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This article explores the pattern of formal study activities over a period of 11 years for a group of adult learners. It is based on a two-phase study of students who enrolled in 1999 in courses run by the Faculty of Continuing Education at Birkbeck, University of London. Taking a longitudinal perspective, conducted retrospectively for 1994-1999, and prospectively for 2000-2005, it focuses on their study pathways and ‘progression’ over this period, exploring the patterns of participation, and whether these are associated with patterns of study motivations and outcomes. Using quantitative analysis of patterns over this period, four ‘types’ of students were identified: ‘ongoing students’; ‘intermittent students’; ‘resumers’ and ‘one-off students’. Certain trends were discernable in terms of the demographic composition of each of these ‘types’, and in terms of study motivation and benefits. However, there was also considerable variability within each of the types, which highlights the extent of diversity among adult learners and the variety of roles played by education in the life course of individuals.

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This article reports on an investigation into the attributions of success and perceived areas of strength and weakness of adult learners of English as a foreign language in the Department of Continuing Education at Minsk State Linguistic University, Belarus. The students attributed their limited progress in learning the foreign language mainly to the teacher's competence, the frequency and length of classes, the number of activities for listening and speaking, and consultations with the teacher. Little awareness was shown of the role played by their own learning skills. Comparisons with teachers' ratings of their performance and teachers' own attributions of student progress revealed significant divergences in attributions. The implications of these findings are discussed in terms of the development of learner responsibility, motivation and effective language teaching.

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This article reflects on the findings of the Research voor Beleid (RvB) study for the second phase of the assessment of the 'Impact of ongoing reforms in education and training on adult learning sector' (2010), with particular focus on adult participation in education in three [European Union] EU Member States in south-eastern Europe (Bulgaria, Cyprus and Greece). Based on generic quantitative appreciation from Eurostat that is largely supported by the qualitative results of the RvB study, the article provides an insight into the structural and policy peculiarities in developing and promoting adult education in three countries, arguing that barriers to participation in south-eastern EU Member States relate more to cultural, structural and socio-economic aspects rather than policy inadequacies.

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Current developments arising from the Bologna Process and impacting throughout European higher education trace their origins to the lifelong learning and widening participation agendas. They aim to facilitate new patterns and pathways of study and provide transparency and guidance for students. However, practical implementation of the changes in ways which retain sensitivity to the particular needs of lifelong learners is far from simple. As those at the chalkface of programme design and delivery grapple with the more complex questions arising from the transformations in policy and practice, our work suggests that a key watchword for change-implementation may be 'complexity for flexibility'. We outline the general principles explored and practical steps undertaken with regard to one established adult learning programme. We demonstrate that through an approach which embraces complexity and flexibility, it has been possible to develop strategies for serious engagement with the drivers behind the current change, the range and variety of learning skills in a typical adult learning group, and the rational resistance to change which may be experienced by those at the forefront of implementation.

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Distance education, unlike traditional education, makes it possible for students to receive instruction independent of place and time. Course materials can be sent via post or e-mail, and students can be located anywhere and rarely, if ever, need to meet their instructors and/or fellow students face to face. This article is an attempt to explore and compare some aspects of distance education in Greece and Bulgaria.

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In Germany, the vocational education and training system has traditionally been regarded as stable and efficient and also well esteemed because it produces highly valued and nationally recognised vocational qualifications. The so-called Dual System still attracts the majority of school-leavers with non-academic aspirations or talents. However, in the past few years, the Dual System has faced severe problems, and critics argue that it is in a structural crisis owing to failing operating mechanisms. Furthermore, economic factors have contributed to a critical situation in the training market, with a serious lack of training opportunities. On the other hand, the vocational full-time schools as the second major sub-system of vocational education and training in Germany, though clearly in the shadow of the Dual System, provide a mix of opportunities to achieve general or vocational qualifications. Against this background, vocational training policy and research alike have identified the need for reforms and a more or less substantial change of the system. Currently, four strategies are under discussion and have already been partly undertaken to provide a more reliable supply of training opportunities and to enhance the quality of vocational courses and programmes. Although one focus lies on bridging the gap between the two subs-systems, the nature of the reform debate at least partly shows parallels to reforms in anglophone countries, which seems remarkable as the system in Germany has always been reluctant to reform and less flexible and open compared to other countries.

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The Swedish government recently launched a number of short-term initiatives within the framework of formal adult education. These initiatives are: vocational adult education, education for commercial drivers and apprenticeship education for adults. The new initiatives can be seen as education for the short-term needs of the world of work and we will argue that they can be understood in the light of a changing labour market policy, the so called 'work first principle'. In the late 1990s, when the Adult Education Initiative was launched, the government stressed that a person needs a general education of at least three years at upper secondary level in order to be employable. The new initiatives illustrate another view of reasoning, i.e. that specific vocational knowledge and contact with the workplaces are crucial for getting a job. The work first principle is reflected in the idea of adult education as a way to satisfy the short-term needs of the labour market having been squeezed into the larger aim of formal adult education as a way to upgrade formal qualifications for the long-term needs of society as a whole. The article identifies and analyses tensions and conflicting interests concerning adult education on a systemic level.

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Large numbers of people are personally disenfranchised from learning, often because of poor and uninspired experiences in educational institutions. And yet, as the first learning principle of the Rover Learning Company says, 'Learning is the most natural human instinct'. This paper discusses the need to learn and some of the tools and techniques that can help rekindle a lifelong participation in learning.

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Whether in traditional or virtual classrooms, non-traditional learners come equipped with an eclectic blend of characteristics and past experiences, which serve to either facilitate or hinder their academic pursuit. Adults who possess a strong sense of efficacy, employ a wide range of self-regulatory strategies and maintain high motivational levels during the course of their distance learning are likely to be successful. In contrast, those who doubt their abilities, lack metacognitive activities and exhibit low motivational levels tend not to accomplish their goals. This paper sheds some light on the importance of self-efficacy, self-regulation and motivation and their 'synergistic' effect on adults' academic achievement in distance learning.

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Informal learning is still a core part of lifelong learning provision in higher education (HE). However, the focus is now moving to accredited courses that aim to provide progression pathways towards HE-level qualifications. This study surveyed community learners at local education venues in the South Wales Valleys and surrounding areas. A questionnaire was used to gather information on learners' educational profiles and future progression aims. There were 153 respondents, with 70 taking accredited courses and 83 taking non-accredited courses. Key findings showed that women and older people (60+ years) in the sample take more accredited than non-accredited courses, and 61 per cent of learners with no previous educational qualifications intended to progress on to accredited courses. Of the non-accredited learners, 27 per cent hoped to progress on to accredited courses, and only 8 per cent of accredited learners intended to go back to non-accredited courses. Learners' future progression aims suggest that non-accredited learners aim to further develop existing skills or move towards accredited courses. Accredited learners, however, show a less clear pattern of future progression aims. Possible barriers in the transition from level 0 credit-bearing modules to FE/HE study are discussed and a progression pathway project is proposed that will clear pathway maps for all community learners.

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