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This paper details the work of Demos and the Learning and Skills Development Agency to examine how new institutional structures for supporting lifelong learning can develop in ways that best support community-based learning activities in the United Kingdom. Three seminar background papers and notes are provided, each followed by seminar notes. "Communities, Learning, and Contemporary Society" asks how community is defined in practice and compares these working definitions against the principles and criteria used by central government and policymakers and explores the forms of community that might best develop a lifelong learning agenda in ways that can tackle deprivation. "Local Organizations and Community Learning" examines examples of best practice and innovation in engaging local communities and certain case studies. It explores what role various providers play in stimulating and shaping community-based learning activity; how responsiveness to community fits with their core objectives and statutory responsibilities; and whether new technologies offer new possibilities for outreach, provision of learning opportunities, and community-based decision making. "Learning Communities--A Framework for Funding, Planning, and Accountability" addresses the role of local and national frameworks and seeks to identify key strategic priorities for policymakers. It asks what role these structures play in blocking or stimulating community-based learning and seeks to identify connections between education and other key areas of local and national policy. (YLB)

This document contains 59 papers presented at a conference in England on approaches to lifelong learning and higher education through the Internet. Representative papers include the following: "The University of the Highlands and Islands Project: A Model for Networked Learning?" (Veronica Adamson, Jane Plenderleith); "The Costs of Networked Learning--An Interactive Workshop" (Charlotte Ash, Paul Bacsich); "An Investigation and Design of Networked Learning in Inner-City Leeds" (Tim Barker, Rachel Pilkington); "Institutional Readiness for Implementing Network Technology" (Aidan Black, Hazel Derbyshire, Jackie Knowles O'Keefe, Phil Poole, Merce Rius Riu, Jie Shen); "Effective Delivery of On-Campus Networked Learning: Reflections on Two Case Studies" (John Cook, Tom Boyle); "A Methodological Approach to Networked Collaborative Learning: Design and Pedagogy Issues" (T. Daradoumis, J. Marques); "Teaching and Learning Computing Skills via an Intranet-Based Course" (Adrian Friday, Alan Parkes, David Nichols); "Project Work in Networked Distance Education" (Morten Knudsen, Jan Helbo, Lars Peter Jensen, Ole Rokkjaer, Ole Borch, Jorgen Ostergaard); "Networked Learning in Virtual Environments" (Anni Koubek, Sandra Kober); "Networked Learning in Applied Science Education" (Jutta Pauschenwein, Anni Koubek); "Creating Effective Online Collaborative Educators" (Gerard A. Prendergast); "Staff Development for Networked Distance Education" (Sue Tickner); and "Evaluating an Open University Web Course: Issues and Innovations" (Martin Weller, Robin Mason). Most of the papers contain references; many include abstracts. (KC)

This document contains seven papers examining the implications of proposed major reforms to the United Kingdom's post-16 sector. "The New Learning Market--Overview" (Caroline Mager) argues for balancing market-driven and planning-driven approaches to planning post-16 education. "Education and Training as a Learning Market" (Peter Robinson) explores the possible conflicts inherent in attempting to make the post-16 training system learner driven and responsive to the needs of the following entities: individuals; businesses; communities; and national, regional, and local skills agendas. "Learning and Skills as a Mutual Enterprise" (Mick Fletcher) discusses government reform proposals in light of the concept of mutuality. "The New Learning Market: Who Pays, and for What?" (Geoff Stanton) considers the impact of the government proposals on educational finance. "Performance Indicators: 'Measure for Measure' or 'A Comedy of Errors'?" (Adrian Perry) explores the problems of ensuring that education and training are meeting public sector goals. "The Drivers for Change in Post-16 Learning" (Peter Robinson) examines the objectives underlying the government proposals. "What Do Employers Want? Do They Know? And Should We Listen?" (Andy Westwood) outlines the impact of the new emphasis on employer views on the supply and demand sides of educational policy delivery. Several papers contain substantial bibliographies. (MN)

These 31 papers illustrate and reflect on the application of autobiographical/life history techniques in research and teaching in higher and adult education institutions in the United Kingdom and from Western and Eastern Europe. The papers are: "Writing and Rewriting Writer Identity" (Aitchison et al.); "In Search of the Meaning of Education" (Antikainen et al.); "Life History in Research Careers" (Blaxter et al.); "Automathsbiographies" (Briggs); "To Become a Researcher" (Bron); "Life History and Personal Values in the Selection and Training of Professionals" (Clifford); "Maths Life Histories" (Cobden, Thumpston); "Using Life Histories on a 'Ways into Work' Course" (Costley, Thompson); "From Chambermaids to Graduates" (Daggett); "Adult Education and Life History" (Davis);"Hidden Histories" (Delfanne); "Biographical Research in Adult Education" (Egger); "New Methods for Life Course Analysis of Students' Lives" (Farnes); "Starting a Personal Profile" (Griffiths); "Histories and Horoscopes" (Hamilton); "Cleaners Tell Their Life Stories" (Harnsten); "An Eighteenth-Century Poet Reveals Himself as an Educator" (Jones); "Narratives and Identity in Higher Education" (Lea); "Secret Worlds of the Way We Talk" (Lewis); "'The Swift Course of My Life'" (Mace); "Hearing Voices, Changing Lives" (Mann); "Life History and Creative Writing" (Michelson); "'Autobiography Unit': A Case Study" (Monaghan); "Life History, Disability, and Special Education" (Potts); "Crossing Cultural Divides" (Preece); "Using Lifelines" (Pryor et al.); "Life History and Motivation for Adult Education" (Schrader-Naef); "Quilting a Life History" (Sellers); "Adult Learning in a Time of Transition" (Shelley); "Accrediting Selves?" (Stuart); "The Importance of Identity and Difference in Relation to the Life Histories of Learners" (Sukhnandan); "Life Histories in a Historical Context" (Thapar); "Women, Education, and Class" (Thomas); "How Did I Get Here? An Account of Routes and Decisions Affecting Entry into and Experiences of Higher Education" (Thombs et al.); "Exploring Educational Life Histories" (Thomson); "Whose Story, Whose Terms? Some Problems of Reflectivity in Life History Research" (West); and "The Influence of Some Life Experiences on the Perceived Value of Action Learning Sets in the Development of Personal and Managerial Skills in a Higher Education Environment" (Williams). (YLB)

