This document argues the importance of schools' actual and potential role for adult learners in England and recommends ways of overcoming the barriers to participation created by current priorities, policies, and practices. Chapter 1 discusses the following themes: (1) the role of learning in a program for communities in crisis; (2) how priorities for learning are perceived in the context of helping communities in crisis; (3) schools as sites for neighborhood learning; and (4) community engagement and ownership. Chapter 2 reviews existing and potential delivery models and practices, including the following: (1) more established models such as classes on school premises and joint use of premises and self-financing; (2) the concept of the "full-service school"; and (3) "new platforms" with potential for engaging adults (including special status for secondary schools, enrichment schemes, and out-of-school-hours activities). Chapter 3 discusses the barriers to schools assuming a greater role in educating adults, including the lack of continuity of funding and lack of a consistent view about schools relationships' with their communities and adult learners, and offers examples of how partnerships can overcome these barriers. A checklist for schools starting to engage with adult learning or reviewing their own practice is appended. A 22-item reference list and 30-item bibliography are included. (MN)