Pandemic ‘will drive universities into lifelong education’

My reading of this article moved from interest to alarm on two counts: one, at the notion that universities might need to ‘stumble’ on adult lifelong learners as a potential new (and somewhat risky) market to solve their financial woes as if they have not previously considered them; and, two, at the absence of examples of the outstanding activity already occurring in universities across the UK under the titles ‘lifelong learning’, ‘continuing professional education’ or ‘flexible part time adult learning’- all of which are core strands of institutional portfolios and many with large international audiences. In these institutions, access to HE for adults is a vital strand of their work and the social and economic imperatives for individuals, employers and the community are understood and embedded. As the head for lifelong learning at the University of Wolverhampton, where over fifty percent of its mainstream student population are adults, lifelong learning is part of the institution’s DNA and links to its role as an anchor institution in its region. Innovative approaches such as the creation of Regional Learning Centres that position higher education and access to adult learning opportunities at the heart of communities is one example. The centres ensure that learning is accessible to adults, both in work and not in work, and are built on solid partnerships to ensure strategic alignment with learning and skills priorities as well as individual growth through educational progression and changing work and life circumstances. If the pandemic does drive universities into lifelong education, we would do well to look to existing successful activity and focus on adults as vital to economic and social regeneration rather than as commodities.