Views & Opinion
Why flexible learning matters now more than ever
Comment by STEPHAN FORTIER, Regional Vice President at Instructure
Flexible learning has been on the political agenda for several years now, starting with the Lifelong Learning Entitlement (LLE) which was first introduced in 2020 and now the creation of Skills England. However, we face challenges in implementing and coordinating these initiatives. The LLE promised funding for full qualifications and modular courses part of a parent programme, and those carrying a minimum of 30 credits and 300 hours of study to allow individuals to access education throughout their working lives. Meanwhile, the current government’s creation of Skills England and the reformation of the Apprenticeship Levy into the Growth and Skills Levy (GSL), designed to let employers fund more diverse training opportunities, adds another layer of complexity. We need policies to be unified, simplified and
explicitly designed to help increase the flexibility of learning. A recent report from Instructure and the Higher Education Policy Institute (HEPI) points to a clear step in the right direction to achieving impactful change: greater collaboration between government, industry, and universities to reshape learning into a more flexible, accessible, and future-proof education system.
The report’s Commission brought together UK higher education and lifelong learning experts this summer, including representatives from HEPI, the University of Nottingham, Queen Mary University of London and De Montfort University. Together, the group took on the task of evaluating how these higher education and skills development reforms in a way that genuinely benefits learners and supports the institutions tasked with delivering them.
Flexible learning isn’t just a buzzword
Many colleges now offer higher education qualifications, while universities are increasingly delivering technical and vocational qualifications. The overlap here shows an opportunity for both sectors to work alongside employers and the government to provide innovative and flexible learning options.
When we describe flexible learning, we are referring to alternatives, including blended, fully remote and/or modular learning options, as opposed to the traditional three-year, full-time, on-campus degree. As university student costs continue to rise and businesses look for employees with specific, adaptable skills to fit new job markets, embedding more flexible learning opportunities will offer higher education institutions a way to remain competitive and financially sustainable.
Modular learning allows students to earn qualifications in bite-sized chunks at their own pace. This can be in place of committing to a full degree or adding additional credits to accompany a full degree. These credits can stack toward full degrees or serve as standalone certifications, to create an academic pathway that works best for the learner and allows them to have greater career mobility and the ability to shift into new job markets.
For universities, this investment can deliver financial returns in more ways than one. Delivering more flexible learning represents an evolution in their approach to serving non-traditional learners and attracting students from a broader range of backgrounds, staying connected to
March 2025
what employers need and ensuring they remain crucial players in defining the UK’s future .
A sector-wide effort
For flexible learning to truly be embedded within higher education, the report recommends that policy changes need to be made in partnership with both universities and industries in mind. Current policies like the LLE and the GSL are steps in the right direction to support this kind of flexibility; however, they are currently siloed and too complex. The great potential of these programmes relies on making them easy to navigate and align all the systems. We need joined-up systems that make it easy for learners to navigate their options within the higher education landscape. For example, the creation of a National Skills
Passport, as exemplified by countries like Australia, could track learning achievements across institutions and careers.
The financial crisis facing UK universities makes this an urgent conversation. Flexible and modular learning shines through as both a lifeline and a compelling growth strategy. By offering modular courses tailored to modern learners, universities can attract part-time students, career changers, and those who might otherwise be priced out of higher education.
Employers also have a big role to play. Co-designing courses and credentials that teach the skills that employers are looking for in the workplace, and funding employees’ modular learning helps ensure graduates enter the workforce ready to contribute.
How we can move forward
The barriers to flexible learning aren’t technological; they’re structural. Policies need to be simplified. Regulation must evolve to support modular outcomes rather than punishing institutions for low completion rates on traditional degrees. Allowing maintenance support to be extended to online and part-time learners would make education more accessible to those with caregiving responsibilities or full-time jobs . A culture shift is also needed. Many still view higher education through the narrow lens of full degrees. A national campaign to promote the benefits of modular learning, backed by clear pathways for funding and a simplified credit transfer system, could shift perceptions. Flexible learning is not only a solution for the higher education financial crisis; it’s a way to future-proof the UK workforce. In an economy increasingly driven by skills rather than degrees, this approach offers the agility needed to keep up with fast-changing industries. It also opens doors for a more diverse range of learners, helping to boost social mobility and close the gap between education and opportunity. The message from Instructure and HEPI’s report is clear: we need to change the way higher education is offered to create a future of education that works for more learners and increases access to lifelong learning opportunities. By expanding the types of course offerings, allowing students to complete courses over longer periods, simplifying access to higher education funding, and creating a simplified system of tracking credits and credentials, the UK can create a modernised higher education system that opens opportunities to a broader range of learners and cements its place on the global stage.
www.education-today.co.uk 23
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
