Policymakers and practitioners in electronic communication and education in the United States and Canada were interviewed to identify those policies, strategies, and models of good practice used to increase access to learning via electronic communications that are relevant to the United Kingdom and Europe. Information was gathered from 5 experts and 35 representatives of the following: state/province and federal government agencies, regional public sector agencies, postschool distance learning organizations, national campaigning organizations, firms in the communications industry, and international agencies. It was concluded that if the information superhighway is allowed to continue to develop as an essentially commercial communications environment, it could prove to be a means of denying rather than promoting access to learning. A policy agenda was formulated that outlines appropriate government interventions to promote equitable access to learning on the information superhighway and help maximize its use for education and training in the United Kingdom. Key elements of the agenda were as follows: awareness raising; audits; strategies; cross-sectoral initiatives; consumer power; campaigns; public sector pioneers; product/market development; local learning networks; "big switches," where institutional providers evaluate the potential of collaborative information and communications technology (ICT)-based production and distribution systems at regional, national, and international levels; global view; closer media scrutiny of the superhighway; and government monitoring. (Appendixes constituting approximately 50% of this document contain profiles of the 40 contributors and 85 references.) (MN)