The Importance Of Flexible Learning Paths In Higher Education – In systems that lack content, it is difficult for young people to move from one educational pathway to another. They may find themselves limited in their choices, even when they realize that those choices are not right for them. This can be a factor that makes them quit.
Repetitive learning can also be demotivating for young people. Students who can transfer courses but are required to begin may become frustrated by having to repeat the content they covered in their previous courses.
The Importance Of Flexible Learning Paths In Higher Education
Flexibility in the delivery and availability of learning opportunities means that young people with other demands on their time can continue to work towards their chosen qualification or return if they have already dropped out.
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Young people who face barriers to learning or who have had to interrupt their education can take advantage of a longer period of time to complete their studies, the possibility of participating in full-time courses or an alternative teaching method (eg online learning).
Students who repeat grades are more likely to drop out, generally do not improve performance, and have negative attitudes toward school than those who do not repeat grades. Suspended students are more likely to drop out, re-disrupt, and have poor academic performance. Also, there are strong links between school exclusion and social exclusion.
If systems are not implemented, it can be difficult for young people to progress, for example from vocational education and training (VET) to higher education (HE). This can hinder long-term career development. It can also reinforce negative perceptions of VET as a ‘second-class’ option for general education.
Those who drop out before completing lower or upper secondary education may find it difficult to return. They may not meet the entry requirements for existing courses, or there may not be enough lower secondary programs for adults.
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All young people can benefit from flexibility and portability in education and training systems. This is important for students who want to transfer to another program, and for young people looking to re-enter the system. Young people who face external barriers to learning (for example, they have to work to support their families or have caring responsibilities) can also be flexible in how they take the course.
Poor school performance and inappropriate behavior are often socially and culturally negative. Measures that prevent or prevent recidivism, suspension, or expulsion may be especially important for students with disabilities.
More flexible and flexible VET pathways can be achieved in a number of ways. These include dividing programs into units or modules, creating mobility across the system, credit transfer or recognition of prior learning, introducing evening classes or daytime courses, and teaching methodologies.
The following advice is provided to policy makers and practitioners involved in the design and delivery of such interventions. The information is based on successful activity tracking.
Hybrid/hyflex Teaching & Learning
Transferring to another program is possible and should be simple for students. Students should not repeat the content of the curriculum they have already completed. Programs may be repeated in systems divided into modules or units through credit transfer or recognition of prior learning.
Modularization or partial certification allows learners to gradually validate their skills. Modular assessment can help motivate people with low self-esteem; there is a sense of achievement every time a module is completed. It may appeal to young people who have had negative experiences with single, end-of-year exams. It can also be a positive option for young people who leave education early, as they can ‘fill in the gaps’ in their skills rather than repeating an entire course.
Quality retention should only be used in exceptional circumstances. It is important to evaluate the merits of replication and alternative measures on a case-by-case basis. Parents and students should be involved in the decision to repeat a grade. Also, students should not be delayed. Repetition should have specific activities to improve the achievement and social skills of repeaters in order to have a positive impact on students.
An alternative to maintaining quality may be increased at the system level by providing school-level autonomy to tailor curricula and pricing to individual needs.
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Serious misconduct may result in a student being expelled from school. Suspension or expulsion should be used in very limited circumstances and alternative measures should be carefully considered, such as:
In-school suspensions should take precedence over out-of-school suspensions and expulsions. This should be combined with supporting behavior change and providing the student with continued academic instruction. Procedures should link improved behavior and return to the regular classroom, and should be transparent to the student and staff. VET schools and the education system should also promote prevention measures to reduce suspensions and expulsions. This includes implementing an early warning system to identify students at risk (eg, low attendance, declining grades) and identifying problems with students before they become disciplinary issues. Promoting a positive school climate is also important.
It is important that young people who drop out of the education and training system return to mainstream education. This includes students participating in second chance or compensatory measures.
Maintaining the connection between these alternative opportunities and mainstream education is key to enabling all students to complete postsecondary education. This includes finding ways to recognize the learning outcomes achieved through second chance and compensatory measures and overcoming the negative perceptions of this type of provision.
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VET should not be a closed road. Further opportunities to pursue lifelong learning opportunities should be available to all learners. Pathways from VET to higher education should be available. Close cooperation between VET and higher education providers should be promoted to ensure a successful transition.
Strict enrollment requirements and enrollment deadlines can be barriers to participation in VET. Young people who are waiting for their primary education results can apply to the program and then not get into it because they don’t achieve the required grades. It is important to maintain enrollment and registration for such students so that they can apply to other programs. This can help prevent dropouts during transitions between educational levels.
For primary school pupils who decide to return to school, by offering opportunities to do so over a term or year, they reduce the risk of transitioning when the next academic year begins.
Full-time, distance or blended learning (online learning and traditional face-to-face) opportunities for youth who face external barriers to learning. For example, young people with caring responsibilities or who are employed can complete their qualifications through evening classes or online.
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Guidance and counseling should help students develop career management skills and choose the right path from the start. It can help young people struggling with their chosen path decide to move forward. And it can help dropouts find their way back. For initial and continuing VET, the integration or provision of closer links between guidance and counseling services provided by the education and employment sectors can support flexible learning pathways.
Young people may need an opportunity to reassess their situation and determine a way forward. One way to do this is to use portfolio or skills audit methods. Identifying and recognizing students’ existing skills and then building on them through individualized learning plans and pedagogy can mean they don’t need to repeat curriculum content in their new ways.
Valuing non-formal and informal learning can also help young people acquire skills outside of formal education, for example through employment. Identifying and validating available skills (through credit or certification) can help young people return to education and gain qualifications.
Many European countries have developed policies and measures to increase the flexibility and portability of education pathways.
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In the French-speaking community of Belgium, the certification unit (CPU) allows students to gradually certify their skills. This assesses the young person’s learning outcomes and can help prevent repeat years.
French second chance schools (E2Cs) offer educational programs that include individualized learning paths tailored to the needs of each participant.
Over two years, Irish Leaving Certificate (LCA) students earn credit through three different routes (satisfactory completion of modules; student assignments; and final exams). They are certified based on the total number of credits collected.
The Norwegian “Certificate of Experience” is a two-year program with an emphasis on practical training. After obtaining the ‘Certificate of Experience’, the learner can continue training for a trade or journeyman certificate.
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Supporting the education and social inclusion of young primary school pupils and those at risk of early leaving through mechanisms