Major public health problems require interventions that recognize the broad, social, cultural, economic, political, and physical environments. The learning environment is a key setting for promoting health, especially mental health and emotional well-being. (SK)

Focus groups with adult students in noncertificate courses found that, compared to students studying for certificates, they focus on the wider benefits of learning. They want detailed and honest feedback on their progress, but few want written documentation of assessments. (SK)

To develop Wales as a "learning country," clear definitions of poverty, social partnership, and cultural diversity are needed. Addressing these questions can lead to a broad enabling vision of learning for all. (SK)

Community Opportunities for Older Learners (COOL) in Leicester, England, was a pilot project that developed a guide and web-based database identifying learning resources for older adults. The project was based upon best practices of adult learning and inclusion of elders' perspectives in planning and development. (SK)

Reactions to proposed British legislation include "A Warm Welcome"; "Learning to Succeed" (Taubman); "Counting down to 1 April 2001" (Silver, Gravatt); "Two Cheers (at Least) for the Learning and Skills Bill" (Taylor); "Reflecting Our Priorities" (Gibson); "The Beginning of a Golden Age?" (Hughes); "Creating a Learning Society" (Davey); and…

Discusses propositions about adult education: no type is neutral; it requires understanding of historical change; it should include analysis of power; curriculum is a social construction; instruction involves principle and purpose as well as technique; and adult educators should undertake critical reflection and dialectical thinking. (SK)

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)

Informal learning probably accounts for most significant and meaningful learning in daily life. It should be considered in policy discussions and initiatives about lifelong learning, community development, and work-based learning. (SK)

Biographical insights from general practitioners suggest that, for many, initial training was inadequate for work in marginalized, multicultural communities. A split between personal and academic ways of knowing evidences distrust of experiential and emotional learning, which are essential for effective medical practice. (SK)

Students in a master's level course on adult guidance participated in mapping, locating, and translating guidance and counseling concepts in learning settings. The different maps that emerged suggest that the impact of professional development may be diffuse and indirect. (SK)

Oaklands College provides further education for British adults with profound and multiple learning disabilities. The program emphasizes transition into learning, individual learning plans, and development of community-based progression opportunities. (SK)

Reflects on an adult education conference in South Africa, noting that as the nation focuses on neoliberal economic policies, the education agenda may shift to vocationalism. Considers how the vision of Mandela and the needs expressed by local women for learning for life will be lost. (SK)

Chinese Central Radio and Television University system includes provincial and municipal branches that have expanded access to higher education. Despite lower entry qualifications, students must meet the same standards as traditional universities. Lower fees and flexibility attract many students. (SK)

Issues in contemporary Russian adult and continuing education include elimination of top-down approaches, improvement of funding, and elaboration of the role of adult education in building a democratic society. (SK)

A growing body of evidence demonstrates that family learning can contribute to individual, community, employer, and national well-being. Early learning and early intervention provide for the emotional, cognitive, and social development of individuals and creation of social capital. (SK)