Legal regulations or policy documents should allow and enable higher education
institutions to develop their own strategies to fulfil their public responsibility
towards widening access to, participation in and completion of higher education
studies.

Guidelines

Flexible Higher Education Regulations

Legal regulations and administrative rules should allow sufficient flexibility in the design, organisation and delivery of study programmes to reflect the diversity of students’ needs. Higher education institutions should be enabled to recognise fulltime and part-time studies, flexible study modes, blended and distance learning as well as to recognise prior learning (RPL), in order to accommodate the needs of the diverse student population.

Promoting Recognition of Prior Learning

Public authorities should promote recognition of prior non-formal and informal learning (RPL) in higher education, because it has a positive impact on widening access, transition and completion, equity and inclusion, mobility and employability. RPL enables flexible modes of lifelong learning in the entire education sector, including higher education. Implementing RPL will require effective cooperation amongst the higher education system, employers and the wider community and to enable this the national qualifications frameworks should facilitate transparent recognition of learning outcomes and reliable quality assurance procedures.

Indicators

Existence of top-level regulations that allow higher education institutions to offer flexible pathways like part-time studies, stacking modules, blended or distance learning programmes

Public authorities should provide funding to ensure that higher education institutions are able to implement inclusive curriculums and tailor teaching and learning modes and methods to the needs of students from underrepresented, disadvantaged and vulnerable groups. Public support should be provided for the development of modules for underrepresented, disadvantaged and vulnerable students and staff to enhance their integration within higher education institutions. Public authorities should provide legal regulations for inclusive admission policies, flexible pathways to access into, progress through and complete higher education. There should be a legal framework that values the outcomes of full-time and parttime studies equally.

Candidates can enter higher education based on recognition of prior non-formal and informal learning and this applies to all higher education institutions

Public authorities should elaborate a national policy of recognising prior non-formal and informal learning for the purpose of accessing higher education, including specific policies for migrants, refugees and students with refugee backgrounds. Public authorities ensure that a National Qualifications Framework facilitates recognition of prior non-formal and informal learning.

Prior non-formal and informal learning counts towards fulfilment of a higher education study program

Public authorities should elaborate a national policy of recognising prior non-formal and informal learning for the purpose of progressing through and completing higher education. Public authorities ensure that legal provisions require using learning outcomes in the design of qualifications and study programmes, in accordance with National Qualifications Frameworks.

Quality assurance agencies address the recognition of prior non-formal and/or informal learning in higher education in their external evaluation procedures

Public authorities should ensure that an appropriate body has the mandate to monitor procedures of recognition of prior non-formal and informal learning, preventing parallel and opposing recognition procedures, delays, and additional costs for students. Quality assurance frameworks could be used for monitoring procedures of recognition of prior non-formal and informal learning.

Existence of a legal framework that enables recognised student and staff representative bodies at higher education institutions to be actively engaged in the enhancement of the social dimension.

There should be a legal framework which enables both students and staff to actively participate in decision-making processes pertaining to the social dimension within higher education, as well as in initiatives aimed at enhancing their study and working conditions.