A critique of the British model for widening participation in lifelong learning, using research from the United States, Palestine, and Singapore, identified flaws: (1) reliance on single-loop learning; (2) assumptions that blame nonparticipants instead of program inadequacies; (3) mislabeling of target groups; (4) neglect of learning trajectories;…

Evaluation of the implementation of Individual Learning Accounts in Britain revealed five themes that may explain the program's lack of success: individualistic approach to adult education, conflict of individualism with partnership, ineffective targeting of low-skilled populations, lack of linkage with a lifelong commitment to learning, and…

In Britain, the notion of the Learning Society is advocated as an investment in economic development and a way to improve access to education. Study of adult-education participation in South Wales over 50 years suggests that the Learning Society is a rhetorical device that masks the lack of real progress toward widespread inclusion and access to…

Two projects provided learning activities in information and communications technologies for rural unemployed people in Britain, primarily women. Questionnaires and focus groups revealed that many were motivated by the desire to support their children's learning; most had not enjoyed early schooling; informal community networks reinforced and…