In the November issue of "Adults Learning," Kathryn Ecclestone questioned whether developing self-esteem and emotional well-being were progressive roles for educators. Her article provoked a good deal of reaction, including responses from Allen Parrott and Terry Hyland. In this article, Ecclestone debates the issues raised in her article with…

Outreach to encourage adult participation in education is a complex and exacting process that has different meanings to various stakeholders. Outreach requires decisions about resources and scope and reexamination of funding methods and priorities. (SK)

Survey responses from 311 British parents involved in preschool groups show that participating parents gain social contacts, increased confidence in parenting, knowledge of child development, experience in managing groups, and greater community involvement. (SK)

British research on adult student retention/noncompletion reached the following conclusions: clear, reliable data are lacking; funding models ignore nontraditional students; and reasons for withdrawal are complex and interrelated. Keys to better retention are good student-staff relations and personal and academic support for learners. (SK)

Key elements in providing college services for adults are (1) a comprehensive, integrated approach; (2) commitment of staff and development of appropriate attitudes and practices; (3) a flexible, responsive student-centered approach in which procedures and curricula are tailored to client needs; and (4) a comprehensive student support system. (SK)

Although women constitute 44 percent of Great Britain's work force, they are concentrated in a limited number of occupations and have less access to training opportunities. Their training needs are for upgrading skills, preparing for reentry, learning new technologies, and training for occupational change. Their opportunities are notoriously…

A British project collected evidence about whether adult involvement in uncertificated or part-time study led to more advanced, certificated programs. Results demonstrated a need for better recordkeeping and revealed some of the circumstances that enabled ease of movement between forms and levels of learning. (SK)

Legislative and structural changes threaten education and training for women in Britain. Financial support, child care, and supportive institutional atmosphere are needed to help women make the transition from informal reentry courses to formal education and training. (SK)

Survey responses from 879 adult students and 100 tutors in art, craft, and language courses in Gloucestershire revealed a wide range of motivations, many social, for participation. Skills acquired were used in many practical ways, including starting businesses, changing careers, and enriching volunteer work. Participation increased social…

A British study of nonparticipation in adult education focused on four stages: initial access, program practices, transition from introductory to advanced learning, and transition from informal to formal education. It was concluded that genuine access for underrepresented groups requires substantial changes in practice and resource allocation. (SK)