30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning

recognizes psychological and social barriers to education;

lies at the intersection of culturally relevant pedagogy, feminist pedagogy, and critical pedagogy;

is based on co-construction and active student participation consistent with the core pedagogical frameworks;

provides opportunities for connectedness (with other students, mentors, tutors etc.);

women’s unique life situations and experiences are recognized and reflected in curricular content, activities and assessment;

sees the structuring of content, activities and support as an opportunity for empowerment (as opposed to the framing of digital technology as opportunity);

embraces curriculum as praxis;

allows flexible entry and exit points;

support is embedded in content, activities and assessment;

recognizes and addresses varying levels of digital literacies and skills;

does not make assumptions about available resources (human and non-human); is informed by local realities.