When Kensington and Chelsea College became a further education college, staff were offered an employee development and assistance program. Results show individuals gained skills, knowledge, and confidence; they experienced their college from a student's perspective; and their willingness to enroll sent a strong marketing message to students. (SK)

Several British initiatives for workplace learning (University for Industry, Individual Learning Accounts, employee development) have common goals: widening participation, recognizing adult learning as a key to social inclusion, providing equal opportunities, and extending guidance provision for adults. (SK)

Hamilton's critique of the National Federation for Educational Research (NFER) study, Progress in Adult Literacy, addresses the conceptualization of literacy, flaws in the research design, school-oriented focus, and validity and reliability of tests used; she suggests a research strategy. Brooks summarizes NFER's response. (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…

A further education college for adults used Britain's Investors in People program to improve staff development opportunities for part-time staff. The process necessitated balancing the tension between academic culture and the language of adult education on the one hand and the business/enterprise ethos of the IP program on the other. (SK)

LearningWorks, an employee development program for University of Glasgow staff, grants training allowances to pay for learning on their own time. In the first year, 43% of eligible employees participated in a wide range of accessible learning opportunities. (SK)

Describes two projects: an employee development consortium of small and midsized enterprises in Nottinghamshire and the National Development Project, testing development strategies of further/higher education providers. The projects demonstrate the need for a wider view of workplace learning that recognizes the value of different types and styles,…

Describes how the British Post Office's training and development function evolved a human resource strategy designed to help individuals add value to the organization and apply thinking skills. Shows how the trainers' role shifted from classroom teacher to consultant and project manager. (SK)

A British college attracts traditional nonparticipants through the OUTSET program, in which college staff develop links with community organizations for marketing, curriculum development, and mutual awareness. (SK)

Changes in British social policy regarding community health care has implications for local education agency (LEA) providers of adult continuing education. LEAs will either have a role in providing staff training and other learning opportunities, will be forced to provide cheaper forms of community care, or will be ignored altogether. (SK)

"Take Ten" enables Sheffield (England) city council employees to take 10 days of paid educational leave for a staff development program that focuses on developing individual communication and interpersonal and teamwork skills, offering new perspectives on public service work, enabling work experiences to be shared, and broadening…

Ruskin College and Oxford City Council collaborated on a course to develop council employees' skills and confidence in 12 2-hour sessions in workplaces and a residential weekend at the college. The brevity and dual locations prompted a change to five full days entirely at the college. (SK)

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)

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).…

"Foreword" (Handy); "Creda's Vocational Training Scheme" (Bradley); "IBM: Learning for Life" (Stevenson); "Personal Development at Sainsbury's" (Deaves); "Ford Employee Development and Assistance Programmes" (Moore); "Hotpoint North Wales" (Jones); "Derbyshire Employee Development…