The paper summarizes recent data on the retention and non-completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full-time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification-bearing programmes,…

British research on adult student retention/noncompletion reached the following conclusions: clear, reliable data are lacking; funding models ignore nontraditional students; and reasons for withdrawal are complex and interrelated. Keys to better retention are good student-staff relations and personal and academic support for learners. (SK)

Key elements in providing college services for adults are (1) a comprehensive, integrated approach; (2) commitment of staff and development of appropriate attitudes and practices; (3) a flexible, responsive student-centered approach in which procedures and curricula are tailored to client needs; and (4) a comprehensive student support system. (SK)

Survey responses from 879 adult students and 100 tutors in art, craft, and language courses in Gloucestershire revealed a wide range of motivations, many social, for participation. Skills acquired were used in many practical ways, including starting businesses, changing careers, and enriching volunteer work. Participation increased social…

This book combines findings of existing research with fresh evidence supplied from a sample of institutions regarding noncompletion rates of mature students in postcompulsory education. Chapter 1 considers the changes that have taken place in postcompulsory education and the implications of having an expanded and more diverse student population.…

This is a report on the Non-Award-Bearing continuing Education (NABCE) program, funded by the Higher Education Funding Council for England (HEFCE) between 1995 and 1998. Over 3 years, 5 National Institute of Adult Continuing Education (NIACE) staff undertook a series of visits to 20 sample projects and read project documentation; in addition, 3…

This guide explains how outreach workers of adult, further, and higher education institutions across the United Kingdom can make their outreach activities more effective at widening participation. The following topics are discussed: (1) the need to encourage all groups to participate in learning; (2) the role of outreach in attracting new and…

The different views regarding what constitutes learning success and progression in England's post-16 learning sector and the problem of meeting current policy and funding priorities stressing tangible and measurable outcomes while simultaneously responding to learners' needs and preferences were examined in a discussion that drew upon policy…

The groups least represented in education and training provision in the United Kingdom are those who are also the most socially and economically disadvantaged: long-term unemployed people; low-wage manual workers; people with poor literacy and no qualifications; members of some black and Asian communities; older adults; homeless people; single…

Participation in adult learning in the United Kingdom in 1996-2001 was analyzed by reviewing practitioners' views, the findings of national surveys conducted by the National Institute for Adult Continuing Education, and the findings from other surveys and research conducted over the past decade. The key conclusions analysis established that the…