FEATURE: ALTERNATIVE PROVISION
Online Alternative Provision: Learning from beyond our borders and embracing a solution that is already here
E
ducation is frequently hailed as a powerful force for levelling the playing field. The realities of this are often built on the hard graft of dedicated professionals in the face of deep-rooted challenges. Absence, disengagement and rising disenchantment with typical timetables, all highlight a fundamental issue: countless learners are missing out on quality instruction. But they need not.
Traditional schools will work for many, but for a number something else is required. This is not to
say school communities should not include all, but a single model of schooling within those communities is not working. What’s more we know from the pandemic and from international examples that alternative models are possible, and for some, they are just what is needed to accelerate their sense of belonging and learning. I write this with confidence having seen thousands of learners pass through our virtual doors at Academy21, reconnecting with learning and supporting the aims of their schools. This is vision isn’t utopian – it is already happening. What is missing is a bold, national approach that embraces remote education where it is required. That may be for a short time for some, for others longer and in other cases to provide immediate access to expert, subject specialist educators where there is a shortage. There are of course examples of innovative approaches in education systems from beyond our shores. They are worth understanding. Some of the world’s most successful education systems have made deliberate, long-term commitments to remote learning. Their approaches provide both motivation and a challenge for the UK to consider. Indeed, the most effective systems share a common trait: a persistent dedication to access and fairness. They focus on helping every student excel. Increasingly, remote learning is the tool that makes this possible.
Globally, education systems are recognising that remote learning is more than just a backup plan. It is a strategic tool to broaden access,
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address systemic issues, and equip students for the future.
Estonia, which leads Europe in PISA rankings, treats digital education as a means to promote social equality. Its national online learning platform provides real-time support for students, parents, and teachers, offering a comprehensive range of digital resources. Estonia’s e-education infrastructure promotes “virtual classrooms, where teachers can conduct live classes, share screens, and interact with students in real time. Estonia’s system is designed to support students with special educational needs and disabilities (SEND). Online learning is not seen as a lesser alternative; instead, it is an improved route that ensures all learners can access the curriculum equally. In short it “replicates the traditional classroom experience in an online environment, making it accessible from anywhere”. Singapore regularly achieves top scores in global assessments for maths, reading, and science, thanks in part to a clear and forward- thinking strategy: the EdTech Masterplan 2030. Online learning is not seen as a temporary solution during the COVID-19 pandemic. Instead, in Singapore, student have designated days of home-based online learning built into their academic calendar. This is matched by professional development for teachers in online instruction to make this a tool for progress. As such, students can continue their education even when unable to attend school physically but more progressively the system openly prioritises the digital skills that will support young people as
January 2026
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