Amid extreme conditions in the ghettos of Poland during World War II, people resisted by carrying out underground learning activities that were manifestations of the will to survive. (SK)

A domestic violence support group in England helps women get out of abusive situations and develop the confidence and skills to live independently. A key feature is language support for limited-English-speaking women in diverse communities. (SK)

A British project helps drug addicts and exoffenders regain a sense of meaning and purpose through exposure to the arts. After visiting galleries, participants create personal museums expressing their individual vision. (SK)

The British government's core curriculum for prison education is similar to the competency-based national curriculum. A better approach would be a broader vision of prisons as "secure colleges" with an integrated learning program that measures intangible but important outcomes such as increased self-worth and positive attitudes. (SK)

A survey of HIV-positive gay British men (52 of 119 responded) identified barriers to their participation in adult education, including financial concerns and fear of the exposure of their condition. Ways to deal with confidentiality, social exclusion, and other concerns were developed into a good practice manual for practitioners. (SK)

Discusses the link between social purpose adult education and the social movements that have arisen in response to national and international problems. (Author)

Songs have the capacity to engage learners actively. This engagement can help transform lifelong learning from a vague aspiration into an active process. (Author)

Discusses the history of Britain's Workers' Educational Association and suggests that it must show why its philosophy and practices work in order to remain viable. (JOW)

Learning to be literate involves understanding unequal power relations that privilege some literacy practices over others. A deficit model associates literacy with skills and motivation, emphasizes standardized literacy accomplishments, and prescribes outcomes. These practices discount the validity of individuals' definitions of and uses for…

Access to higher education is still largely determined by social class. To succeed, social reform movements must include popular education, which has a long tradition in Britain. (SK)

Institutional, environmental, personal, and social barriers to public library use can be tackled with a community needs approach. Library programs focused on information and knowledge, empowerment, and capacity building can promote social change. (SK)

A 2003 survey shows that adult participation in learning, which steadily increased in Britain since 1996, declined to 39% from a peak of 46% in 2001, although future intentions to participate remain high. Results indicate that 87% of adults over 65 and 75% in the lowest socioeconomic levels have not participated in the last 3 years. (SK)

Today the U.S. higher education system is facing a crisis regarding its perceived quality. One model for improving quality is competency-based education, in which an institution clearly defines the specific competencies expected of its graduates. A key challenge is how to help more people, particularly adults, succeed at the post¬secondary level…

Increased use of practitioner research in literacy education is opening new vistas for grassroots knowledge. Such research affords new possibilities for professional growth, an improved image of literacy, and the potential to reduce illiteracy to minimal levels. (JOW)

Suggests that action research provides ownership and often results in a sense of efficacy by engaging practitioners in the change process. Describes the practitioner-based movement in professional development and program improvement in Pennsylvania. (JOW)