The range of items included within the lifelong learning challenge is substantial – pre‐entry activities, widening access, multiple entry points, interrupted study, continuing personal education, continuing professional development. This article discusses some of the implications for higher education arising from lifelong learning including: definition of levels, of progression, of curriculum design and assessment, of record‐keeping and management, of quality assurance and of staff, educational and organizational development. The concept of “innovative universities” is discussed as a possible guide for short‐term institutional strategies. In the longer term, as students want their qualifications to have international portability and recognition, lifelong learning will need a supportive, coherent climate involving government, institutions, employers, trade unions, professional and voluntary bodies, the media and other shapers of attitudes, opinions and values.
[1]
Peter Scott,et al.
The Meanings Of Mass Higher Education
,
1995
.
[2]
David Watson,et al.
Lifelong Learning and the University: A Post-Dearing Agenda
,
1998
.
[3]
F. Coffield,et al.
Repositioning higher education
,
1997
.
[4]
H. Kennedy.
Learning works : widening participation in further education
,
1997
.
[5]
B. Clark.
Creating entrepreneurial universities
,
1998
.
[6]
Paul Trowler,et al.
Academics responding to change
,
1998
.
[7]
Mircea Malitza,et al.
Higher Education for the Twenty‐First Century
,
1997
.