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This article reports on research carried out under the Economic and Social Research Council's (ESRC's) Learning Society Programme. The program comprised 14 projects involving research into the learning society and the ways in which it can contribute to the development of knowledge and skills for employment and in other areas of adult life. The article is one of a series of comparative studies which explore notions of lifelong learning, learning organisation and learning society in Europe and, in some cases, reflect on the use of comparative research in the social sciences. The author compares two credit-based systems of learning, one in the United Kingdom (UK) (the London Open College Network - LOCN) and one in France (the Universite des Sciences et Technologies de Lille - USTL). Both systems represent attempts to increase participation by adults traditionally under-represented in education and training, and with no or few qualifications. The article begins with background information about the two credit systems and then examines differences and similarities with respect to purposes and practices. It assesses the effect of each system on education and training for adults, particularly excluded groups, and identifies some of the contemporary policy debates which are likely to influence future developments.