This study on flexible learning pathways in higher education (FLPs in HE) was commissioned by the UNESCO International Institute for Educational Planning (IIEP). It is a part of a global research project to determine the effectiveness of national provisions for inclusive and equitable access to quality higher education and lifelong learning opportunities for all, including disadvantaged groups (SDG 4). Jamaica was one of the eight countries selected to participate in the project. The Jamaican case study sought to ascertain the effectiveness of alternative pathways promulgated by the Government of Jamaica in the implementation of measures to achieve its target of having at least 80 per cent of Jamaicans participating in HE. In addition, the project sought to provide evidence-based information to the Ministry of Education in the planning and reform of the HE sector in Jamaica. The foci for the project were: (1) flexibility in pathways for admission "into" HE; and (2) flexibility in progression "through" higher education. The effectiveness of national policies, regulatory frameworks, instruments, and practices in enabling FLPs within the institutions and the establishment of linkages were assessed. Current knowledge on the research was garnered from a literature review. Primary data was obtained from 31 in-person interviews with 91 stakeholders drawn from national bodies and institutions. The interviews included focus group discussions with students at the three institutions selected for the study. The findings suggest that the current funding arrangements through HEART/NSTA Trust, the Ministry of Education, Youth and Information (MOEY&I), and the Programme for Advancement through Health and Education (PATH) Ministry of Labour and Social Security (MLSS), have addressed equity by enabling the participation of vulnerable and disadvantaged groups in HE. [This report was prepared in collaboration with the University Council of Jamaica (UCJ). For "Flexible Learning Pathways in Jamaican Higher Education. IIEP Country Note. No. 4," see ED617227.]