Managing the changes inherent in developing the Learning Society: issues, choices and strategies

Abstract

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.

Citation

Gordon, G. (1999), "Managing the changes inherent in developing the Learning Society: issues, choices and strategies", Quality Assurance in Education, Vol. 7 No. 3, pp. 141-149. https://doi.org/10.1108/09684889910281575