This comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) -- job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) -- as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic,…

This study explored drivers of participation in job-related lifelong learning (LLL) among low-educated mature-aged employees and compared them across four Nordic countries. Workplaces can be low-threshold, effective arenas for development of their skills in work and learning. The paper builds on the Bounded Agency Model and theories of learning…

This article outlines the results of a qualitative study, which investigated the adult non-formal education and education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after…

Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills…

Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on…

Describes a computer-based remedial education and training project for disabled adults. The project is run by the University of Nottingham Department of Adult Education. (CH)

Recent criticisms cite the European Union's inability to acknowledge inequities in vocational training for migrant/minority communities. Despite positive action strategies, government funding still tends to favor traditional providers. Adult education can make a contribution toward the well-being of the minorities of Europe. (SK)

NewLink helps adults at risk through quasi-autonomous local community organizations that provide training and employment opportunities within a learning organization framework. The concept derives from an extensive range of metaphors drawn from religious, humanist, and scientific thought. (Author/SK)

The aim of this article is to talk about the possibilities of work-related adult education programmes within the context of developing countries. The focus of the analysis is on poor populations, particularly those dwelling in rural and marginal urban areas. The background comprises the challenges for productive incorporation, social exclusion,…

Criteria for analysis of youth education and training in the context of lifelong learning and continuing education should be democratization, vertical articulation, and horizontal integration. Such an analysis should pay attention to the psychological development of youth and the meaning given to the criteria in specific national contexts. (CH)

Examines Nigeria's National Policy on Education guidelines, specifically focusing on science and technological education. Discusses the development of vocational and technical schools, transfer of technology, and the role of research institutes. Recommendations are made concerning academic survival skills, respect for manual skills, improved…

Britain's response to unemployment includes initiatives for 16- to 19-year-old school leavers and Open University/Colleges for adults. Although open learning principles underlie these programs, it is essential that continuing education be viewed more broadly than through its work-based aspects alone. (SK)