Traditionally, liberal adult education in Britain has been premised on nonaccreditation. However, political influences, the thrust of work force development, and student demand are pressuring reconsideration of accreditation. (SK)

Interviews with British adult educators (11 women, 6 men) established their learning needs regarding curriculum, assessment, and management; preferred learning strategies; and desired learning outcomes in terms of career advancement, job performance, and enlightenment. Some wanted more formal rather than self-directed learning opportunities. (SK)

Current notions of the learning society are dominated by the notion of the learning market--lifelong learning for economic competitiveness. Learning for active citizenship and liberal democracy, once a major purpose of adult education, is being lost in the process. (SK)

Higher education access programs have focused deliberately on broadening class, race, and gender composition of participant and have targeted traditionally underrepresented groups. To be truly fair, equal opportunities must be extended across all of the population, in particular to working class men. (SK)