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This study investigated the new initial teacher education (ITE) programmes for teachers of adult literacy, numeracy and English for speakers of other languages (ESOL) in nine universities and, to a lesser extent, two colleges during the first year of implementation, 2002/03. The programmes were mostly delivered in the context of pre-existing generic post-16 ITE programmes, with subject-specific expertise brought in to complement staff teams. In many cases, new partnerships had to be formed to bring together the combinations of expertise needed to meet the challenges of these new qualifications. The new initiative brought together expertise from two separate traditions of generic and subject specific teacher education.