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This document, which is designed to assess the political realities for lifelong learning in Great Britain in the 1990s, contains five papers. The introductory papers, "Editor's Preface" (Nick Small) and "Foreword" (Richard Hoggart), set the stage for the remaining three papers and present a brief overview of their contents and scope. "The Learning Society: Rhetoric and Reality in 1992" (Frank Molyneux) analyzes the standing of lifelong education in the preelection policy papers of Great Britain's Conservative, Labour, and Liberal Democrat parties. John Taylor's paper "Lifelong Learning and the Election Campaign" examines the extent to which continuing education figured in media coverage of Great Britain's last election campaign. Finally, "The Language of Priorities" (Gerry Fowler) reviews education and training provision in a broader context, with special attention to the gaps between party policies and the developments needed in lifelong learning and continuing education for adults. Appended are excerpts from the Conservative Party, Labour Party, and Liberal Democrat Party manifestos pertaining to education and training. Also included are brief profiles of the authors and lists of the principles on which the Association for Lifelong Learning (ALL) is based, the ALL's primary objectives, and selected ALL publications. (MN)

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

This book, which is designed primarily for undergraduate and graduate students of education, contains 12 papers devoted the New Labour's policies for schools in the United Kingdom. "Introduction" (Jim Docking) presents an overview of the book's contents and lists questions to help evaluate the effectiveness of New Labour's educational policies. "What Is the Problem?" (Jim Docking) examines the background to the standards debate and the government's rationale for increasing investment in education and intervention to raise standards. "What Is the Solution? An Overview of National Policies for Schools, 1979-99" (Jim Docking) recaps successive governments' policies to raise standards. "Target Setting, Inspection and Assessment" (Derek Shaw) explains how standards are monitored and considers problems of benchmarking. "Curriculum Initiatives" (Jim Docking) reviews national programs to raise standards in literacy, numeracy, and information and communication technology. "The Revised National Curriculum" (Jim Docking) traces the curriculum's development. "Early Years Education" (Peter Jackson) explores issues and developments in early years education. "Special Educational Needs and Inclusion" (Ron Letch) discusses the drive to place more special needs children in mainstream schools. "14-19 and Lifelong Learning" (Roger Marples) examines the complexities of provision for learners aged 14-19 and the policy to improve provisions for of lifelong learning. "The Teaching Profession" (Graham Welch, Pat Mahony) looks at policies for reforming the teaching profession. "The Role of Local Education Authorities" (Ron Letch) focuses on the changing role of local education authorities. "Choice, Diversity and Partnerships" (Peter Jackson) outlines New Labour's policies regarding choice, diversity, and development of partnerships. "Disengagement, Truancy and Exclusion" (Jane Lovey) is devoted to New Labour's policies to arrest pupil disengagement and reduce the incidence of truancy and exclusion. All papers contain substantial bibliographies. (MN)

This document contains 13 papers on the policies, politics, and future of lifelong learning in the United Kingdom (UK) and Europe. The following papers are included: "An International and Historical Context for Recent Policy Approaches to Lifelong Learning in the UK" (Ann Hodgson); "The Vocational Training Policy of the European Commission and Its Discourse on Lifelong Learning" (Marc Ant); "Lifelong Learning and the Learning Society: Different European Models of Organization" (Andy Green); "The Challenge of Widening Participation in Lifelong Learning" (Ann Hodgson); "Paying for Lifelong Learning: Problems and Possibilities" (Gareth Williams); "Quality and Equality in Lifelong Learning: Intersections and Collisions" (Louise Morley); "Bringing Knowledge Back In: Towards a Curriculum for Lifelong Learning" (Michael Young); "Developing a National Qualifications Framework for Lifelong Learning: England's Unfinished Business" (Ken Spours); "The Case for a Regional Dimension to Lifelong Learning in the UK" (Simon James); "Hopes, Contradictions and Challenges: Lifelong Learning and the Further Education Sector" (Norman Lucas); "Developing Capability: Part-time Higher Education and Lifelong Learning" (Allison Fuller); "Lifelong Learning: Challenging Learning and Teaching in Higher Education" (Greg Light); and "Building a Lifelong Learning System for the Future" (Ann Hodgson, Ken Spours). All papers include substantial bibliographies. (MN)

This document, which is intended as a handbook for individuals who have been appointed to positions in United States (U.S.) governments, is a lengthy essay on understanding and fulfilling the responsibilities associated with accepting a position of leadership. The following are among the topics discussed in chapters 1-6: (1) joining the "governing class" (definition of the term "governing class," the U.S. system of government, the academic view, types of "inners" and "outers," the ethics of influence); (2) becoming and being a leader (selecting a political party, being political, demonstrating loyalty); (3) team building (B and A teams, subcabinets); (4) making policy (the budget process, the "planning-programming-budgeting" system, where new ideas originate); (5) policy implementation (implementation as exploration, advice for policy managers, strategies that work, and accountability); and (6) dealing with the media. Chapter 7 contains the following suggestions for appointed government officials: (1) remember that leaders are role models; (2) care about partnership; (3) always remember the hyperpluralism of the U.S. government and the great barrier reef of federalism, which can wreck voyages to accomplishment; (4) cultivate the press; (5) be careful about confidences; (6) be careful about jokes; (7) pace yourself; (8) be consistent; and (9) think about your future. (MN)

Contrary to popular myth, Britain does have a constitution, one that is uncodified and commanded little political interest for most of the twentieth century. In the late 1990s, Tony Blair's New Labour Government launched a program of reform that was striking in its ambition. Reinventing Britain tells the story of Britain's constitutional reform and weighs its long-term significance, with essays both by officials who worked on the reforms and by other leading commentators and academics from Britain and North America.