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The goal of the educational process is to produce self-directed, lifelong learners.  Many current education practices in public schools and universities however, do more to perpetuate dependency than to create self direction (Grow, 1991, p. 127).  

Knowles believes that all adults are capable of self-directed learning, but are constrained by their prior conditioning as passive recipients of transmitted information (Hatcher, 1997)

Participants reported a substantial (high or medium) degree of confidence in themselves as learners (93.8%), said they were self motivated (92%), and could work independently with little direction (91.8%).  However, nearly one-third (30.8%) said they were not capable of self-directed learning, with only fourteen percent strongly agreeing that they were capable of self-directed learning.   In other words, respondents in the sample seem confident working under the supervision of a teacher, but not under their own supervision.

This culture of teacher dependence has its roots in a highly structured and teacher centred/controlled curriculum in schools.

Grow (1991) argues that being a dependent learner is not a defect, but it can become a serious limitation.  Becoming an adult does not automatically make one capable of self-directed learning.  Skills and dispositions for self-directed learning have to be learned/acquired to support lifelong learning whether it is through flexible learning or more traditional modes.

There is a strong attitude in schools that students are not mature enough for self-direction and so teacher/school direction is continued.  Without opportunity, particularly freedom to make decisions, maturity and self direction cannot be developed.  Schools need to take greater risk.

The studies indicate poor levels of readiness for and disposition to self-directed learning.  There is a large dependency on the teacher as the manager and director of learning with little evidence of transforming ownership and self-management to the learner.

The way we are does not work very well in relation to the most essential of all enabling skills - self-direction.  The solutions are not simply about teaching the skills.  They are relatively simple.   The concern lies with developing young peoples' dispositions towards owning and managing their own learning and being sufficiently adaptable to recognise learning needs and access the learning required.