Individualisation. Since each individual student will spend differing amounts of time and energy on different topics according to his or her needs and the demands of work, the programme of studies needs to be compatible with part-time study, individual plans and individual production of knowledge. These conditions need to be established in an open programme composed of free-standing individual modules or units which are individually assessed. Changes are demanded in the traditional construction of a curriculum, in teaching methods and in working collaboratively with students. All these features will be set down in a "learning contract" which will involve many stake-holders: the student, the continuing education department if it exists, representation from the teaching departments or faculties involved and possibly the employer.

Protected learning space. As "clients", mature students continue to learn within the university system on the basis of a number of criteria: the value added by teachers to existing knowledge and skill acquired in the workplace; the quality of tutoring and support matching high expectations; privileged access to the latest technical knowledge; and a long-term link between that knowledge and the reality of professional practice. All these are factors in the conditions for adult learning and professional development, which differ somewhat from those associated with the instruction of traditional students. The great variety of personal and professional experience that adults bring to continuing education means that great care must be taken with the organisation and the quality of teaching and tutoring.