 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Ashmi Singh, Assistant Professor, Department of Education. This is Kanagalsh Ravipalooch, University of Allahabad. And in my earlier lecture, I have discussed with you all the needs, hope and need of distance education. And this time, I'm going to discuss distance education in India, its history and the assumptions and principles of distance education. It means, what is the history of distance education in India and what are the assumptions and principles, what are the principles of distance education. This will be discussed with you and obviously it will be useful for all of us. First of all, if we talk about history, especially the history of distance education, then if we look at the pages of India, all over the globe, then the original distance education can be traced back to the mid-19th century in Europe and the United States. So, we will find that in Europe and the United States, in the middle of the 19th century, this was the beginning of it. So, we can trace back from there to find its origins and its origins. The pioneers of distance education have used the best technology of the time. That is the postal system to provide distance education material. So, if we look at the meaning of distance education, we have found that the technology is used in distance education. And as the technology evolved, the distance education has also been developed. So, the pioneers of distance education have used the best technology of their time. So, when it starts, we get the postal system. The postal system used to be posted through the learning material. Whether it is an exam or an assignment, whatever it is, it was used by the postal system at that time. And if we want to know about its earliest pioneer, then it is the name of Isaac Pittman. Isaac Pittman is considered to be an earlier, early pioneer of distance education. The demand by the industry, government and the military in terms of vocational training pushed distance learning to new levels. So, it was not the concept of Eid-e-Bhakti Shreeksha. When it came, it was the vocational training of the people in the industry, in the government, in the military. And how can they stay away from it? I mean, how can they waste their time and do it? So, this philosophy of distance learning should not be applied to new levels. And the invention of radio in the 1920s and television in the 1940s proved to be vital new forms of communication for using distance education. And in 1920, when radio was published and television was published in 1940, we got new vital forms of distance education. Then if we look at its history, the role of telephones is still in history. When the telephone came, they saw more. In radio and television, they could talk to you at the same time. But when the telephones were published, you could talk to someone in the same time frame. So, the role of telephones became prominent after teleconferencing technologies were introduced in the late 1990s. So, radio, television, telephones came and teleconferencing came after telephones. You can say that teleconferencing is an example of a person sitting far away from a person. Teleconferencing enables teachers to communicate with students in real time. I want to talk to you about the actual time in which we started teleconferencing through telephones giving new dimensions to distance education. And it didn't give a new dimension to distance education. Then, what came? The computer came. The invention of computers further enabled students and teachers to communicate with each other and further led to the development of distance education. When computers are used, the students of distance education, and the teachers are able to communicate with each other in a different way. They can email each other immediately. They can talk to each other immediately. And the advent of the internet further enabled distance education to reach Nemo. First, the computer will be able to email each other when the internet comes. So, the internet is very important. We can connect with anyone in the world anytime and immediately. So, today the internet plays a key role in enabling people to access distance education and has given rise to what is known as virtual learning. We are far away from learning, but we are learning. This is virtual learning. You are making fun of it. And learning is actual. So, from the initial postal system, then your radio comes, then your television comes, then your telephone comes, then your computers come, and then the internet comes. So, you can say that the level of distance education has evolved as well as the technology has evolved. By the way, distance education has also evolved. Why? Because best technology has always been used in distance education. In India, India introduced distance education at the tertiary level about four decades back and at the early secondary level about 35 years back. So, if we look at the tertiary level, that means at the level of higher education, about 40 years ago, distance education began in India. And in Madhya Mikh's education and Madhya Mik's education, it started 5 years ago. The correspondence education scheme was included in the third five years back. So, the first time, in the 35-year period, the correspondence education scheme is mentioned. In effect, Delhi University was the first to establish the Directorate of Correspondence Education. And as a result, the Delhi University first established the Correspondence Education Directorate. Thus, a few more universities offered correspondence courses in established distance education departments during the 1960s. And seeing that, on its journey, many other students also started working on stonework. This is in the 1960s. By the 1970s, the number of universities that offered distance education courses increased as did the number of students who enrolled in such courses. And in 1970s, a lot of students started to come to distance education courses. And a lot of students also enrolled in them. That means enrolled students started to study in