Abstract

This chapter presents the perceptions of policy-makers of the main public agencies and members of three different HEIs, including aca-demic leaders, staff, and students who have benefitted from FLPs. It covers existing policies, such as QA and access to HE; instruments (a qualifications framework, transferable credits); and specific institutional practices enabled by institutional autonomy, such as diversified access mechanisms, opportunities for transfer between programmes or institutions, or recognition of prior learning (RPL). It also addresses unanticipated flexible pathways, mainly based on the experience of the institutions included in the study as well as on comments made by interviewees.