ÌÇÐÄAPP

In the late nineteenth and early twentieth centuries, when education was not accessible to all, there emerged a revolutionary model that transformed the Western societies. During a time when farming was the primary occupation, and access to schools was limited to a privileged few, this model enabled large numbers of people to read and write. The model became known as the factory model of education – a name that reflected the emerging need for industries to have skilled and literate workers.

The factory model of education operated much like the industries and their manufacturing processes. Since the idea was to produce identical outcomes for everyone, the systems relied on fixed schedules and timetables, a standardized curriculum for everyone to follow, and teachers as the primary holders of information with students being passive recipients of knowledge.

While the model served its purpose brilliantly, its drawbacks became increasingly apparent as societies evolved. The rigid schedules leave no room for adjustment based on individual needs, lead to teacher burnouts with no time to form meaningful connections, and the ‘one size fits all’ curriculum ignores the varied needs and interests of learners. However, the uncomfortable truth is that despite being aware of the limitations, we continue to rely on this system because of familiarity. It is time to reimagine what education should look like in a world that is constantly evolving.

What is flexible education?

Imagine this – a learner is still part of a school system, but attends only a few hours of classes, then decides on their own asynchronous learning time based on when they feel most engaged, while also having time to pursue their hobbies. Instead of having to learn what everyone else is learning, they have the freedom to choose what they study based on their interests and goals. They can dive into the structures of earth because their dream is to explore space, or they can spend time exploring ethical journalism because they are a passionate writer. All this while building a sense of community, and acquiring essential skills.

This is what flexible education looks like. It is a multifaceted approach that recognises the need for differentiation in learning. Rather than having learners fit into a rigid mould, the model moulds itself to adapt to learners’ needs across multiple dimensions, such as:

• Time – When they choose to learn, respecting their natural rhythms and commitments to other activities
• Path – What themes and curricula they are drawn to based on their interests and goals
• Pace – How they move through their learning journey
• Projects – What they choose to do to demonstrate and showcase their learning

It seems promising, but does it work?

While flexible education may sound like it is too good to be true, it works simply and beautifully. Here’s how:

• Promotes agency and accountability while providing support. When learners have the freedom to make meaningful decisions about their education, they become more invested and interested. While exploring their options with regard to their learning journey, they develop crucial decision making skills. However, this does not mean that they have to navigate it all alone as they receive consistent support from their facilitators and mentors through regular check-ins and collaborative working sessions.
• Makes space for life outside of school. The flexible approach to education acknowledges that learners have lives beyond the classroom. It makes space for interests that fuel passion, respects that some learners support themselves or their families through part-time work, and understands that learning does not mean having to constantly worry about exams or immovable deadlines.
• Eliminates comparisons. The model moves beyond standardised assessments to recognise that each learner has a personal journey, which allows learners to focus on their growth and mastery rather than having to compete with each other or against benchmarks that do not reflect their strengths or growth.

It works, and here’s proof.

If you are still wondering if this approach works or is merely a concept, you don’t have to look too far for proof. As we moved into the COVID 19 pandemic, the need for flexible models of education became more apparent, forcing us to rethink conventional approaches to schooling. Various forms of flexible education are already serving learners from all around the world.

Here are some examples:

• Homeschooling – Families choose to have their children learn at home instead of traditional school settings. This approach promotes John Holt’s philosophy of self-directed learning, and allows families to have their voice while customising curriculum based on their child’s needs and interests.
• Alternative schooling – These programs serve learners by moving beyond traditional approaches, such as promoting learner agency through democratic decision making, and project-based learning environments that enable children to tackle real world challenges. These programs use flexible schedules that provide various learning pathways.
• Online Schooling – As technology has made high quality remote learning more accessible, online schools have become cohesive learning environments that allow children to learn from anywhere in the world. These schools offer various pedagogies that combine self directed learning with alternative methods, while maintaining structure and a sense of community through online workshops, collaborative discussions, and group projects.

It is important to know that learners who opt for any of these approaches can still take standardised tests or apply for universities, proving that choosing flexibility does not mean isolating oneself or sacrificing academic credibility.

But, let’s be honest. It is not a cakewalk.

While flexible education works effectively, implementing it comes with challenges that we must address.

• The paradox of structure. It is often believed that flexible education would mean ‘no structure’. However, in reality, designing the right structure requires more time and commitment than traditional systems, as it must be tailored to each learner’s needs. The challenge lies in creating intentional and balanced frameworks that provide enough structure so learners don’t feel overwhelmed, while maintaining the flexibility that makes this approach valuable.
• Resistance from stakeholders. Moving away from familiar education models is not easy, and often faces a pushback from stakeholders. For instance, parents are worried about academic credibility. and educators might feel uncertain about their role, due to the constant learning and unlearning that comes with this approach. It is crucial to understand that adapting to these models can take time.
• The myth of self motivation. Not every learner thrives with increased autonomy due to years of being conditioned to external direction. In fact, most of them need time to get used to the system, and develop open ended learning and executive functioning skills. Patience is key.
• Resource and accessibility concerns. Since flexible education often requires technology, self-exploration of resources, and access to mentors, families in under-resourced communities may find these approaches less accessible and more draining than traditional schooling. Additionally, parents may lack the time or knowledge to support their children’s self-directed learning.

While these are crucial challenges, they are not unsolvable problems when approached with thoughtful planning and intentional collaboration. At ÌÇÐÄAPP, we approach flexible education with both enthusiasm for its potential as well as a plan to overcome challenges.

Case Study: Flexible Education at ÌÇÐÄAPP

We are both cheerleaders and champions of flexible education, and our experience has taught us some invaluable lessons. Here are some key realisations that have informed our approach:

• Flexibility needs structure. We offer a mix of synchronous and asynchronous learning hours that respect individual schedules as well as different time zones. This means that learners attend a few hours of live sessions, while having the freedom to organise the rest of their learning time independently. However, we do not leave them to navigate this alone as we offer regular check-ins to ensure that they have the support that they need to manage their time and stay on track.
• Grades are not set in stone. If learners want to improve their work, we encourage resubmissions based on our detailed feedback. This approach leads to an intrinsic motivation for continuous improvement, while reducing the burnout and anxiety that often come with traditional grading systems.
• Learners want agency over their education. Each learner gets an opportunity to book a personalised call with our in-house curriculum specialist, who helps them understand their options. Together, they map out the learner’s needs, interests, and goals. As a result, every learner’s journey is personalised in its true sense.
• Essays are not for everyone. While we have a thoughtfully designed curriculum that enables learners to meaningfully engage with content, we also incorporate open ended projects that are led by learners. For instance, during our ‘Activism through the Arts’ challenge, one learner might want to demonstrate their understanding about the impact of censored works on people’s perceptions, while another might create a digital platform for activists and artists to share their work.

We embrace flexibility in countless other ways, such as recognising the need for personalised flourishing journeys, inviting learners to share their experiences from outside of school in their portfolios, connecting them with experts and industry mentors, providing financial aid options, and offering fully asynchronous schedules for those who travel, work, or simply need a break without discontinuing their learning.

Conclusion

When we create educational systems that commit to seeing children beyond the role of students and as individuals with complex lives, varied needs, and the ability to make crucial decisions – we are believing in them to be custodians of an ever evolving world. While saying this, we also recognise that the shift to a flexible approach to education is not an easy one as it requires us to let go of familiar structures and trust an entirely new process. However, the question is not whether we can afford to make this shift to flexible education, but whether we can afford not to.

Tanya Rajani

Educational psychologist and mental health advocate centered in equity.