In British adult education, there has been a shift from `education' to `learning' as the key organizing concept. A greater range of settings are now recognized as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred and new opportunities such as APL and credit transfer have been created, and examines the significantly wider range of activities included within the definition of learning. It also assesses the extent to which, despite the the changes, inequalities in learning opportunities exist.
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