INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Open and Distance Learning (ODL) has emerged as an important mechanism for expanding access to higher education, particularly for students who cannot attend regular colleges and universities due to socio- economic constraints, geographical barriers, family responsibilities, or work commitments. Despite their significant contribution to making higher education accessible and affordable to a large section of society, ODL institutions continue to encounter several operational and administrative challenges that limit their potential to function effectively. This study examines the specific problems faced by three State Open Universities in India, namely Uttarakhand Open University (UOU), Haldwani, Vardhaman Mahaveer Open University (VMOU), Kota, and Uttar Pradesh Rajarshi Tandon Open University (UPRTOU), Prayagraj. Data for the study were collected using both primary and secondary data sources. A comparative descriptive research design was adopted, and respondents were selected through purposive sampling techniques. Data analysis was done using mixed research methods to provide a comprehensive understanding of the challenges encountered by these Open and Distance Learning (ODL) institutions. The study revealed several common challenges faced by all three Open and Distance Learning (ODL) universities in their daily operations, which limit their potential to function effectively. These include a shortage of permanent faculty in teaching, non-teaching, and technical positions, high dependence on contractual staff to meet both operational and academic requirements, lack of adequate funding of universities in physical learning resources, shortage of printed self-learning materials (SLMs), absence of research funding, and absence of systematic systems to monitor learners' engagement with academic facilities like libraries and computer labs. It was also found in the study that securing funds from state governments for infrastructural development is often challenging for these universities due to the common perception that ODL require less physical infrastructure than their conventional counterpart. These problems were consistently observed across all three ODL universities. The study offers valuable recommendations for improving the overall functioning of selected ODL institutions and strengthening their capacity to effectively meet the educational needs of learners.