Asserts that parent education attracts entrepreneurial providers who often have no training in adult education. Provides a matrix to identify types of programs by the following dimensions: voluntary vs. mandatory, curriculum focus, evaluation method, human development model used, educator expertise, and instructional processes used. (SK)

Analysis of European transnational adult learning projects found the following: learners must be central; cultural organizations are essential gateways; new intermediaries are developing; local alliances and linkages are paramount; some topics resist transnational transfer; and cultural and linguistic barriers must be addressed. (SK)

An adult education program used drama to reach women not actively seeking health education. Audience discussions revealed key themes for improvement: the role of primary health care professionals and the need for confidence building to proceed other program activities. (SK)

Local interest and community groups in the northwest of England collaborated on a project titled Communities in Crisis, which is designed to encourage community leaders and volunteers to reflect upon their experiences and share ideas. (JOW)

Describes the planning and implementation of a program that uses microteaching to train part-time adult education tutors in Guernsey. (JOW)

As care in the community has been legislated in Great Britain for people with special needs, concerns in planning educational programs include evaluating the quality, accessibility, and validity of services; creating a policy statement and development plan; mapping needs; and auditing services. (SK)

A British study of nonparticipation in adult education focused on four stages: initial access, program practices, transition from introductory to advanced learning, and transition from informal to formal education. It was concluded that genuine access for underrepresented groups requires substantial changes in practice and resource allocation. (SK)