Quality ODL Provision: Stakeholder Perspectives

The DiscourseThe current issue of JL4D and the articles are devoted to the area of stakeholder perception of 'quality'.A major dimension of quality in education and ODL is stakeholder perception, involvement and satisfaction, which eventually facilitates the quality of the graduates and their employability and engagement in the world of work.Quality has generally been perceived to be elusive (in education in general and in ODL in particular), though the literature suggests that its understanding has been multi-faceted, conforming to the standards set for: i) conventional education, ii) fitness for purpose, iii) meeting customers' needs, iv) continuous improvement, and v) compliance with national/regional/international standards and requirements (Jung, 2022).The quality indicators applied to conventional education are generally complied with by the ODL institutions, though there has been diversified perception and application across open universities as seen in a recent examination of their business models (Mishra COL, 2019;Latchem, 2016;Mishra et al., 2025;Saxena the framework of policy-technology-capacity building for managing change in TEL-ODL (Panda & Mishra, 2020), and the framework of preparation-development-maturation on TEL intervention at the institutional level (Sankey & Mishra, 2019) are not only useful to the Commonwealth countries but more so to the developing and underdeveloped nations for institutional transformation through technology.Large-scale teacher development is still possible with the use of low-cost technology and open-source technologies with significant involvement of various stakeholders including the