Flexibility and Agility in Pedagogical Contingency Planning Design in Open, Distance and e-Learning

Autor/in	Nyoni, Jabulani
Titel	Flexibility and Agility in Pedagogical Contingency Planning Design in Open, Distance and e-Learning
Quelle	In: Perspectives in Education, 40 (2022) 3, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nyoni, Jabulani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i3.10
Schlagwörter	Open Education; Distance Education; Electronic Learning; Educational Planning; Educational Policy; Student Diversity; Inclusion; Social Justice; Equal Education; Sustainable Development; Foreign Countries; Developing Nations; COVID-19; Pandemics; Crisis Management; Educational Quality; South Africa + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Bildungsplanung; Politics of education; Bildungspolitik; Inklusion; Soziale Gerechtigkeit; Nachhaltige Entwicklung; Ausland; Developing country; Developing countries; Entwicklungsland; Krisenmanagement; Quality of education; Bildungsqualität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Pedagogical contingency policy planning in open distance and e-learning plays a critical role in achieving the United Nations 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals, with the aim to stem poverty, protect the planet, foster gender equality, defend and promote cultures and cultural understanding, and ensure prosperity for all. The purpose of this conceptual paper is to describe criticalities of flexibility and agility in pedagogical contingency policy planning designs in open, distance and e-learning in developing states like South Africa. Furthermore, it examines epistemologies of diverse students' pedagogic inclusion in line with social justice and equal rights during strategic planning and management. The legal rational paradigm is underpinned by a qualitative narrative research design to analyse available theories and epistemologies of flexibility and agility in pedagogical contingency policy planning theories in open distance and e-learning. Using the theory of justice by Rawls, the paper recommends that flexibility and agility in pedagogical contingency policy planning in open, distance and e-learning ecosystems must ensure that students from diverse backgrounds are catered for in line with social justice and equal rights values and principles. This is critical for a country like South Africa to achieve the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01