Numerous trends potentially threaten women's education and training in Britain: provisions of the Further and Higher Education Act, the move to Training and Enterprise Councils, changes in European Community funding, threats to equal opportunity measures, and fewer women-only programs. (SK)

A survey of British providers of women's education following legislation requiring accreditation found that, despite advantages of credit programs, the change caused problems for the most disadvantaged women. Credits and outcomes-based assessment deter some participants, curriculum design and delivery are more prescribed, and flexibility is…

Women's education must address wider economic, political, and social issues. Provision for women in adult education must prepare them for mainstream opportunities in education, training, or employment. (SK)

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)

This book is about women's education. As defined in the first chapter, women's education is possessed or owned by women; is provided by women for women; focuses on the needs of women; and is designed for and about women. Chapter 2 looks at the historical roots of education for women and girls and at the growth of women's education since the early…

This book identifies features of best practice in women's education and training (WET) in Britain, as revealed in a nationwide search that led to the first National Institute of Adult Continuing Education Award for Good Practice in WET. Chapter 1 describes the process for selecting six awardees. Chapter 2 isolates key issues and themes that gave…

In the United Kingdom, these two perspectives on lifelong learning sit uneasily together: emphasis on adults in employment and a focus on diversity and widening participation in adult education. A recent emphasis on accreditation with implications for funding has affected diversity and participation objectives because involving assessment,…