One way for colleges to meet the demand for a wider range of learning opportunities for adults in Great Britain is to provide more flexibility within the further education system. The concept of flexible learning involves the modification of delivery systems, specific providing agencies, target populations, specific determinants such as geographic location, and institutional determinants. Because the flexible learning approach is learner-centered, it requires a greater emphasis on negotiation, counseling, and guidance to help learners to identify and progress through the most appropriate learning program to meet their individual needs. To help make Britain's further education system more flexible, policymakers should encourage the implementation of staff and organizational development programs for colleges and should have examining and validating bodies explain and disseminate more widely exactly how much individual discretion and flexibility they already allow. Appended to this report are five case studies, a model for curriculum-led organizational change, a discussion of the policies of examining and validating bodies concerning flexible learning opportunities, criteria for Further Education Unit (FEU) financial support for flexible learning projects in colleges and local educational agencies, a list of flexible learning support agencies, and suggestions for further reading. (MN)