Test: Oriental, Conventional & Non Conventional learning programmes - UGC NET MCQ

Conventional learning programmes primarily emphasize progressive education. This approach focuses on holistic views, self-control, self-realization, and cultural values. It aims to provide a comprehensive educational experience that goes beyond mere theoretical knowledge, incorporating personal and societal growth aspects into the learning process.

Student assessment in conventional learning programmes typically occurs through traditional methods. This implies evaluations such as exams, quizzes, essays, and other conventional assessment tools rather than more modern or alternative assessment approaches. These methods are often structured and standardized, aligning with the traditional nature of on-campus education.

Non-conventional learning programmes are characterized by their cost-effectiveness, providing education through methods like online learning, distance education, and open schooling. This cost-effective approach makes education more accessible to a wider range of learners, including those who might not have the means to access traditional forms of education easily.

Distance Education is often noted for its cost-effectiveness. This form of learning provides affordable alternatives to traditional college degrees, making education more accessible to a broader range of individuals. This characteristic allows students to pursue academic goals without the financial burden typically associated with traditional on-campus education.

One key characteristic of Open Universities is that they offer affordable education with fees that are accessible to various demographics, including individuals from economically disadvantaged backgrounds, working professionals, and others. This affordability factor plays a significant role in promoting inclusivity and widening access to quality education among diverse learner groups.

IGNOU actively participates in the SAARC consortium for open and distance learning and the global mega universities network. This involvement showcases IGNOU's commitment to collaborating on an international scale to enhance open and distance education. This global networking not only fosters knowledge exchange but also contributes to the continuous improvement of distance learning methodologies and practices.

The main purpose of the study centers instituted by IGNOU is to provide counseling and support services to students pursuing higher education. These centers serve as hubs for academic guidance, mentorship, and assistance, ensuring that learners receive the necessary help to navigate their educational journey effectively. Through personalized support, students can enhance their learning experience and succeed in their academic pursuits.

Traditional Oriental studies in Europe primarily focus on the discipline of Islamic studies. This field encompasses the study of Islamic societies, cultures, languages, history, and various aspects related to Islam. Islamic studies are crucial in understanding the history, philosophy, literature, and cultural development of Islamic civilizations throughout the centuries.

Distance Education offers a wide range of course options, providing students the flexibility to choose programs that align with their needs and preferences. This characteristic enables learners to select courses ranging from degree programs to certifications, allowing for personalized educational paths tailored to individual requirements and interests.

The primary function of the Oriental Research Institutes listed in the text is to collect and collate rare manuscripts in oriental languages. These institutes focus on gathering materials related to religion, philosophy, literature, grammar, arts, and science in languages like Prakrit and Sanskrit. By editing and publishing these manuscripts, the institutes contribute to the preservation and dissemination of valuable cultural and historical knowledge.

A key characteristic of the employment prospects linked to conventional learning programmes is that while there are adequate opportunities for employment, these prospects often take a considerable amount of time to materialize. This suggests that individuals undergoing such programmes may need to invest time and effort post-graduation to secure suitable employment opportunities in their respective fields.

In 1982, the term 'correspondence education' was changed to Distance Education. This transition marked a shift towards more inclusive and varied forms of learning, incorporating methods beyond traditional postal courses. Distance Education encompasses a broader spectrum of educational approaches, including online learning and hybrid instructional models, aiming to make education more accessible and flexible for learners.