In an evaluation of a 3-day residential course for adults over 50 by 19 attendees, all but one felt it would have been less effective in a nonresidential environment. They valued the group support, social interaction, lack of distractions, and intense focus on learning. (SK)

Responses from 80 British local education authorities showed awareness of the growing population over 50, cited curriculum changes in response to their educational needs, and revealed how they were attempting to deal with financial constraints by creative partnerships with other government and community agencies. (SK)

A British study of teacher training and staff development needs concluded that there is an urgent need for training community education program coordinators; tutors working with adults with learning disabilities need a foundational training program; and providers should ensure that disability issues are addressed at all stages and levels of staff…

The British "Older and Wiser" project demonstrated the need for educational opportunities for older adults from minority groups. The double barriers of ageism and racism faced by these adults must be addressed. (SK)

A British education council compared services for older adults with learners' needs and found a gap between intent and practice. Three areas for improvement were charted: communication, interagency collaboration, and promotion of equal opportunities. (SK)

In a community center, older adults developed and presented dramatic sketches illustrating quality of life issues such as health, employment, money, family life, leisure, and aging. The development process enabled group members to put their life experiences in a wider perspective and the presentation served as a tool to open discussion in the…

States that the study of world literacy experience illuminate literacy issues that are often sidelined or ignored in the United Kingdom. Discusses literacy and oral language, literacy and religion, and literacy and gender. (JOW)

A 2003 survey shows that adult participation in learning, which steadily increased in Britain since 1996, declined to 39% from a peak of 46% in 2001, although future intentions to participate remain high. Results indicate that 87% of adults over 65 and 75% in the lowest socioeconomic levels have not participated in the last 3 years. (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)

Issues in contemporary Russian adult and continuing education include elimination of top-down approaches, improvement of funding, and elaboration of the role of adult education in building a democratic society. (SK)

Includes "Staff Development for Educators Working with Black Communities" (Lewis, Murray); "The Changing Scene in Wales" (Poole); "Staff Development in Open College Networks" (Mager); "Staff Development in the Provision of Adult Literacy and Basic Skills" (Wells); and "European Aspects" (Oglesby).…

Grassroots communities in Northern Ireland are undertaking learning initiatives aimed at conflict reduction and community building. Efforts include replacing prejudice with knowledge, offering antisectarian education, building healthy individual communities before transcending differences, and celebrating cultural traditions. (SK)

Vital Link is a British program that links national reading and literacy organizations with libraries. The focus is on how libraries can support and motivate existing learners while attracting new learners. (JOW)

Describes the Housebound Learners Project, a London-area program using volunteer tutors to bring adult education to homebound persons. Discusses course and topic selection and outreach in minority communities. (SK)

Responses from more than 400 British adults who withdrew from part-time vocational and nonvocational further education courses revealed that withdrawal was due to a combination of reasons, more than 60% unrelated to the course or college. College-based reasons included the tutor or teaching methods. Students insisted that they not be labeled…