5.9 The focus of policy and practice should be learners themselves and the quality and range of learning opportunities made available to them. This would shift attention away from structures and institutions, which should be regarded as more or less efficient mechanisms for the delivery of demonstrably high quality learning in their given spheres. This perspective should extend to the range and availability of the support offered to learners, through such essential means as the provision of information, guidance and support, to enable them increasingly to assume ownership of their own learning as they progress through life.

5.10 Public bodies, and others, charged with responsibility to provide, fund, oversee or promote learning, should all be required to ensure that any learning provision under their influence focuses upon the quality of the learning experience for learners themselves. The needs and voices of the learners should be given sufficient opportunities to be expressed, heard and responded to and organisations' success in this too should be subject to review. Government itself should work to secure the simplification and rationalisation of qualifications and credits, including the development of a national credit framework, the facilitation of credit accumulation and transfer and the development of a national system for registering achievement.

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