A study of the learning styles of British older workers (predominantly women) in service occupations used the Adult Learning Styles Inventory by Rundle and Dunn, which is based on preferred environmental conditions. Respondents recognized their own learning profiles and understood possible causes of past learning difficulties. A simpler…

An action research project based on the concepts of scaffolding, situated learning, and the zone of proximal development explored ways to embed basic skills development in everyday situations for people with learning difficulties. The underlying assumption was that people learn most effectively in situations meaningful to them. (SK)

Over 100 women immigrants were interviewed in the United Kingdom, Denmark, Czech Republic, and Germany. Two-thirds had participated in higher education in their home countries, one-third had degrees, some had owned businesses, and over half had good English skills. Despite their qualifications, only five were currently not underemployed. (SK)

A learning initiative targeting workers in inner London identified good practices for outreach: relevance, convenient times and locations, low costs, incentives, and publicity that was coordinated with community events. (SK)

Describes outreach projects of CityLit, a London college: Rolling Shelters, Meaningful Occupations Programme, which provides educational opportunities for homeless persons, and parent education offered in elementary schools, which involves sharing learning with children. (SK)

Examines the influences of class, race, and gender on working-class males' participation in education. Considers the effect of the female-dominated profession of literacy teaching and the challenges of recruitment and retention. (SK)

In a British project, learning advisers in doctors' offices took referrals from health care staff and assisted patients in accessing learning opportunities. The project targeted hard-to-reach adults and demonstrated that health, well-being, and learning are linked. (SK)

An art center for people recovering from mental illness offered a course designed to prepare them for formal art education. A collaboration between an adult education service and the center, the course focused on changing attitudes, self-image, and self-confidence. (SK)

Research in three countries shows that Norwegian adults have far higher levels of educational qualifications, employment, and participation in learning than adults in Britain or Spain. Work-related courses are taken by 60% of Norwegians, 29% of Britons, and 14% of Spanish. Self-confidence is significantly related to participation in Spain. (SK)

In an evaluation of a 3-day residential course for adults over 50 by 19 attendees, all but one felt it would have been less effective in a nonresidential environment. They valued the group support, social interaction, lack of distractions, and intense focus on learning. (SK)

Despite the need for scientific literacy and concern over public misunderstanding of science, policymakers and educators focus on young students with little provision for adults. Barriers include past experiences of science education, abstract instructional approaches, and stereotypes of older adults. (SK)

A British project to develop a learning community had to overcome challenges of trust, lack of participation by young men, and the tendency to be led by funding. Project lessons include the following: community learning is community development; providers are co-learners; and information technology is an inspirer and an equalizer. (SK)

A recent British government report on low literacy largely ignored dyslexia. Any approach to remediating basic skills must recognize the needs of dyslexic adults as well as their strengths: intuitive understanding of how things work, problem solving and troubleshooting abilities, and heightened visualization and creativity. (SK)

Reflects on 25 years of adult basic education in Britain, finding progress in understanding the nature of adult learning needs, the conceptualization of literacy, teacher preparation, and educational opportunities. Identifies challenges in motivating adults to participate and improving the effectiveness of basic skills provision. (SK)

Hamilton's critique of the National Federation for Educational Research (NFER) study, Progress in Adult Literacy, addresses the conceptualization of literacy, flaws in the research design, school-oriented focus, and validity and reliability of tests used; she suggests a research strategy. Brooks summarizes NFER's response. (SK)