David Ozar and David Sokol (2002) while defining profession expressed that an profession has certain characteristics (i) its practitioners have education beyond the ordinary, both theoretical and practical; (ii) its particular expertise is a source of benefit for those who seeks its assistance; (iii) the profession’s expertise allows its practitioners extensive autonomy in matter pertaining to it; and (iv) professional accept that they have special obligations.

Paul Rowbottom (2000) enumerated six characteristics for the recognition of a profession. These are (i) a body of knowledge, (ii) which has practical application (technology); (iii) “exclusive competence”, that is, the knowledge and technology are too complicated to be employed by the laity; (iv) the profession must develop and transmit its own knowledge; (v) practitioners accept a service ethic, and (vi) the profession controls the entry of its members.

The most appropriate definition given to a profession in the present socio-cultural context could be of Alvin Rosenblum(2001) as (i) education beyond the usual level, to continue for life, (ii) self-regulation; (iii) technical competence for which one is held morally responsible; (iv) self improvement and (v) service to humanity. Hence for a professional there has been a growing need to update knowledge and learn such professional skills to discharge both organizational and social responsibilities effectively. Perhaps with these objectives many of the professional programmes have been designed by the Indira Gandhi National Open University (IGNOU) to meet the growing demands of the professional education in the country.

2.0 IGNOU - Mission and Vision:

The Indira Gandhi National Open University (IGNOU), one of the mega Universities in the world, was established by an Act of Indian Parliament in 1985. At present the University is offering more than 125 academic programmes and having around 1000 courses. It serves the educational aspirations of about 1.5 million learners not only in India but also in 30 countries across the world. Besides providing education globally through Open and Distance Learning (ODL) with extensive use of Information and Communication Technology (ICT), IGNOU has the additional responsibility to promote, determine and maintain standards in ODL system across the country. The vision and mission of the University gets reformulated from time to time keeping in view to achieve the objectives of the University which primarily focused on widening access with equality of opportunity and providing for continuing professional development and training in all sectors of economy and cater education to all cross-sections of society.

At present, the priority of the University is to act as the National Resource Centre for Open and Distance Learning with wider international recognition. It shall provide seamless access to sustainable and learner-centric quality education, skill up gradation and training to all by using innovative technologies and methodologies and ensuring convergence of existing systems for massive human resources required for promoting integrated national development and global understanding (IGNOU Profile 2006). Hence over the period of time, the emphasis has been laid on launching of more professional, vocational, awareness generating and non-credited extension and skill oriented programmes with a focus on socio-economic development and serving the disadvantaged section of the society. To have sustainable curricular transaction system, the University provides multi-channel multiple media teaching-learning packages for instruction.

3.0 Professional Programme of IGNOU:

As been mentioned before, since beginning, the University has focused on a diversified target groups with objective to train such manpower and upgrade the skill of those who could effectively participate in the socio-economic development of the country. Keeping in view the growth of economy through its vision and mission, of late, attempts have been made to launch more professional and vocational programme to meet the growing demand of the market force. Apart from this the re-training and up gradation of skills of the professional working in various sectors - be agriculture, industries, engineering, health, law, education (Pre-Primary to higher education), etc. have been emerged as major focused group. As one observes the type and nature of programmes offered by the University presently, most of them either fall in the category of professional education or vocational areas. It is, therefore, thought appropriate to examine and undertake an analysis on the programme components in relation to development of professional competencies, and how those are being addressed in certain selected programmes. The following programmes are selected for the purpose of much analysis:

i) Master of Business Administration (MBA).
ii) Master of Computer Application (MCA).
iii) Master’s Degree Programme in Library and Information Science (MLISc)
iv) Post Graduate Diploma in Maternal and Child Health (PGDMCH)
v) Bachelor of Education (B. Ed)

Even though the selection of Programmes are of deliberate one, but following criteria have been followed while selecting the same:
i) The Programmes are from the varied areas of study i.e. Management, Computers, Library Sciences, Health and Teacher Education.
ii) All programmes are basically targeted for the wider professional groups, and in the context of the University there has been good demand for these programmes.
iii) The minimum qualification laid for admission to these programmes basically a graduate from the relevant areas of studies and thereby all programmes are at the level of Post Graduation.
iv) The target groups have certain back ground experience on their respective professions and thereby have certain exposure to the professional environment.

The following Table-1 gives a comparative and brief outline on the programme components:

TABLE – 1: COMPARATIVE STATUS ON THE PROGRAMME COMPONENTS

In distance education context, the transaction mode plays very important role in acquiring new knowledge and demonstrating the same in a given situation. For acquiring professional skills using distance methodology, the channels of delivery of curricular inputs and application of new knowledge has greater importance. For the professional programmes of IGNOU, it follows multi-channel multi-media teaching learning packages for instruction. The Figures (1-5) enclosed at Annexure gives a comprehensive picture on the delivery of programmes.

