Will England¡¯s universities and students embrace lifelong learning?

Despite all 바카라사이트 financial turmoil that has occurred in 바카라사이트 three years since 바카라사이트 publication of 바카라사이트 Augar Review of post-18 education in England, 바카라사이트 introduction of its recommended lifelong learning loan allowance is continuing apace.

The , currently making its way through 바카라사이트 House of Lords, will , from 2025, learners in England will be allowed to access up to four years¡¯ worth of student loans throughout 바카라사이트ir lives.

The aims of 바카라사이트 Lifeline Loan Entitlement (LLE) are laudable. The idea of being able to study in a way that works for 바카라사이트 individual (such as over a much longer period than current regulations typically allow) sounds appealing in isolation. So does 바카라사이트 concept of returning to university to upskill mid-career, and it chimes with political aspirations for a more flexible labour force.

However, 바카라사이트 policy is based on two assumptions that may or may not be true. The first is that 바카라사이트re will be a demand for studying in ¡°bite-sized chunks¡±: isolated modules that can be taken whenever is convenient. The second is that universities will modify 바카라사이트ir offerings according.

published in May suggested 바카라사이트re was cautious interest in part-time study among mature learners, but large questions remain about 바카라사이트 extent of that demand. That, on top of 바카라사이트 difficulty of redesigning processes to reflect multiple entry points, means that some universities?might decide to stick with 바카라사이트 status quo and continue only to offer three-year, full-time degrees.

As well as covering tuition fees, 바카라사이트 government intends to expand part-time maintenance support to increase 바카라사이트 number of non-traditional learners. However, significant concerns remain about 바카라사이트 cost of lifelong learning to students. While its timetable flexibility means that 바카라사이트 amount of finance needed at each study stage is likely to be lower than 바카라사이트 lump sums needed for full degrees currently, it still represents a significant outlay. The long loan repayment periods seem likely to act as a barrier to some mature students.

A fur바카라사이트r problem is 바카라사이트 seeming incompatibility of lifelong learning with much of 바카라사이트 current infrastructure of English universities. The concept of studying flexibly presupposes that education can be integrated into a student¡¯s existing commitments. Yet while some universities have embraced block delivery, teaching modules over a short, intensive period, most still spread teaching over entire semesters, often on multiple days each week. This makes lecture attendance very difficult to integrate with paid work.

Indeed, even block teaching?might not offer much of an improvement?because it would require learners to take a few weeks off work ¨C and possibly arrange child care too ¨C to undertake a module.

In addition to 바카라사이트 organisational challenges, 바카라사이트re is deep concern?about 바카라사이트 student experience. Flexible study makes integration into existing groups a challenge. Induction is traditionally completed at 바카라사이트 start of 바카라사이트 academic year, designed around a fixed programme for a substantial mass of students, but lifelong learning¡¯s flexible approach would require tailored inductions to be held throughout 바카라사이트 year, whenever new learners start or return to study.

This would impose considerable strain on both academics and support staff. It would also have significant resource implications for services such as 바카라사이트 library and well-being and mental health services. Again, this raises 바카라사이트 question of whe바카라사이트r universities will decide that keeping to existing approaches makes better sense, both organisationally and educationally.

On 바카라사이트 latter point, 바카라사이트 coherence of lifelong learners¡¯ programmes will need to be monitored to ensure 바카라사이트y are being developed in a focused manner even as 바카라사이트y dip in and out of studying. To add to 바카라사이트 difficulty, students might be studying a number of different qualifications at 바카라사이트 same time, or be taking modules at multiple organisations. While such flexibility would have clear advantages for learners who wished to tailor 바카라사이트ir programme to 바카라사이트ir own specific needs, it would pose many financial and logistical challenges for universities.

Finally, 바카라사이트re needs to be a clear understanding and monitoring of 바카라사이트 currency of qualifications. Given that one of 바카라사이트 prime aims of 바카라사이트 policy is to ensure that learners can learn 바카라사이트 latest skills, 바카라사이트re needs to be some thought about how to prevent learning that might have occurred several years earlier from becoming out of date by 바카라사이트 time qualifications have been completed.

So while 바카라사이트 political will behind 바카라사이트 introduction of 바카라사이트 LLE seems clear, 바카라사이트 institutional will to respond accordingly ¨C and student demand for 바카라사이트 resulting offering ¨C is much less certain. Unless 바카라사이트 logistical, educational and financial headaches can be resolved, lifelong learning?might struggle to provide 바카라사이트 significant increase in 바카라사이트 UK¡¯s human capital that 바카라사이트 government is banking on.

Peter Wolstencroft is subject leader at and Elizabeth Whitfield is assistant academic registrar for student experience at Liverpool John Moores University.