In interviews with 38 adults returning to education, many expressed the need to redress a perceived imbalance. Their initial motivation was often vocational, but the experience of transition caused situational or dispositional imbalances in their lives that they sought to correct through education. (SK)

A survey of 14 access coordinators and 15 students in Britain's Open College Network showed that credit may be working against the spirit of support and critical inquiry that underlies access to higher education programs; 57% felt that staff, management, and employers benefit more than students from a credit framework. (SK)

A study of advertising and recruitment for adult education in Denmark, Italy, Germany, England, Scotland, and Spain revealed that adult participation is shaped by access to program information. Decentralized, community-based information systems, publicity that helps overcome negative stereotypes and past schooling experiences, and high-quality…

The age range of students in British further education colleges has always been wide, but there is little research evidence on the effects of age mixing on educational outcomes. Although potential benefits and disadvantages can be identified, data on the different learning styles, needs, and expectations of recent high school completers and…

Interviews with 67 North Wales students taking access to higher-education courses (76% female, 24% male) indicated that women find a supportive environment in access courses but the transition to higher education was difficult. The culture does not accommodate different gender perspectives or family responsibilities. (SK)

A study of 87 college students over 21 progressing from the first to second year of a social science program showed that younger and older students had very different patterns of performance and progression. Entry route to university had a strong influence on progression. Disaggregation of age groups was determined to be important in such…

Analysis of narratives constructed in 61 group and individual interviews with mature, working-class adults returning to education showed that, although access programs targeted disaffected learners, many still felt alienated or marginalized or received minimal support and encouragement. They believed that education had to be perceived as…

Evidence from 100 women in women-only reentry courses suggested that any form of assessment and credit may deter the target audience. Assessment imposes requirements that may reduce program effectiveness. Noncredit programs for disadvantaged women are recommended. (SK)