4.0 Inputs for Professional Competencies:

Development of professional competencies has been a crucial focus on all these professional programmes. These competencies center not only the aspects related to attitudinal changes for the professions in which one is associated/ought to be associated, but also enable him/her to understand the profession deeply and adapt to the working environment. The competencies are positively associated with the performance areas. For the purpose of analysis the following broad areas of competencies have been considered. These are:
i) Contextual Competencies: To provide a wider view of the development of professional education in society and professionals’ role in it.
ii) Conceptual competencies: Understanding basic talents of one’s own profession.
iii) Curricular related competencies: Knowledge inputs through curricular base and its transaction.
iv) Competencies on learning outcome: Feedback mechanism in relation to assessing the competencies acquired.
v) Competencies on Management of Profession: Abilities to organize activities in professional set up.
vi) Competencies in understanding own environment: Internal acceptance of roles and responsibilities.

Let us now examine how far these competency areas are broadly linked with the programme components, which are enumerated in a comparative presentation through the Table-2 as below:

TABLE - 2: COMPARATIVE ANALYSIS ON COMPETENCY AREAS ACROSS THE FIVE PROFESSIONAL PROGRAMMES OF IGNOU:

From the above mentioned Table – 2 the following conclusions could be inferred on the analysis :

i). The programme goals and objectives mostly commensurate with training of professionals in acquiring contextual competencies enrolled in the programmes like MBA, MLISc, PGDMCH and B.Ed. in more specific terms. While for MCA professionals, the same has been construed in a narrower perspective, as the training is oriented only for the specific jobs as enumerated by the software industries.

ii) As regard to the conceptual competencies, the professionals under MBA programme are expected to get specialized in one of the areas of operations of the industries/organization/institution. Whereas, in the programmes such as MLISc, PGDMCH and B.Ed., the focus is on to get orientation on the holistic aspects of the professions. However, in MCA the conceptual aspect is more towards understanding the professional requirement of the software industries.

iii) In almost all programmes, the rationale related to the Programme structure and inputs for the course contents represents the comprehensive understanding on one’s area of operation. Accordingly, adequate content inputs have been planned and designed scientifically for each of the courses. As one examines on the components related to transaction strategies, which are focused on the multi-channel multi media approaches of learning, the same have been planned keeping in view the requirement of the competencies to be acquired by the professionals. Though the transaction strategies broadly remain the same for all programmes, but depending on the typical nature of the professional requirements the additional inputs have been planned. For example: in B.Ed. programme the concept related to school based activities to be undertaken by the professionals, with the students of the classrooms, gives an ample scope to understand the teaching profession. Similarly, the hands on training by the doctors in PGDMCH programme at the Skill Development Centres raises the confidence level of the professionals.

iv) The University follows uniformity procedure for assessment of learners’ performance – both continuous and terminal. Accordingly, the outcome of the learners are measured and rated. However, the feedback mechanism adopted in the context of continuous evaluation process is a kind of unique experience. The professionals attached to the programmes like MCA, PGDMCH and B.Ed. is continuously assessed and enriched through their respective practical sessions.

v) The professionals of MBA Programme are in an advantageous position, as compared to others, as regard to capabilities in organizing activities in one’s professional set up is concerned. The curricular input in this programme exposes them to varied conditions of professional set ups through case studies, which is one of the effective methods of curricular transaction. To some extent the PGDMCH programme focuses on this strategy of curricular presentation. But this is not so prominent in other programmes as well. However, since the professionals are exposed to the working conditions, be a classroom in a school or the computer lab of a software industry, they acquire the required competencies on managing their own professional set ups.

vi) In all programmes, sufficiently orientation is given to the learners to develop positive attitude towards their respective professions. The Programmes emphasise on the internal acceptance of the roles and responsibilities by the professionals and thereby enhancing their commitment towards this.

5.0 Conclusion:

As been observed above, the planning, development and implementation of the above mentioned professional programmes suit to the varied needs of the professionals and effectively support them for up gradation of their professional competencies as enumerated through the programme components. The programmes not only helps in bringing attitudinal changes of the professionals, but also enable them to understand the profession deeply, help in enhancing commitment to the profession and adopt to the working environment to contribute significantly for the institution/organization as well as for national development.

6.0 References:

1. Alvin B. Rosenblum, DDS (2001) “Ethics competencies in the Business of Detistry” Journal of the California Dental Association, March, 2001.
2. Curtis, Erik K (2000); “Defining a Profession” in Journal of the Arizona Dental Association, 14(12): 5 June 2000.
3. David J. Sokol and David T. Ozar (2002) “Dental Ethics at Chairside: Professional Principles and Practical Applications” Elsevier Science Health Sciences Division.
4. Indira Gandhi National Open University (IGNOU) Profile 2006: New Delhi: IGNOU, 2006.
5. IGNOU (2006) “Student Handbook and Prospectus: Management Programme” New Delhi; School of Management Studies, IGNOU.
6. IGNOU (2006) “Programme Guide for Master of Computer Applications”, New Delhi: School of Computer and Information Sciences, IGNOU.
7. IGNOU (2006) “Programme Guide for Master’s Degree Programme in Library and Information Sciences (MLISc)”, New Delhi: School of Social Sciences, IGNOU.
8. IGNOU (2006) “Programme Guide: PGDMCH” New Delhi: School of Health Sciences, IGNOU.
9. IGNOU (2006) “Bachelor of education Programme Guide January 2006”, New Delhi: School of Education, IGNOU.
10. Paul Rowbottom (2000) in Curtis, Erik K “Defining a Profession” Journal of Arizona Dental Association 14(12): 5, June 2000.