courses. Distance education in India received a breakthrough when the Andhra Open University and Indira Gandhi National Independent University were established. And in India, distance education was a big breakthrough until the first time the Andhra Open University was opened and then the Indira Gandhi National Open University was established. Indira Gandhi National Independent University means Ignore. Then the idea of introducing distance education in India at the secondary level was put forth in 1964 when the boards of secondary education in India stated the fact that correspondence courses should be introduced to improve the academic standards of private students. We used to listen to the concept of distance education when we were studying and we used to listen to private students. We used to listen to the concept of distance education. We used to listen to the concept of distance education. When we were doing a regular course, we used to listen to the concept of private students. So this was the terminology of private students and private courses. So in India, the secondary level, around 1964, the boards of secondary education stated that correspondence courses should be introduced. standards. In 1979, with the establishment of the open school project, a major post was provided to distance education in general and correspondence courses at this school level. Consequently, several states also started open schools to provide correspondence education to several students. After that, many states opened open schools so that many students could be educated from correspondence education. In 1989, the National Open School was established and was given the authority to conduct examinations for certification of correspondence courses. In 1989, the National Open School was established and the authority was given the authority to conduct examinations for certification of correspondence courses. This is the essence of distance education in India. How did it evolve? How did history evolve in the world? How did it evolve in India in higher education? How did it evolve in the second education? And what are its assumptions? What do the authorities believe? Distance education provides education and learning to those who are not served in the traditional settings and enhances learning opportunities for those who are not served by the traditional programs of learning. That is, distance education is for those who are not served in the traditional settings and who are not served by the traditional programs of learning. Distance learning should be used as a strategic tool to support individual institutional missions. Distance education offers unique opportunities for adult education and further aids the expansion of adult education in several ways. Distance learning often requires resource sharing and collaboration among the providers. Distance learning is most effective in staff and the learners require new knowledge and skills. Anytime, any place and any pace is the essence of distance education. Distance education plays a key role in developing and maintaining education quality at a global level. The principles on which distance education is based assume that the practice of distance learning contributes to the larger social mission of education and training. American Council on Education's Guiding Principles for Distance Learning and Learning Society is a life-long course that integrates the successful participation in the social, cultural and economic life of a democratic society. We discussed that the concept of distance learning is a life-long process. If we stop learning, then our survival will be difficult. We will be able to successfully participate in the development of a range of learning skills and behaviors that should be explicit outcomes of learning activities. The diversity of learners, learning needs, learning contexts and modes of learning must be recognized for the learning activities to achieve their goals. All members of society have the right to access learning opportunities so that they can actively take part in this society. Participation in a learning society involves both rights and responsibilities for learners, providers and those who manage the process of learning. Learning experiences should support interaction in the development of learning communities since learning is a social process. The development of a learning society requires significant changes in the roles, responsibilities and activities of educational institutions and personnel as well as of the learner. The development of a learning society requires significant changes in the roles, responsibilities and activities of educational institutions and personnel as well as of the learner. The development of a learning society requires significant changes in the roles, responsibilities and activities of educational institutions and personnel as well as of the learner. The development of a learning society requires significant changes in the roles, responsibilities and activities of educational institutions and personnel as well as of the learner. The development of a learning society requires significant changes in the roles, responsibilities and activities of educational institutions and personnel as well as of the learner. This is the distance education in your course. We have discussed its meaning, need and scope and history. How technology is evolving and distance education is evolving. If we look at India, the first open university in India was in 1982. I have forgotten its year in the description box and it was opened in 1985. Similarly, at the school level, the National Institute of Open Schooling was given the name of NIOS. But the name of the school was NOS, National Open Schooling. I will put the year in the description box. I think it was a miss. So, in this way, you people have the knowledge of the concept meaning and scope of distance education as well as its history and its assumptions and principles. So, thank you and don't forget to like and subscribe my channel ExploreEducation. I have done from my side.