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Abstract

Flexible learning programs play a central role in many countries to enablesuccessful learning and completion of upper secondary education by youngpeople from socially disadvantaged backgrounds. While the flexible learning program sector is sizeable, it is also somewhat nebulous and fragmented,which undermines capacity for reflection on what enables success in learning. Research indicates mixed evidence for how well flexible learning programs support young people to gain positive experiences of learning as wellas valuable outcomes, including educational credentials. The chapter outlinesa Framework of Quality Flexible Learning Programs, based on empirical datafrom Australian flexible learning programs. The framework is shaped aroundfour interrelated dimensions: valued outcomes, actions, principles and conditions. Rather than mandating exactly what a flexible learning program shouldlook like, the framework is intended to be applied by programs to their ownspecific context and purposes in order to facilitate success in learning for alltheir students.

Item Type:	Book Section
Authors/Creators:	te Riele, K
Keywords:	equity, social justice, educational disadvantage, alternative education, quality
Publisher:	Brill | Sense
DOI / ID Number:	10.1163/9789004417311_009
Copyright Information:	Copyright 2020 Koninklijke Brill NV, Leiden, The Netherlands
Related URLs:	Google Scholar: te Riele, K
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