This paper analyses how teacher identity is shaped by professional standardisation and regulatory apparatuses in the context of English Further Education from a specifically spatial perspective. We focus on how these apparatuses erode teachers' sense of identity and, paradoxically, quality by establishing what anthropologist Marc Augé (1935-2023)…

Discusses the involvement of British universities with workers' education and recent developments in university adult education. Reviews the ways in which university provision for trade unionists has developed in practice during the last decade, scrutinizing the degree to which the prescriptions of two recent reports have been implemented. (CT)

A review of adult education in Australia in the context of changes in demography, workplaces, knowledge, and the role of the state finds that adult education has been reconfigured as adult learning and is a major postsecondary provider. Adult education is now more widely recognized, inclusive, better managed, and responsive to changing contexts.…

Data were collected from 117 college students to examine the validity of the Self-Directed Learning Readiness Scale. Two assumptions were generated from the results: (1) most items on the scale are correlated with the subject's total score and (2) most items are not correlated with the subject's age. (CH)

Recognition of the importance of the workplace derives from the pervasive influence of work on adult development, the substantial scale of education and training carried out at work, changes in the nature of work and occupations, and new forms and content in worker education. (SK)

Analysis of education and training histories of 1,104 adults in Wales identified patterns of participation as lifelong trajectories. Key predictors of participation emerged: period when born, place of birth, gender, family background, and initial schooling. Results called into question the rhetoric about progress toward a Learning Society and the…

Interviews with 17 university lecturers revealed ways in which they perceived adult students. Three types of accommodations were found: catering for weaknesses, treating older and younger students the same, and remediating weaknesses. Lecturers who viewed teaching as transmission tended to cater to weaknesses; those who believed in facilitation…

Focuses on the curriculum, methods, and intellectual orientations of postgraduate training for adult educators found within British and American universities. It argues that we should regard the methods, curricula, modes of evaluation, and intellectual terrain of postgraduate adult education as sociocultural products. (CT)