ABSTRACT
Higher education delays maturity by keeping students financially dependent on their parents and secludes them in what they perceive as 'one-class' societies. The chidren of professional people are likely to be influenced by their parents' and teachers' expectation that they will automatically progress to university if they are academically able. If they are likely to fail their qualifying entrance examination their parents would arrange private tuition. The student from a working-class background is usually more independent, mature and motivated than the student from a professional-class family. These personal attributes are needed if the student is to achieve academic success. In considering the dimensions of learning environments six out of the eight variables relate directly to the teacher - his personality and his ability to create an effective learning environment. The different approaches to teaching and learning can be reviewed on a continuous spectrum from leaderless discussion groups to programmed learning and related to educational theorists and theory.
