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dc.contributor.authorBose, Sutapa
dc.coverage.spatialAsiaen_US
dc.date.accessioned2016-07-25T22:33:38Z
dc.date.available2016-07-25T22:33:38Z
dc.date.issued2016
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/2376
dc.description.abstractThis case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 3, no. 2
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/144/152en_US
dc.subjectTeacher Educationen_US
dc.subjectAssessmenten_US
dc.subjectPoliciesen_US
dc.titlePolicies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Studyen_US
dc.typeJournal Articleen_US
dc.coverage.placeNameIndiaen_US


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