Outlines components of the European Commission's lifelong learning strategy: valuing learning; information, guidance, and counseling; investment of time and money; connecting learners and learning opportunities; basic skills; and innovative, learner-centered pedagogy. (SK)

Describes an experimental program to teach adults who are curious about, but poorly educated in, science. Learning began with questions arising from that curiosity and discussion was encouraged by the teacher. Students felt empowered by the process and freely asked questions. (JOW)

Addresses the problem of mixed-level classes with a wide range of education levels and cultural backgrounds. Describes participatory approaches in which learners develop learning materials out of their own concerns. (JOW)

Sure Start is a British program that addresses problems of low weight babies, inadequate speech and language levels, low levels of literacy and numeracy, and other social issues. It focuses on listening to the community and reinforcing the innate intelligence of participants. (JOW)

E-learning has potential benefits but it requires a "smart" environment: support staff and resources, diagnostic systems to measure electronic functionality, and a systemwide approach that goes beyond mere delivery of content. (SK)

Surveys of 22 older adult neophyte computer users, 15 participants in a Universities of the Third Age computer group, and 69 elderly nonusers, quitters, or computer users determined what motivates older adults to learn about computers and what they find helpful/unhelpful in instruction. Support in the early stages of learning and understanding of…

Describes adult science projects focused on gardening that demonstrate ways to work with adults who have various levels of prior science knowledge as well as adults with learning disabilities. (SK)

The Museums and Galleries Lifelong Learning Initiative demonstrated ways to engage youth, families, and older adults in interactive learning in museums. Examples include creation of photo displays in an art gallery, family participation in exhibit curation, and older adults' reminiscence sessions using museum artefacts. (SK)

Interviews with 169 adult learners in nonaccredited programs indicated that most enrolled because of interest rather than specific learning objectives; they wanted to be consulted about content and were negative about formal assessment. They felt they knew if they were progressing and valued tutor feedback for formative and affirmative purposes.…

Interviews with a small sample of adult students revealed that even highly literate and articulate learners had difficulty understanding the assessment language used in National Vocational Qualifications. This finding highlights the alienation learners can feel when adult education discourse uses jargon instead of learner-relevant language. (SK)

Feedback from 22 adults enrolled in evening language classes revealed a need for clear precourse information and advice, appropriate assessment and placement, and attention to group dynamics in order to retain learners in language classes. (SK)

In contemporary educational discourse, value in relation to lifelong learning can mean a moral/ethical concept, economic or monetary value, or mathematical or numerical value. "Added value" is devoid of ethical/moral meaning; it encourages a view of learning that is purely technical. (SK)

Twelve articles describe projects supported by Britain's Adult and Community Learning Fund, including employment skills and information technology for disadvantaged groups, heritage restoration skills, alcohol rehabilitation, basic skills through media-based learning, guidance for female ex-offenders, access to learning for socially excluded…

British librarians working as bibliotherapists developed linkages with community service and health care agencies. The project influenced emotional and mental well-being of participants, increased the use of social and cultural facilities, and may eventually affect family literacy. (SK)

Lessons learned from British projects to delivery literacy, numeracy, and English as a second language through community agencies included the following: (1) innovation and measured risks are required to attract hard-to-reach adults; (2) good practice needs to be shared; and (3) projects worked best when government funds were managed by community…