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In this section: About the 2005 Australian Flexible Learning Framework | A
Source of Funding | Key
Documents | Common Jargon
What is Flexible Learning?
Flexible learning expands choice on what, when, where and how people learn.
It supports different styles of learning, including e-learning.
Flexibility means anticipating, and responding to, the ever-changing needs
and expectations of VET clients - enterprises learners and communities.
The Australian Flexible Learning Framework (the Framework) views flexible learning
as an approach rather than a system or technique;
- it is based on the skill needs and delivery requirements of clients, not the
interests of trainers or providers
- it gives clients as much control as possible over what, when, where and how
they learn
- it makes use of the delivery methods most useful for the clients - especially
e-learning
Defining 'Flexible'
Flexible Learning has ten characteristics, all of which are required if flexibility
is to be achieved:
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Emphasis on meeting client needs, recognising that each learner and enterprise
has unique, complex skill needs, giving learners and enterprises greater influence
over what is taught, where, when and how.
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Convergence of technologies, their impact on the workforce and the advent of
a Knowledge Society.
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Greater choice for learners and enterprises in the what of training:
including curriculum content, length and make-up of qualifications.
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Greater flexibility for learners and enterprises in the where and when
of training: mixing and matching on-campus teaching and remote delivery (workplace
and home), and offering more flexible forms of access, entry and exit.
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Greater variety for learners and enterprises in the how of training: especially
through the use of self-instructional learning resources and online technologies.
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Shifts in the nature of teachers' work and the processes and technologies
they use, including the encouragement and support of learner-centred approaches.
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More flexible organisational systems and structures to support the above -
including integrated student management and learning systems, appropriate funding
models, and changes in the organisation of work.
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Policies and processes which integrate each of the above elements.
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Use of appropriate technologies to support each characteristic.
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Collaboration and strategic alliances that encourage shared experience while
strengthening competitive positioning.
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Source: Evaluation of the Australian Flexible
Learning Framework 2000-2001 (in: 'Measures of Success for the Australian
Flexible Learning Framework')
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