ABSTRACT
Over the past few decades the demand for higher education has diversified considerably. The demand for initial higher education for adolescents is centuries old. However, since roughly the 1960s, we’ve witnessed a growing demand for higher education for adults. Initially, this demand was rather traditional in that its focus was on degree programmes. The knowledge economy has added to this, the demand for short programmes which primarily aim at fulfilling the students’ educational needs. This type of education goes by such names as further education, continuous education, lifelong learning, and so on (Brown and Duguid, 2002; Westera and Sloep, 2001)).
