ABSTRACT
Lifelong learning should have implications for the way in which institutions operate and the focus of this chapter is how a degree programme, in a traditional university, has combined work-based learning and normal course study mode in ways which are particularly attuned to the experiences of non-traditional, working class, adult students. If widening participation is to be a reality and the class structure of higher education transformed there is a need to develop, it is argued, a more responsive curriculum that allows students to be active learners involved in the construction of knowledge which is relevant and meaningful.
