13.16 Universities and other institutions of higher education will have a vital role to play in the development of lifelong learning, as their existing provision already demonstrates. The Dearing Review has already set out a demanding lifelong learning agenda for institutions of higher education. This should be followed through vigorously by each college and university in the sector, in the light of the vision and principles to be laid down by Government and in relation to their own peculiar character and diverse arrangements.
13.17 The particular contribution of higher education lies in its proper concern with extending knowledge, and the skills of handling and applying knowledge in our society. Institutions in the sector will do this through excellence in teaching, research and dissemination. Their commitment to strengthening the quality of the professions and to continuing professional development is also essential. Each university and college can extend this commitment, building on its own traditions and expertise and through its own particular provision.
13.18 In future, universities and colleges are likely to see the enormous growth of part-time study, distance learning and technology based programmes. The universities themselves can be centres for the development of excellence in all of these, working in close partnership with other providers and users of learning. Universities will need to ensure that they are fully accessible if opportunities are to be widened to use such varied modes of study. Universities too should see to widen the constituency of those who look to, and expect to, be able to make use of the richness of their expertise, whether through study, research, development or other forms of involvement.
13.19 Universities and colleges should see themselves as making a major contribution to local, regional, national and international partnerships in lifelong learning. Those staff who engage in developing these partnerships and in disseminating the benefits of university learning should themselves be recognised and appropriately rewarded. In common with other providers of learning, the universities should seek to ensure that their forms of governance and public accountability reflect this commitment the partnership and openness.
13.20 Students in further and higher education, whether at pre-degree, undergraduate or postgraduate levels, also represent a huge potential resource to assist with the development of learning cultures locally. They can assist with audit and needs analysis, act as mentors, take part in provision and become ambassadors and publicists for lifelong learning. In appropriate circumstances, their contributions could be formally recognised and credited within their own learning programmes. All of this should become even more possible as part-time involvement in both higher and further education continues throughout life. In these ways, and others, students could become very useful members of local partnerships.
13.21 The secret of success will be for different sorts of strategic partnership to make the most of the rich diversity and full range of universities. This will only be possible if the institutions themselves, at all levels and in every area of endeavour, first ask themselves how best their particular expertise or opportunities for learning might best be brought to the service of the community. Such 'communities' might be geographically local or be a community of interests, which extends regionally, nationally or even internationally. Once this has been done, the availability and means of accessing expertise and learning opportunities needs to be brought to the attention of the potential beneficiaries, with due attention being paid to breaking down the barriers and obstacles in the way of access and collaboration.
13.22 If universities, other institutions of higher education and colleges are to be properly expansive and generous in their approach to strategic partnerships, senior managers in them should ensure that the internal reward and promotion systems give appropriate recognition to the individuals and departments which promote them. Colleges and universities will be helped in this challenging endeavour to the extent that business especially, public authorities, voluntary groups and individuals not only value much more what universities have to offer, but stimulate it through their own support, including their financial generosity.
13.23 In our view, the governing authorities, Vice-Chancellors and Principals of universities and other institutions of higher education should review their own strategies and policies to promote and monitor lifelong learning and widening participation. This should include considering their missions, targets, partnerships, the curriculum offer, governance and forms of public accountability. They should give particular attention to ensuring that those staff whose work promotes lifelong learning through research, development and dissemination should be suitably recognised and rewarded.
| Previous Point | Next Point | Return to Section 13 |