Policy Recommendations from Employers for Enhancing Skills through ODL

Abstract

This paper aims at seeking recommendations for the Open and Distance Learning (ODL) policy from the industry to ensure learners graduating from ODL system are employable and are at par with those who have graduated from conventional system. Survey from total 97 employers spread over 7 industry sectors indicated that policy intervention is required to enhance skill development through ODL. This will enable ODL system and its learners to overcome major challenges related to credibility and recognition. These recommendations stressed on enhancing the quality of ODL education and skill development through collaboration between academia and industry and use of technology. It is highly advocated that government agencies should ensure that quality parameters like recognition, accreditation, industry relevant curricula, be implemented and fulfilled by ODL institutions as well. Apart from the core subject knowledge, employers also stressed upon the need to foster employability skills such as problem solving, critical thinking etc. in the curriculum. Both the quality of ODL programmes and its linking with skill development will enable ODL system to bridge the gap between demand and supply of skilled manpower. The herculean task of skilling millions of people in India can be achieved through collaboration and use of technology. Collaboration is the key factor to bring about synergy between academia and industry. It will enable the learners' job ready and give productive output at their work places, there by contributing to the economic development of the country. Alliance will also provide learners a smooth transition from learning to earning.

Industries and Vocational Training Centres Partnership: Issues and Improvement Plan

“…(Moses, 2016). In India, there is an existing open system and Distance Learning (ODL), which will contribute to technical and vocational education (Miglani, 2018). However, it still requires strong co-operation with the industry for improvement.…”

“…Several collaborative activities on sharing materials, tools, and technologies in industrial training programs are not well implemented (Purnamawati & Syahrul, 2018). The government should develop an approach to ensure that all programs or collaborations established run well and do not stray from its objectives (Miglani, 2018).…”

“…Government support can be done through giving recognition, accreditation, and monitoring curriculum development. (Miglani, 2018). However, some issues have been identified in collaboration between vocational institutions and industry, including funds, time constraints, lack of technology and facilities, lack of expertise, bureaucracy, and confidentiality of companies.…”

Perception and Attitude of Employers toward Distance Learning Graduates in Labour Market: A Case Study of Niger State, Nigeria

“…Though, Lisá et al (2019) opined that the key issue may not be whether the degree was completed on-campus or on distance mode, but instead about the quality of the institution and thoroughness of the program. Presently, organizations are still nursing reservations regarding ODL graduates perceiving their certificates as inferior and questioning their ability to cope with dynamic job demands (Miglani et al, 2018). While these perceptions continue to linger among employers of labour, Federal and State government in Nigeria find certificates obtained from ODL institutions suitable for entry into labour force and promotion of staff to higher positions.…”

“…However, Ofoha and Iwuchukwu (2018) remarked that quality of the institutions measured by its global rankings, academic staff dispositions, quantitative indicators of students' achievement, the employer ratings of graduates, accreditation status and the presence of its activities in the internet can further the extent to which employers respond positively to ODL graduates. For on the job training, Miglani et al, (2018) noted that employers' perception on ODL training could be inversely dependent on employees' motives. For example, employees may wish to further education to obtain a higher qualification either sponsored or on their own without the certificate being necessarily a requirement for promotion.…”