Why people dislike Ignou?

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Why people dislike Ignou?

Here are the reasons for it.

The market of lemons or Information asymmetry

https://en.wikipedia.org/wiki/The_Market_for_Lemons

1) People fall into the fallacy trap that more money equals to more value. But with information asymmetry, more money does not necessarily provide more value.

2) People tend to think that qualifying super hard entrances and then getting admitted to college means you will get the best education. 

But in reality, these entrances are mainly pointless and you gain no knowledge about your subject of specialization. For example, why study so much of  inorganic chemistry when you need to spend time on algorithms if you will do a degree in computer science. 

3) People tend to believe that the correspondence course is less valuable than regular courses.

But in reality, ignou courses are not fully correspondence. You would have to attend classes two days a week. That's the right balance of studying at home and getting mentorship weekly. 


Yes, ignou too require some improvement, but with little tinkering this can be fixed.

1) Assignments questions are not designed properly, neither they are evaluated fairly. Almost all students write assignments through copy-paste. 

2) No diversity of curriculum. For example in MCA, I don't say that we should not study C, C++, or Java. They have their own applications even if advanced language like Rust and Python are present. 

https://users.rust-lang.org/t/will-rust-replace-c-and-c/40749

But with an up-to-date curriculum and options to choose from several topics/subjects, students will get more opportunities in the job or entrepreneurship.

3) Alignment of incentives of the teacher with students result so that teachers can hold students accountable for learning at home or learning places in college whether its classroom or study park (self learning in absence or presence of teacher).  

e.g. Teachers can do retrieval practice for students, take low stake exams weekly, clear their doubts if they fail.

https://bioinsilico.blogspot.com/2017/01/all-books-that-don-meet-learning.html

Yes, one should be careful in aligning the incentives as there are trade-offs. No incentives' alignment means the teacher will have no accountability to the results of students, and too much of stake will lead to corruption pressures. So, collect different variables to incentivize teachers like student results, teacher lectures, teacher learning strategies to make student learn.

https://en.wikipedia.org/wiki/Campbell%27s_law

4) And content and quality of questions in exams should meet the learning guidelines as mentioned in the link. 

https://bioinsilico.blogspot.com/2017/01/all-books-that-don-meet-learning.html


We can implement ignou model, with a twist #OpenAssessment and #DecentralizedCurriculum:

https://avrit.reaudito.com/

Demo:

https://avritdemo.vercel.app/#/product/1


Self-managing students, teachers, and parents—a Teal school 

Teachers at ESBZ self-manage too. Teaching is often a lonely profession; at ESBZ it is a team sport. Every class has two tutor-teachers, so all teachers work in tandem. Three classes form a mini-school—they share a floor with a small faculty room where the six teachers meet weekly. The mini-schools are effectively what teams are to FAVI, Buurtzorg, or AES?flexible units that can react quickly to the daily flow of issues and opportunities. On paper, the school has a traditional hierarchy (it is publicly financed, and with that privilege comes a mandatory structure consisting of a principal, two vice-principals, and a pedagogical director), but mini-schools can make almost all decisions without needing approval from the principal.

https://gateway.ipfs.io/ipfs/QmcCMuWQ8cu3izjCmi7p86MJNP5AHkogv3LB5aXafi59rR/teal_school.html





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