In 1947 the Truman Commission on Higher Education accentuated the importance of adult education in its report entitled "Higher Education for American Democracy". In 1970 a new US "Handbook of Adult Education" signifying the move to a more professionalised field of study and practice was published. The intervening years encapsulate a time of…

Public policy in the UK has adopted employability to define the relationship of globalisation, work and learning. This article claims that employability serves the interests of capital. It helps capital to exercise its domination/hegemony over labour and employs a redefined vision of learning as its principal vehicle. Employability is a term that…

Can adult educational research on learning and identity counter the individualising of neoliberal government policy that seeks to constrain educational "choices" to those that contribute to government economic agendas? This article notes the recent move within post-compulsory education research towards an engagement with Bourdieu because of…

The article explores the relationships of feminist organisers with government policy makers and within their own organisations. Based on a qualitative study of eight directors and eight board members of grassroots feminist organisations, this paper examines how the funder (State) and the women (executive directors and board members) interact and…

Analysis of statistics since 1994 on the use of study leave as allowed by a 1974 Swedish law indicates that about 1% of the work force takes leave at any time. Women and manual workers benefit more than men and salaried workers. Leave application causes employees few problems with employers but financial assistance is a concern. (Contains 37…

In the new economy, increased polarization of rich and poor is supported by the rhetoric of lifelong learning policies focused on training as panacea. Adult educators are urged to analyze the new economy from alternative perspectives, adopt a holistic view of lifelong learning, and advocate more progressive policies. (Contains 47 references.) (SK)

Recent policy developments have involved adult educators and unions in work-related learning. However, an uncritical analysis of learning in the workplace risks aligning these activities with new forms of oppression and managerial control. (Contains 39 references.) (Author/SK)

Evidence from a large-scale survey of adult learning experiences in Wales suggests there are serious flaws in policies for postsecondary education, including target setting, economic rationale for learning, and technology to overcome barriers. Data show the causes of nonparticipation may not be addressed by the policies being implemented.…

A literature review indicates that policymakers have forged an apparent consensus on skill training among business, labor and individuals, with the presumption of mutual benefit. However, reforms have shifted control over and benefits from training to private capital, lessening the value of skill development for individuals' bargaining power in…

A survey of 765 adult learners who funded education through the British government's Individual Learning Accounts showed the program brought in new lifelong learning participants, encouraged more demanding learning, and increased participation of underrepresented groups. Advice and guidance played an important role. (SK)

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

Critically examines British policy statements, asserting there is a gap between participants and nonparticipants in lifelong learning, and learning is an economic imperative. Reviews methods and findings of studies of adult participation, and concludes with the need to bridge the divide between discourses of lifelong learning as defined broadly or…

A review of the 1983 attempt to close the Department of Adult Education at the University of Southampton illuminates the debates over the nature of adult education, the end of political consensus about educational policy, and the demise of the "Great Tradition" of university liberal education in the process of mainstreaming extramural programs.…

Argues that provision of training for the unemployed is driven by capitalist economic policy and political choices about participation in the global economy. The gap between aims and outcomes of programs for the unemployed is integral to the restructuring of the economy that is taking place. (SK)

A new wave of racism in Europe is influenced by (1) rising nationalist sentiment; (2) government policies restricting immigration and asylum; (3) the transnational policies of the European Community; and (4) the politics and social change of the "new world disorder." (SK)