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This project arose from a number of related issues: the changing policy climate in which vocational education and training (VET) operates and the interest of the Australian National Training Authority (ANTA) in developing a 'training and learning culture' in Australia. One of the ways in which ANTA was interested in pursuing this involved explorations of the notion of 'learning communities'. In this context, the research was seen as augmenting understanding of how VET was already contributing to a community-based culture and process of learning, and also of the ways in which VET could advance the development of such a culture. As well, the research has roots in the understanding of the increasingly vocational face of adult and community education (ACE). This current research aims to extend that understanding to the provision of VET, focusing on equity issues and looking at the complex nature of 'disadvantage' within urban communities. A focus on urban communities was recognised as being of importance to the study of 'learning communities' for the reason that most other work on these communities had been in rural, regional or remote areas. Through analysis of urban regional providers, this project aimed to develop a better understanding of the extent to which urban communities that include significant populations of disadvantaged citizens are adopting community-based strategies built around learning. In addition, the study aimed to identify how VET organisations are contributing to these strategies and how VET policy can develop more robust equity strategies that take greater account of local and regional differences. There are a number of issues providing context for this study including linkages between community development, lifelong learning and economic development, an increasing interest in the ownership of knowledge and skills (such as in organisational learning), and a blurring of the notion of VET as a distinct sector. This changing environment presents some major challenges which may be met by adopting one or more of the following options. Option 1: VET focused on community needs rather than centrally-determined priorities; Option 2: VET as a specialised provider involved in broad-based community programs; and Option 3: VET as an institution meeting national strategic goals.