“Open and Distance Learning (ODL) is a parallel and empowering choice for learners who are self-directed, career-focused, and ready to embrace the flexibility and opportunities it offers,” says Dr. Papiya Upadhyay, Assistant Professor of Education, School of Education, Netaji Subhas Open University, Kolkata, West Bengal.
ODL is steadily redefining its role in higher education by offering flexible, accessible, and skill-integrated learning opportunities. In the context of NEP 2020, ODL is no longer viewed as a backup option but as a credible and empowering pathway for learners seeking job-oriented education.
In this conversation, Dr. Madhuri Dubey, Founder-Director of the National Skills Network (NSN), spoke with Dr. Papiya Upadhyay, Assistant Professor of Education, School of Education, Netaji Subhas Open University, Kolkata, West Bengal. The discussion explored the growing role of Open and Distance Learning (ODL) in advancing skill-based higher education in India, the impact of NEP 2020, integration of work-integrated learning, and practical guidance for ODL learners.
Below are a few excerpts from our conversation. You can watch the full video on our YouTube channel.
Q. What are some of the ways in which skill-based, work-integrated learning is being introduced in Open and Distance Learning (ODL) courses in India?
A. Open and Distance Learning (ODL) is gaining immense popularity in India and operates through a three-tier system comprising learner support centres, regional centres, and the central coordinating institution. Unlike traditional classroom-based education, ODL offers flexibility and wider access to various academic programs, including undergraduate, postgraduate, and diploma courses.
With the rising demand for skill-based learning, ODL is evolving beyond purely academic degrees. Today’s learners are looking for more than just qualifications, they seek job-readiness and market-relevant skills. As higher education becomes increasingly vocational in nature, ODL institutions are aligning their offerings to integrate soft skills and employability-focused content, bridging the gap between theoretical knowledge and real-world demands.
Q. How is the integration of skill-based learning taking ODL to the next level, making it a preferred choice rather than just an alternative?
A. Unlike traditional universities that operate through affiliated colleges or university departments, ODL institutions function through designated Learner Support Centres (LSCs), which are typically government or government-aided colleges.
These LSCs are monitored by Regional Centres that oversee academic delivery and learner support across specific geographic zones. At the top of the hierarchy is the university headquarters, which coordinates academic and administrative functions across all regional and support centres.
This system ensures effective academic outreach, especially for institutions offering diploma, undergraduate, and postgraduate courses. However, research programs like Ph.D. are generally not offered in the ODL mode and continue to be conducted through regular, face-to-face formats in accordance with regulatory guidelines.
Q. How is NEP 2020 helping introduce skill-based, work-integrated courses like Four-Year UG Programs in the ODL system?
A. The National Education Policy (NEP) 2020 has brought about significant reforms, and Open and Distance Learning (ODL) institutions are aligning themselves with its vision particularly through the introduction of the Four-Year Undergraduate Programme (FYUGP).
Many ODL universities, including Netaji Subhas Open University, are preparing to roll out FYUGP from the 2025–26 academic session. This program integrates key NEP 2020 principles such as holistic and multidisciplinary education, skill development, and employability. It includes skill-based, value-added, and ability enhancement courses across all four years, helping students become job-ready.
The program also offers flexibility through multiple entry and exit options. For example, a learner may complete one year, pause their education, and return later; provided the full program is completed within seven years. This is enabled by the Academic Bank of Credits (ABC), which allows students to accumulate and transfer credits digitally via DigiLocker.
Most importantly, the use of technology is central to this transformation. It supports self-paced learning, broadens access, and promotes equity in higher education; making skill-based, work-integrated learning more flexible and inclusive through the ODL mode.
Q. How is WBNSOU planning to introduce skill-based courses under NEP 2020, and how are you managing the challenges that come with this change?
A. While the Four-Year Undergraduate Programme (FYUGP) under NEP 2020 presents numerous opportunities, integrating skill-based courses within the ODL framework also brings certain challenges. However, with a strategic approach, these challenges can be effectively addressed.
At Netaji Subhas Open University, we’ve already designed and submitted our FYUGP curriculum to the UGC for approval. The curriculum is aligned with NEP 2020’s vision of making higher education more inclusive, flexible, and employment-oriented. We have integrated various skill-based and ability enhancement courses such as ICT in teaching-learning and modules like “Reading and Reflecting on Texts” and “Knowing Your Constitution” within traditional academic streams.
One major challenge we face is in the curriculum delivery. While the syllabus may be robust, the actual transaction of blending theoretical and hands-on learning is complex. Traditional teaching methods often prioritize theoretical depth, making it harder to incorporate practical skills effectively. Moreover, faculty members need to be upskilled to handle the technological and pedagogical changes required for this transformation.
To address this, we’ve adopted a modular and stackable curriculum design, offering flexibility and elective options that cater to a diverse group of learners from working professionals to fresh graduates. We’ve also initiated efforts for industry-academia collaboration. Through our Employability Committee, and with the support of the Bengal Chamber of Commerce, we are working on opportunities for industry exposure and placements for our students.
Role of COL-CEMCA: COL-CEMCA plays a crucial role in helping Netaji Subhas Open University (NSOU) incorporate skill-based courses. Through its Graduate Employability Project, COL-CEMCA is actively assisting NSOU and other Open Universities in this transition. This includes training faculty to better align academics with industry needs. COL-CEMCA empowers institutions like NSOU to develop their own graduate employability strategies, leveraging its expertise in open and distance learning, international best practices, and regional development to cultivate a more skilled workforce.
Faculty development is another key focus. We are organizing training programs to help educators adapt to new approaches introduced by NEP 2020. This includes embracing technology, fostering interdisciplinary skills, and nurturing a mindset of continuous learning. Ultimately, the goal is to empower learners to become self-directed and job-ready. The FYUGP in the ODL mode gives them the flexibility to learn at their own pace, build employable skills, and remain relevant in a rapidly changing job market. It ensures that their degrees are not just academic credentials but meaningful tools for career and life success.
Also read: How Training Companies can collaborate with HEIs to offer skill-based courses
Q. What is your advice for students enrolling in ODL programs, and how can faculty adapt to support lifelong, skill-based learning in this evolving landscape?
A. My advice to students enrolling in Open and Distance Learning (ODL) programs is to approach it with a strong sense of self-discipline and time management. Unlike traditional classroom learning, ODL requires learners to be self-directed, tech-savvy, and proactive in managing their academic responsibilities. It is important to stay updated with current trends, engage with digital platforms, and understand that ODL is not a second choice, it is an equally valid and empowering mode of education. Students should focus on applying what they learn, aligning their education with future career goals, and becoming job-ready through consistent effort.
For faculty members, it is essential to adapt to the evolving educational environment shaped by NEP 2020. Continuous professional development is key. Teachers need to leverage technology, adopt new pedagogical approaches, and be open to learning alongside their students. We must move beyond traditional methods and integrate blended learning, critical thinking, and inclusive teaching strategies. Faculty development programs, including those under the Malaviya Mission, are helping educators build these competencies. As classrooms, whether physical or virtual have become more diverse, teachers must also be sensitive to students with different learning needs, ensuring inclusive and equitable education for all.
