3.3 Elements of a responsive educational system

The elements of a responsive educational system are outlined by Potter and Ferguson (2003) and supported both directly and indirectly by other reports. Additional elements are proposed explicitly or implicitly by other authors. The main feature of a responsive educational system would be its central focus on thee learner and the learner's needs and expectations rather than on making money or meeting the expectations of administrators.

A responsive educational system would:

• Recognize the needs of adult learners as different from those of traditional students (Potter & Ferguson, 2003), take into account prior learning and informal learning (Livingstone, 1999); facilitate the transfer of credits and credentials between educational institutions, between different levels within the system, and between educational institutions and other providers such as workplaces and community agencies (Potter & Ferguson, 2003).
• Be supportive of adult learners by helping them to ameliorate barriers to learning (Department of Education and Science, Ireland, 2000; Potter & Ferguson, 2003).
• Be flexible in providing a variety of different learning opportunities in a variety of different formats (Department of Education and Science, Ireland, 2000; Potter & Ferguson, 2003).
• Be accessible and available (Alberta Learning, 2002; Potter & Ferguson, 2003).
• Be relevant (Archibald & Urion, 1995; Hart et al., 2002).
• Be respectful of adult learners (Archibald & Urion, 1995; Gaikezheyongai, 2000; Hansen, 1998; Johnson, 1995; UNECSO, 1997; Wood, 2001).
• Be learner-centred (Alberta Learning, 2002; Faris, 1995); involves learners in planning their own learning (Kenny & Cap, 2002).
• Be coordinated (Alberta Learning, 2002) and integrated (Department of Education and Science, Ireland, 2000).
• Focus on cooperation and collaboration rather than on competition (Bart, 2003) and conflict (Braswell, 2003).

Some provinces have made plans to create an educational system that will be responsive to adult learners. For example, Campus Alberta (Alberta Learning, 2002) is a global plan that will allow Albertans to pursue and achieve their lifelong learning goals. It is neither a program nor an institution, but rather a set of principles and a means through which the learning system can deliver “seamless” learning. The objectives of Campus Alberta are to eliminate barriers to learning and to foster lifelong participation in learning by increasing learners' ease of entry into and movement within the learning system, by creating more flexible learning opportunities, and by ensuring that learners have the tools they heed to succeed in their learning.

The Department of Education and Science in Ireland has used lifelong learning as a governing principle since 2000. Two core principles are emphasized: a systematic, holistic approach to recognizing different levels of educational provision; and (2) equality of access, participation and outcome for adult learners with an emphasis on marginalised groups and those at risk of failure.

Finally, any responsive educational system would need to use best practices in the design of teaching and learning interactions. Angelo’s “Teacher’s Dozen” (1993), while developed for instructors in higher education, can be updated for use by instructor and facilitators in adult learning activities.