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Improving learning and teaching in colleges and universities is a government education target that has become the mission of education developers in Britain. Promoting change and innovation in teaching and learning, developing staff in relation to teaching and learning, and encouraging the use of new technologies in education are some educational development units that need further consideration.

The United Kingdom has no single accreditation scheme for all university degrees, including the non-UK degrees offered by some private universities. Without one accreditation scheme, it is difficult to establish a set of standards and to measure the reputation and worth of every degree offered in the country's universities.

At their annual residential meeting in Southampton in September 2001, British heads of university will discuss the current state of higher education in the UK. According to Sir David Watson, the chairman of the Universities UK's longer-term strategy group, it is more expensive to maintain higher education as it is, than it would be to change it.

Issues concerning statistical information reflecting the wealth levels of universities in the United Kingdom are discussed. Particular attention is given to analysis of the statistical data, emphasizing trends and extremes in financial management of higher education institutions.

Issues concerning statistical information representing the financial strength of universities in Great Britain are discussed. Particular attention is given to types of funds held by British universities and to comparative data between universities' financial levels.

United Kingdom higher education is discussed with emphasis on its relations with politicians over a century. Legislation relating to higher education is examined and the education of the politicians involved is described.

The United Kingdom's plans for an e-University are continuing and 62 million pounds sterling has been allocated by the government over three years from 2001. The benefits of this e-University and potential problem areas are discussed.

Higher educational authorities in the UK will benefit from the establishment of Learning and Teaching Support Networks which have been set up to offer advice to teachers in universities and colleges throughout the UK.

Higher education in the United Kingdom has undergone significant change since the 1950s. The implementation of the Human Rights Act 1998 in October 2000 could cause more dramatic developments to occur particularly in the area of students' rights.

The proposed UK Teaching and Higher Education Bill will allow the education secretary to decide how student loans will be repaid, the level of interest on the loans and the eligibility criteria for loans. Clause 18 of the bill will allow the government to demand any fee payments received by universities. Future governments will be able to change the level of fees for students already undertaking a course of study. The bill also calls for headteachers to be professionally qualified. Some observers fear the bill will allow the government to much leeway to interfere into higher education.

New Solutions is a team of more than 100 officers from student unions, which has published a paper about student finance with a view to reviving discussions on the issue. The items covered in the paper include issues such as financial difficulties for students, quality of education, the size of the student population, National Union of Students policy, guiding principles for solving the student finance problem, and action to be taken.

It is important to strike the correct balance between institutional autonomy and public accountability in making the changes needed to the current system of external scrutiny of quality standards in higher education. One proposal for a new national quality assurance system involves the establishment of a body owned by all institutes of higher education, the National Council for Quality in Higher Education (NCQHE). NCQHE would be responsible for external evaluation at the subject/programme level, as well as for audits of higher education institutes' quality control/quality assurance systems.

Changes in higher education are best achieved by creating a socially inclusive curriculum and support system that focuses on where the student is. Education and skills secretary Estelle Morris's decisions to achieve learning through part-time study and work-related study and to help underrepresented groups at university succeed once they are there are welcome changes of direction.

University of East London educational development unit head David Gosling's study on the surge of interest in educational development shows that membership in the Heads of Educational Development Group has risen to more than 84 higher education institutions in 2000 from 15 in 1995. These educational development units have many things in common, including promoting research into learning and teaching, improving staff development, supporting improvement to learning and teaching, and curriculum development and design.

Some of Britain's civic universities, including Leeds, Hull, Bradford and Royal Holloway universities, are having problems meeting their recruitment targets and are having to reassess their programme portfolios. Although many universities are experiencing a shortfall, many say the application quality has improved and more foreign students have applied.

A review by the British Treasury and the Department for Education and Skills (DFES) indicates growing support for debt-free graduation and the scrapping of tuition fees in favour of maintenance grants. Ministers and officials of the DFES are considering a flat-rate for graduates to pay off over time.

Stepping Hill Hospital in Southport, England has introduced a 'buddies' scheme to help ease the transition of trainee doctors from medical students to responsible doctors. The scheme provides access to experts in various hospital departments who are available to provide information and guidance to trainees, on a volunteer basis.

The Quality Assurance Agency's (QAA) report on teaching quality at universities and colleges in the UK, indicates a lower standard of teaching at higher education colleges than at universities. The Association of Colleges has expressed concern that the interests of higher education are under-represented in the QAA's inspection teams.

In September 2001, Thomson Learning, and Universitas 21, a consortium of 18 research-intensive universities worldwide, launched an online university with its own course materials. Students are expected to begin registration in January 2003.

A British educator believes that higher education in the UK has turned itself into a system plagued by problems with managerialism, bureaucracy, under-funding, and over-regulation. He feels that the only way out is for higher education to admit its own shortcomings and recognise the value of balancing academic freedom with commitment and responsibility to higher education institutions.

Luton University's in-house solicitor Cathy Wall and its pro vice-chancellor Stephen Mortimer have expressed concern about the British university's collaborations with outside financial partners, its quality control, and its accountability for taxpayers' money. Wall said that the university is in partnership with companies, with whom it has no contracts.

At the September 2001 annual residential meeting for British university leaders in Southampton, vice chancellors are set to demand more student funding. The call for additional funding is the result of increased student hardship, and unequal funding opportunities for students.

British university leaders and union leaders, as well as the Cabinet Office Better Regulation Task Force, called for university regulators to put an end to excessive bureaucracy and over-regulation. The president of Universities UK, Professor Floud, is expected to address the issue at the annual vice-chancellors residential meeting in September 2001.

Issues concerning the quality assurance system proposed by the Quality Assurance Agency for Higher Education in the United Kingdom in 2001 are discussed. Particular attention is given to the false premises assumed by the regulations.

Opportunity bursaries were introduced in 2000 to allow those who could not afford it to go on to higher education in the United Kingdom. The rules governing these bursaries are strict and some of those who have been rejected are described.

E-envoy of the British Government Andrew Pinder is interviewed about ways in which the Prime Minister's Lifelong Learning program can be implemented. Particular attention is given to electronic learning facilities and difficulties related to broadband personal computing.

Issues concerning the increasing acceptance of entrepreneurial approaches and initiatives in higher education in Great Britain are discussed. Particular attention is given to ways in which universities develop programs to integrate education with the economy.

Issues concerning the results of the implementations of the Curriculum 2000 for the over 16-year old pupils in Great Britain are discussed. Particular attention is given to the differences between the theoretical aims if the curriculum and the practical results of its application.

Issues concerning the distribution of bursaries to universities in the United Kingdom are discussed. Particular attention is given to the large number of applications for the available bursaries and to issues of competitiveness and fairness of distribution.

Issues concerning ways in which students in financial difficulties can receive help are discussed. Particular attention is given to the publication of a report calling for the development of a bursary system to provide for the costs of maintenance and tuition.

Issues concerning the distribution of funds to underachieving universities in the United Kingdom are discussed. Particular attention is given to debates related to whether funding failing universities was fair and ways in which good universities were rewarded for their performances.