These proceedings addressed the question of the future of the classified honors degree in the United Kingdom with emphasis on improvements and alternatives. The meeting addressed four main issues: (1) the current presentation of final results in terms of only four categories (first, upper and lower second, and third class honors); (2) concerns about the reliability and validity of the decision-making procedures that allocate individual students to categories within the classification system; (3) the question of norm-referenced or criterion-referenced assessment; and (4) possible conflicts of interest between students, who desire detailed documentation of individual achievement, and employers who demand simple labels to facilitate processing. Keynote speakers represented academia, government, and employers and included Geoffrey Alderman, Tim Boswell, Margaret Murray, and Richard Winter. A summary of conclusions of discussion groups is also presented as is a satirical response by Laurie Taylor. Another section contains the written comments from conference participants. Background papers included in the document included: "Distinctions of Class" (a London Times editorial); "An End to the Class System?" (Geoffrey Alderman); "University of London Academic Council Working Group on the Classification of First Degrees: Final Report"; "Education or Grading: Arguments for a Non-Subdivided Honors Degree" (Richard Winter); and "Graduate Employment and Degree Class" (Jason Tarsh). Contains a listing of conference attendees. (NVA)

This paper discusses the broad educational context of the 21st century, focusing on the prevailing language landscape. It examines language use around the world, particularly the place of English as the preeminent international language, which challenges foreign language education in English-speaking countries. The paper discusses possible rationales for foreign language education in this environment, assessing the value of instrumental skills rationales (currently prevalent among learners, policymakers, and strategists) versus broader rationales with a stronger values ethos. It questions both underpinning rationales for current educational practice and arguments of the recent Nuffield Inquiry, which examined these problems. Next, the paper examines the actual pattern of foreign language education in the United Kingdom over the last 30 years, noting the impact of "languages for all" philosophies since the 1980s. The paper highlights the evolution of England's national curriculum for modern foreign languages (MFL), evaluating its use as a vehicle for motivating and engaging today's students with the process of language learning. It draws on recent research to illustrate the poor fit between the current national curriculum for and a central element of student development, their route to mastering the language system itself. Finally, the paper examines alternative approaches to foreign language curriculum and classroom practice. (Contains 60 references.) (SM)

The third biannual Brathay Youth Conference focused on ways to help young people negotiate the key transitions in their lives and the role of informal and experiential learning in such strategies. This document summarizes speeches, workshops, and research reports presented at the conference. The speeches were (1) welcome and introduction (Steve Lenartowicz); (2) keynote speech on British government policies and programs supporting young people in transition, specifically the new Connexions Service (Ivan Lewis); (3) "Powerful Learning, Powerful Teaching and Powerful Schools" (David Hopkins); (4) "Learning beyond the Classroom" (Tom Bentley); (5) "Opening Up Learning Pathways: A Brain-Based Approach to Transitions" (Maggie Farrar); (6) "Fast Forward: A Video Made by Young People at the DfES Summer Activities Programme"; (7) "Young People at the Centre" (Gervase Phinn); and (8) "Learning To Learn in Practice" (Alistair Smith). Workshop topics included various adventure-based and experiential programs to promote youth development, support and empower young people in times of transition, and teach critical skills. Poster presentations of research focused on the influence of gender and body on young women's career transitions, effects of Outward Bound participation on underachieving secondary students, the chaotic transitions of disadvantaged school-leavers, young people's reasoning behind different transitional choices, and the links between educational outcomes and personal and social development during outdoor experiential learning. Appendices present background on Brathay, presenters' biographies, a list of attendees, and the conference program. (SV)

The "Learning 2010" project began with the question of the implications of technology for teaching and learning in Great Britain. Participants at expert seminars narrowed the focus to identify scenarios for how teaching and learning will develop in the next 10 years. Six key themes emerged. The theme of multimedia highlighted computers and the CD-ROMs, simulators, and virtual environments they brought in their wake; computer modeling that stimulates creative thought; and rapidly improving graphics capabilities, simulators, and virtual environments that could replace textbooks and provide a much richer learning experience. The theme of online learning addressed search engines capable of making requests on their own; the Internet as facilitating expression of ideas; and distance education. The theme of communication and access focused on the fear that without access for all, increasing reliance on the Internet may accelerate social exclusion and disadvantage. As for the theme of creativity and the learning process, computer technology was seen as presenting the possibility of learning with computers in a way that mimics the thought process and turns it into a journey of discovery. The theme of the role of the teacher addressed the changed teacher-student relationship. The theme of learning for work focused on course choice, newly created professions, and better linkage to employers and needs of the economy. (YLB)