Designing policies for flexible learning pathways in higher education

Creator(s)

Michaela Martin, Uliana Furiv

Organisation(s)

UNESCO

Discipline(s)

Topic(s)

T&L Practice

License

CC BY-SA

Media Format

Keywords

pathwaysself assessment

Submitted by

Description

The self-assessment guidelines contain policy-oriented questions with good practice examples from countries that have successfully implemented policies for FLPs in their higher education systems. These examples are drawn from the national case studies implemented under the IIEP research, as well as from a broader review of the literature. The guidelines also include key bibliographical references for further reading related to these policy questions.

Benefit of this resource and how to make the best use of it

The self-assessment guidelines aim to:

  • help government higher education officials assess the extent to which their higher education system allows for FLPs;
  • inspire national higher education officials to develop policies that enable FLPs.

These guidelines are aimed at:

  • education stakeholders, such as those working on higher education reforms in (higher)
    education ministries;
  • organizations supporting the implementation of higher education reforms, such as QA
    agencies, national qualifications bodies, and funding organizations.

Related OER

In the denouement of the COVID-19 pandemic, talk of a return to “normalcy” in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or prepare for.

For this year’s teaching and learning Horizon Report, expert panelists’ discussions highlighted and wrestled with these present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.

The Transition Makers Toolbox is a collaborative initiative of the Institute for Interdisciplinary Studies (IIS) at the University of Amsterdam and the alliance of Technical University Eindhoven, Wageningen University & Research, Utrecht University and University Medical Centre Utrecht (EWUU), supported by the Teaching & Learning Centre of the University of Amsterdam and Liberal Arts and Sciences and University College Utrecht at Utrecht University. Together with teachers from 9 higher education institutions across the Netherlands, we have developed these tools to empower your students to contribute to tackling complex societal challenges.

This collection of resources explain how Mahara can be use in practical terms as an e-portfolio. The resources are a collection of staff and student facing guides.

Making Use of Mahara

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