and microcredentials for employability, and fostering academia-industry collaborations. The paper emphasises the need for a comprehensive policy framework to accelerate transformation in A-HE and create an ecosystem for quality blended learning.

by Anita Sharma

As part of the Commonwealth of Learning’s strategic plan for 2021-2027, the regional centre in New Delhi, known as the Commonwealth Educational Media Centre for Asia (CEMCA), conducted an exploratory study to analyse ways to enhance the efficacy of the Basic Cosmetology Course (NSQF3) offered under the Craftsmen Training Scheme at ITI colleges. The study aimed to understand the industry’s requirements, review the current system of curriculum delivery, and suggest ways to enhance the effectiveness of the cosmetology course through the application of blended learning approaches.

by N. V. Varghese

This Discussion Paper, written by Professor N V Varghese, is meant to provide some glimpses into the ever-evolving higher education landscape, especially steered by technological advances. It is believed that the report will provide a lot of insights for the educators and education planners in developing economies, such as India, where their policy instruments can be aligned with the ground realities.

by George C Varughese

During 2023-24, CEMCA undertook to map the curriculum of Electrician trade skills to understand if and how innovative blended learning practices would enhance the quality of training at the ITI level; thus, enhancing the learning experience of learners who pursue the course for livelihoods, especially by becoming entrepreneurs. This exploratory study helps us to understand if gender-responsive learning opportunities could be developed and offered in a blended manner where learners are mentored and linked to online learning resources, preferably in partnership with the labour market.

by B. Shadrach and Sheriya Sareen

This policy document provides a comprehensive guide for Indian higher education institutions to adopt blended learning, aligning with government initiatives and equipping youth with digital skills for a self-reliant India. It aims to ensure quality and equity in blended learning deployment, offering essential guidance to institutional leaders.

by Dr. B. Shadrach, COL-CEMCA, Mr. George Abraham, Ms. Joyce Maria Sunny, Ms. Amrita Choudhary, Ms. Kalpa Sharma, Col. Ravi Gupta, and Ms. Tripti Sharma

The research found that Open Distance Learning (ODL) courses significantly improved knowledge, skills, and personality, with over three-fourths of respondents reporting knowledge improvement and nine out of ten recommending ODL to visually impaired individuals. To make ODL more inclusive, recommendations include providing accessible materials, supporting assistive technologies, training educators, fostering collaborations, and promoting awareness initiatives, ultimately creating a more inclusive environment for visually impaired individuals in India.