ABSTRACT
This chapter examines some of the initiatives and discusses the question of whether, and how, they may move instructional practice within higher education in a direction that is more in keeping with the principles of lifelong education. The resulting instructional process takes account of learner needs in a much more thoroughgoing way than is often seen in higher education, for the reason that if it does not, the instruction is incomprehensible and students drop out of the programme – the usual supplementary support systems being simply not available. Admission to the college is only partly based on traditional high school transcripts and grade point averages; it relies heavily on an autobiographical essay describing the student’s educational motivations as well as a personal interview with college faculty.
