Each student advances at their own pace. Some notions are instinctively simpler for them to develop, while others will require further attempts. On this basis, lessons at 42 do not have fixed time limits; each student progresses not in relationship to their position within the whole graduating class (where the individual who is the furthest behind slows down the entire group), but at their own pace. It is difficult to fall behind when following 42’s educational curriculum because it is 100% individualized.
A DURATION OF 3 YEARS USED AS A REFERENCE
Although 42’s program was designed to be completed in 3 roughly years, this approximate/suggested duration for program completion includes time spent interning as well as time spent working part-time. According to the particular needs of each student, this duration can be reduced or increased without having consequences on their studies.
A wide array of subject matter necessary for attaining the entirety of essential skills for employment in the digital sector in the United States will be addressed over the course of the program. At 42, the major learning milestones are expressed as levels of experience rather than years; it is thus the individual experience that sets the pace for learning– not the administrative calendar. Likewise, these provisional thresholds determine, amongst other things, the student’s ability to go on an internship. We consider 3 years to be the amount of time that is suitable for each student to be able to learn to innovate technologically and to obtain their early work experience while taking advantage of the unique opportunities proposed throughout the year.
SPEEDING UP ONE’S ACADEMIC CAREER THROUGH KNOWLEDGE
Once a student is already familiar with a project, they are encouraged to push and perhaps break through their limits. For example, after having worked with a certain type of technology during an internship, it is not uncommon for our students to see associated projects that are proposed at 42 in a new light. In this case, they can go over them much more quickly and thus take on more complex challenges without having to wait for their classmates to catch up with them.
Those that prefer to take their time have the possibility of progressing further than what the assignment requires by continuing to develop the project. If successful, the rewards obtained will be higher than initially planned. Even if it is not possible to enroll at 42 and start as a second year student, some students take advantage of the lack of time barriers to help their fellow classmates advance, or even, perhaps to try to finish their studies earlier than initially planned.
TAKE THE TIME NECESSARY TO SUCCEED
Removing time barriers allows each individual to invest themselves as much as they may need to and at their own pace in order to be able to successfully complete the proposed work. The timing given at the beginning of each project is a realistic estimation of the time required and not an obligation. Not all students will remain blocked at the same time by the same difficulties; exchanges of knowledge and wisdom with those who were there before or after each encountered challenge will allow students to overcome them.
Similarly, the removal of time barriers allows students to confront accidents in life or to meet one’s challenges and respond well during internships and work opportunities. If a student must pause their schooling for an extended time period, upon their return to 42, they will find their projects right there where they left them.
The most rigorous students can also set their own limits. This allows them to maintain a sustained work pace while helping them to avoid prolonging their school years. It should be noted that some projects have specific dates during which they must be completed. Time constraints are a reality in the world of work, and it is normal that their training integrates with that notion.