This article -- the second part of a two-part contribution -- offers a number of suggested directions for the historiography of adult education in Britain. It identifies opportunities to address longstanding areas of neglect that have been overshadowed by a focus on the "Great Tradition" of adult education. Although a key theme of recent…

This article reports on issues of diversity in the context of "widening participation" in "global higher education" (HE). Mature students represent a third of the HE student population in Australia, Canada, UK and the USA. More research is needed to understand factors that can facilitate or hinder access to HE for this group.…

This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and…

In this article, the author sets out something of the vision in the Government consultation paper, "Delivering World Class Skills in a Demand-led System," and looks at how this is likely to play out for adult learners. The contention of Leitch is that there is a supply-led system in education and training. The Government has planned…

The crucial issue in the rapid development of part-time degree level work will be the relationship between these new degrees and the existing qualifications. (EB)

Survey responses from 22 of 100 British adult education institutions found adult students had a variety of motivations, both vocational and nonvocational, for participating in metal working courses. Access to resources and adequate course offerings was sometimes difficult for part-time students. (SK)

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)

Educational guidance and learner support should be fully integrated into the learning experience for community learners who may not have higher education experience. Student feedback is an essential element. (SK)

Considers the questions Why are there more female than male adult students? and Are the traditional attitudes of colleges toward women changing? Explores the answers through certain women's experience at polytechnics in Great Britain. (SK)

Research in three countries shows that Norwegian adults have far higher levels of educational qualifications, employment, and participation in learning than adults in Britain or Spain. Work-related courses are taken by 60% of Norwegians, 29% of Britons, and 14% of Spanish. Self-confidence is significantly related to participation in Spain. (SK)

Focus groups with adult students in noncertificate courses found that, compared to students studying for certificates, they focus on the wider benefits of learning. They want detailed and honest feedback on their progress, but few want written documentation of assessments. (SK)

Discusses agents of change in provision of part-time education in Britain: the role of the National Council for Vocational Qualifications, the Education Reform Act, growing use of performance indicators, Training and Enterprise Councils, and a change to funding through learners. (SK)

Building the self-concept of adults returning to education requires flexibility in course planning, sensitivity toward barriers, and opportunities for students to negotiate aspects of a course or curriculum. (SK)

Using a taxonomy of student motives and a framework of transition phases in residential experience, data from interviews with four adult students and questionnaire responses from others showed the following: residential adult students have individualized and instrumental motivations; communal life is seen as vital to the experience; and results…