Reviews definitions of and debates over distinctions among formal, informal, and nonformal learning. Outlines questions about four aspects of formality/informality with which to analyze learning situations: process, location/setting, purposes, and content. (SK)

Describes projects of the Institute for International Cooperation of the German Adult Education Association to promote social solidarity and advocate for social justice around the world. (SK)

A hybrid approach to second-language learning combined face-to-face contact with online tools. Lessons learned included the need for innovative recruitment methods, clear and accessible precourse information, solutions to technical difficulties in public access sites, and high-quality training for tutors. (SK)

This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)

During an epidemic of cattle disease, British farmers' needs for information and communication were served by the establishment of a network that enabled farmers to borrow computers, receive training, and access the Internet. The program served 1,675 farmers, who were largely older learners without computer experience. (SK)

Continuing education programs in universities are challenged to provide access to learning as well as generate revenue. Entrepreneurial investments in distance education are resulting in innovations, but these must be balanced with attention to educational quality. (SK)

The experiences of three 18th-century working class writers illustrate how elements of pure chance contributed to their success or lack of advancement. Their stories raise questions about the motives behind and the issues raised by today's policy initiatives to address poverty. (SK)

At a British community college, students with physical disabilities formed a group focused on expanding educational opportunities in the mainstream for people with disabilities and to change community attitudes. (SK)

UNESCO's Assistant Director-General for education urges adult educators to advance beyond advocacy by embracing promising trends (such as private sector involvement), establishing priorities for action, and seizing opportunities to develop human and social capital. (SK)

Grassroots communities in Northern Ireland are undertaking learning initiatives aimed at conflict reduction and community building. Efforts include replacing prejudice with knowledge, offering antisectarian education, building healthy individual communities before transcending differences, and celebrating cultural traditions. (SK)

There is no substantial difference between adults' and children's learning processes: both use task-conscious and learning-conscious methods. The difference in teaching adults and children lies in differential power relationships between teachers and learners, the identities they construct, and the ways in which power and identity affect teaching…

In Britain, archaeological fieldwork is being used for both educational and research purposes. Training is provided for adult learners from a range of backgrounds, with the goal of increasing public participation in and ownership of archaeological outcomes. (SK)

Clean Break is a theatre group offering learning opportunities to women with mental health problems or criminal justice involvement. The women act as peer researchers, conducting interviews to elicit information on mental health issues that is used to provide appropriate support. (SK)

A community project in England teaches gardening to low-income people interested in growing their own food. The workshops also provide informal basic skills training. (SK)

After years of conflict, Sierra Leone has critical educational development needs including trauma healing and conflict resolution, rebuilding of the educational infrastructure, and citizenship and capacity building. Citizenship education in this context must be redefined as developing individual agency and encouraging active participation. (SK)