Developing a flexible learning model for an applied science college and institute in Saudi Arabia: A conceptual articulation

This conceptual article aims to develop a flexible learning model for an applied science college and institute in Saudi Arabia. Although Saudi Arabia has witnessed a significant revamp of its education policies and practices as part of its Vision 2030 and Human Capability Development Program (HCDP), there remains room for developing a fully integrated and comprehensive framework to support lifelong learning at the post-secondary level. In the absence of a unified ecosystem for flexible learning pathways (FLP), and in view of the urgent need for Saudi higher education institutions to move forward in the current policy landscape, the authors of this article designed an FLP model which can be implemented at intra- and inter-institutional levels. Using a non-empirical approach, this conceptual articulation evolved from: (a) a literature review of best practices of FLP around the world; (b) alignment of learning pathways with the Saudi national qualifications framework; and (c) analysis of policies, regulatory frameworks and other enabling instruments within the applied science college and institute itself. The integration of these sources resulted in a six-level system of certification pathways which include a multiple entry and exit system, recognition of prior learning, flexible curriculum, delivery mode and pace, as well as a work-based experience and continuous education programme. The authors hope that this initial model will serve as a springboard for further in-depth articulation of competencies and partnership agreements with local and national industries, as well as with other non-formal learning providers who wish to implement scalable FLP from the ground up.