This document discusses quality governance in the context of open educational resources (OER) from three perspectives: 1. It outlines the Indian public policy context around expanding access to education through existing institutions, enhancing capabilities with information and communication technologies, and ensuring equity and excellence. 2. It defines the concepts of "quality" and "governance" in education and discusses the opportunities and challenges of OER from a practitioner's approach using examples from a dual mode university. 3. It argues that quality indicators for OER should incorporate diverse learning processes and realities, be converted into an "index", and that OER should be seen as an integral component of open and distance learning that facilitates quality governance and higher

1. OER: FROM THE PERSPECTIVE OF
QUALITY GOVERNANCE
H. C. Pokhriyal
Executive Director
School of Open Learning
University of Delhi, Delhi 110007
Email- hcp@sol.du.ac.in web- https://sol.du.ac.in

2.  Broader Concept/Integrated
Realities
 OER and ‘IPR’- Legal framework
 Practitioners’ Approach &
Examples from a Dual Mode
University
 Defining ‘Quality’ and
‘Governance’
Opportunities and Challenges
 ‘Guidelines’ to ‘Indicators’ leading

3.  Indian Context: Public Policy
 Twelfth Plan 2012 -2017
 Expansion/Access- existing institutions,
Capability enhancement and
extensive use of ICT
 Equity- region, social and gender
 Excellence- Input centric to learner centric,
innovation, outcome focused
Finance- enhancing, ppp,
finance-link-outcomes
Governance- Transparency, autonomy,
regulatory reform

4.  Indicators may be broadly classified as-
 Structure- inputs
 Processes- joyful learning processes, Urgency,
Methodology facilitating learning
 Output- enhancing learning achievements
 (my learning with our students is different- they
are rational, % divide, majority of them do
multiple courses, getting best out of dual
mode DU, optimal use of time and resources,
major liking is hard copy learning material,
integrated ICT (three balloons of e-educational
governance-SIMS, automation & LMS)
students use for SIMS- less for learning
contents, ‘no big-bang’, supply - side

5. FINALLY-
 Quality indicators to be able to incorporate
diverse realities associated with learning
processes, converting indicators to
‘INDEX’
 OER should be seen as one of the
components facilitating learning (as
Learning is voluntary, research study…)
 OER is an integral component of ODL
envisioning quality governance
facilitating a higher level of achievement
and learning