?Education is a lifelong learning process ...the future of our society depends on informed and educated citizens who, while fulfilling their own goals of personal and professional development, contribute to the social, economic, and cultural development of their community and of the country as a whole.?

The end of the 20th century saw changes in the global environment that bear heavily on the role, functions, shape and mode of operation of tertiary education systems worldwide. Among the most influential changes are the increasing importance of knowledge as a driver of growth in a global economy, the information and communication revolution, the emergence of a worldwide labour market, and global sociopolitical transformations. The ability of a society to produce, select, adapt and use knowledge is critical for sustained economic growth and improved living standards.

Tertiary institutions have a critical role in supporting knowledge-driven economic growth strategies and building democratic, socially cohesive societies. Tertiary education assists the improvement of the institutional regime through the training of competent and responsible professionals needed for sound macroeconomic and public management. Its academic and research activities provide crucial support for the national innovation system.

Tertiary education has many purposes beyond the acquisition of concrete skills in preparation for work. It involves developing a person?s ability to reason about critical questions and issues, place facts in a broader context, consider the moral implications of actions, communicate knowledge effectively and nurture habits that promote lifelong learning.

Through the transmission of democratic values and cultural norms, tertiary education contributes to civic behaviour, nation building and social cohesion. This, in turn, supports the construction and strengthening of social capital in a social network that can provide access to resources, guarantee accountability and serve as a safety net in times of crisis. The institutions, relationships and norms that emerge from tertiary education are instrumental in influencing the quality of a society?s interactions, which underpin economic, political and social development.

Much learning occurs beyond the boundaries of formal tertiary education providers. Accordingly, in developing a coherent policy framework, consideration must be given to the proper relationship between formal providers and non-formal arrangements. Equally, proper attention must be given to enhancing the opportunities for those who fail to realise their potential within formal learning environments or who require re-training and upskilling as a result of technological innovation and changes in the labour market. For many, learning within the workplace will be the key to their participation in the knowledge society. Much lifelong learning will take place within work or in relation to it. If the tertiary education system is to be relevant to the whole population, it needs to integrate and recognise learning within the workplace and non-formal environments.

To successfully fulfill their educational, research and informational functions, tertiary institutions need to respond effectively to changing education and training needs, adapt to a rapidly shifting education landscape and adopt more flexible modes of organization and operation.