Managing the changes inherent in developing the Learning Society: issues, choices and strategies
| Date | 01 September 1999 |
| Pages | 141-149 |
| DOI | https://doi.org/10.1108/09684889910281575 |
| Published date | 01 September 1999 |
| Author | George Gordon |
| Subject Matter | Education |
Managing the changes
inherent in developing
the Learning Society:
issues, choices and
strategies
George Gordon
Introduction
In many countries there has been a wide-
spread and growing trend towards higher
rates of participation in higher education. In
part that has involved greater numbers of
mature students but there has also been a
substantial increase in the range of qualifica-
tions in demand/on offer. Distance and open
learning, which have existed for many years,
have experienced significant growth recently,
particularly in certain geographical contexts
and with particular sectors of demand,
e.g. professionals required to undertake con-
tinuing professional development or people in
occupations that require frequent travel/job
relocation. Given that background it could be
argued that visions of a Learning Society
(National Committee of Inquiry into Higher
Education, 1997) or of a Learning Age
(DfEE, 1998a) posit an evolutionary model of
development. Conversely, these documents
can be interpreted as favouring transformative
change, a more radical adjustment. An
important question for systems of higher
education and institutions (or other provi-
ders) is to gauge the likely fulcrum in order to
inform strategic decision-making. The situa-
tion is further complicated by the fact that
systems and institutions do not necessarily
start from a common base or identical
traditions. Such variations are likely to colour
analyses and influence strategic responses.
The extent of the growth of lifelong learning
over the next twenty years is, therefore, a
matter of speculation and uncertainty. Any-
thing short of spectacular growth should be
manageable given the recent learning experi-
ences of systems and institutions of higher
education. Moreover, many institutions have
considerable experience of meeting the needs
of adult learners, be these for undergraduate
or postgraduate qualifications, continuing
personal education, retraining, updating or
various forms of continuing professional
development. Growth will pose challenges
and present institutions and systems with
difficult decisions but, arguably, not of the
same strategic nature as those which would be
associated with a transformative change that
may be implicit, over the medium- to long-
term, in the concept of the Learning Society.
For example in the UK, the Report of the
National Committee of Inquiry into Higher
Education (1997), adopted the title, ``Higher
The author
George Gordon is Director of Academic Practice at the
University of Strathclyde, Glasgow, UK.
Keywords
Learning, Adult education,
Continuing professional development, Skills,
Learning styles
Abstract
The range of items included within the lifelong learning
challenge is substantial ± pre-entry activities, widening
access, multiple entry points, interrupted study, continu-
ing personal education, continuing professional
development. This article discusses some of the implica-
tions for higher education arising from lifelong learning
including: definition of levels, of progression, of curricu-
lum design and assessment, of record-keeping and
management, of quality assurance and of staff, educa-
tional 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.
141
Quality Assurance in Education
Volume 7 .Number 3 .1999 .pp. 141±148
#MCB University Press .ISSN 0968-4883
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