Describes how a survey of 1,500 museums in six European countries and case studies in three countries were used to develop a guide to good practice and a Web site on informal education in museums. (SK)

Explores the different meanings lifelong learning takes on when viewed from the following perspectives: training, personal development, unions, communities, institutions, and individuals. (SK)

A British project is supporting open learning using computer-based materials to improve access to a return-to-study program for adults. In addition to multimedia, support is provided in the form of group study sessions, phone contact with tutors and mentors, and a supplementary workbook. (SK)

A sign of a loss of vision in adult education is disuse of the term liberal education and increasing use of the term continuous education. Mandated accreditation of adult-education courses runs counter to the tradition of liberal adult education, which is a matter of intrinsic value, not external evaluation. (SK)

Responses from 2,340 Open University students (52% women) showed that more men than women had access to computers at home and work; only 32% of women used networked communications; men were more likely to use e-mail and the Web at home; and gender differences were less significant at work. (SK)

After years of cutbacks, the pivotal role of public libraries in providing lifelong learning resources is being recognized. In Britain, a consortium for public-library networking is extending libraries' ability to deliver knowledge-based services. (SK)

If universities are serious about expanding access to adult students, they must overcome antipathy to marketing. Many potential adult learners do not realize what higher education has to offer or they are deterred by past experiences of schooling. (SK)

In Britain, a project to map learning opportunities for older adults is being conducted by older adults themselves, giving them ownership, creating local and more inclusive definitions of learning, and inspiring self-confidence. (SK)

Considers how characteristics of adult learners (self-direction, experience as a learning resource, need for learning, motivation, and orientation to learning) in Knowles' model of andragogy apply to adults with learning difficulties. Concludes that these adults may need both prescriptive and facilitative teaching. (SK)

Educators from Scotland and Spain met to exchange ideas about popular education and the role of university departments of adult education. The meeting resulted in formation of the Popular Education Network to continue the international dialog. (SK)

New Directions, a community-based course for Asian women living in London, enables them to analyze their position in British culture and access education and employment opportunities. They acquire language and job skills, self-confidence, and encouragement for cultural integration. (SK)

Creative-writing classes help adults acquire aesthetic knowledge and understanding as well as skills in the craft of writing. They also develop creative modes of thought and the ability to assess their own work; they may possibly achieve perspective transformation. (SK)

Britain's Open College Network has not had much impact on education in prisons. Reasons include lack of flexibility, currency of the qualifications, funding, and the role and function of prison education. However, recognition of prison inmates' learning is important. (SK)

A community-based fine-arts program in Wales was restructured into credit-bearing courses as part of a wider movement toward accreditation. Mainstreaming did not increase participation, although standards and resources have improved as the program moved into the university. (SK)

The Workers Educational Association collaborated with a support program for homeless people in England to provide adult-education opportunities. Focus is on small groups and community learning, designed to overcome barriers these adults face. (SK)