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)

Adult part-time students make great efforts to manage competing demands on their time. These efforts can be undermined by lack of institutional processes that ensure efficient, effective, and economical educational services. (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)

A course in English for speakers of other languages at a British college evolved from part-time language development offered with a mainstream course. The more extensive support students needed expanded into a vocational program with a language component. (SK)

A survey of 623 students at 6 short-term British residential colleges found that, despite the leisure-oriented nature of the programs, adult students were extensively involved in public life. Allowing public policy on adult education to be dominated by a work/achievement ethic obstructs society's capacity to benefit from human creativity and…

Describes how two practicing craftspeople in Great Britain designed a part-time adult education course to increase students' awareness of design in crafts as well as to teach them survival skills of promotion and marketing. (SK)

The Adult Education with Theological Reflection program developed jointly by the Church of England and University College Chester is a postgraduate program for adult educators working in church contexts. The open learning, modular approach facilitates part-time study. (SK)

The educational agenda for the 1990s appears to be mass higher education, which will cause expansion of part-time higher education. A single funding method should be developed to achieve better integration of part-time study into higher education. (SK)

Interviews with 36 adult part-time students found that, even in late adulthood, family background and parental support (moral and financial, help with housework and child care) influence educational participation. Parental disapproval or the need to provide elder care were negative influences on participation. (SK)

Feature articles include the following: "Engaging with Guidance: Twenty Years of Educational Guidance for Adults" (Eagleson); "What Is Educational Guidance?" (Brown); "Guidance and Unemployment in Canada" (Edwards); "The Great Training Debate: Let's Have One!" (Imeson); "Educational Guidance and…

Flexibility of provision and support for part-time staff and students are being emphasized in British further education colleges. Legislated funding changes, guidance, and skill diagnosis are supporting students, and staff development, handbooks, newsletters, and induction programs assist part-time staff. (SK)

Issues in funding adult higher education in Britain include (1) complexity of methodology; (2) discrimination against part-time study; (3) reward for teaching quality; (4) need for guidance services; (5) resources for innovation; (6) funding for noncredit programs; and (7) open and flexible delivery. A funding model based on input, process, and…

A British project collected evidence about whether adult involvement in uncertificated or part-time study led to more advanced, certificated programs. Results demonstrated a need for better recordkeeping and revealed some of the circumstances that enabled ease of movement between forms and levels of learning. (SK)