Revisiting the open and distance learning agenda within a neoliberal digital world

Abstract

In a globalised world informed by the tenets of neoliberalism, there is evidence that open and distance learning (ODL) has benefited from technological advancements, especially after the COVID-19 pandemic. These have advanced the cause of distance learning by expanding its frontiers and making education more flexible, accessible, and personalised with enhanced quality. However, ODL is not just a method of teaching that makes education more flexible and accessible without discrimination; it is also a philosophy. As a philosophy, ODL moves beyond finding the right answers to philosophical and practical enquiries and assists us in querying the essence of the phenomenon itself. Therefore, meaningful access to education (a fundamental human right) becomes the essence of ODL. Inasmuch as the digital world advances the cause of ODL to a certain degree, it is necessary to examine whether the terms open and distance learning are still serving their initial purpose or if they are both gradually losing their essence, especially in a fluid digital environment. Unfortunately, commercial provision, one aspect of neoliberalism, does not have an incentive to reach the most marginalised, including those who cannot afford to pay fees. Drawing upon Amartya Sen’s Capabilities Approach (CA) and a focus on African Commonwealth Countries, this reflective paper examines the principles of inclusivity, scalability, and sustainability, and how these can serve as a unifying framework for diverse educational models. ODL must still maintain its social credibility in the 21st century and beyond, amidst commercial and technocentric educational approaches.