The Regulatory Framework for distance learning undergraduate courses in Brazil

An analysis from the perspective of Responsive Regulation Theory

Abstract

[Purpose] The purpose of this article is to analyze the regulatory framework for distance learning in the light of the concepts of Responsive Regulation Theory. It analyzes the main similarities and differences between the regulatory frameworks for distance education, as well as the main absences identified with regard to responsive regulatory modeling.

[Methodology/approach/design] From the perspective of Responsive Regulation Theory, the main changes proposed by the new regulatory framework for distance learning are analyzed, in order to compare the regulatory modeling adopted under Decree No. 9,057/2017 - the current regulatory framework for distance learning - and under the proposed new regulatory framework for distance learning.

[Findings] The new regulatory framework for distance education differs from the current regulatory framework - 2017 - by imposing new specific criteria for the provision of distance education undergraduate courses. Both are similar from a regulatory point of view because they adopted regulatory techniques based on the logic of command and control and the logic of extrinsic incentives. As for the Theory of Responsive Regulation, the new regulatory framework does not adopt its modeling or even techniques based on it.

[Originality/value] The article deals with an issue that has a major impact on private higher education institutions in Brazil, since they account for 95.8% of distance learning enrollments in the country. Therefore, an article on the recent modification of the regulatory framework for undergraduate distance learning courses is important for the practice of the educational sector.