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Presents a case study that explores issues associated with attempting to introduce systems of informal and non-formal learning in higher education institutions in France and Scotland. Analysis of both similarities and differences between informal and non-formal learning; Problems associated with accrediting different kinds of knowledge through voluntary activities and accredition of prior experiential learning.

Concepts of learner identities and learning careers have recently acquired popularity as ways of analysing participation in learning among young adults. They paper presents a conceptual challenge to unilinear approaches to the concept of learning careers. It draws on empirical data ,gathered during a study of new entrants to Scottish further education colleges, and illustrates the analysis through two biographical studies. It argues that learner identities can be fragile, contingent and vulnerable to external changes, and indeed can incorporate elements of hostility to education, as well as a degree of denial of responsibility even on the part enthusiastic learners. [ABSTRACT FROM AUTHOR]