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The purpose of this paper is to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability.

The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges.

Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff support – pastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views.

The colleges’ ethos, curricula and traditions foster among students an “ethic of service” and a desire to offer “emotional labour” to their own communities, through working for instance in health and social care or the voluntary sector.

Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s and the rise of ‘evidence-based’ approaches with a narrow reliance on quantitative data. Much of our work has been inspired by the need to critique these trends, adopt broader approaches to lifelong learning and defend the more democratic traditions of adult education. Important areas of theoretical inspiration, many of which interrogate these policy developments, are also outlined. The critical reinterpretation of historical adult education practices is another important area of work and inspiration. In relation to sustainability, we have been influenced particularly by the capabilities approach.

This 230 page edited book attempts to capture the ethos of the age of learning and analyze its features. It questions its ethics from a variety of academic perspectives and discusses how the learning society actually functions. Traditional views are seen threatened, as education becomes a commodity. Education and learning are seen intertwined with global capitalism, and government policies and practices are increasingly viewed as treating learning as an investment, resulting in employability and work. A learning society emerges as one of the products.

This paper aims to explore the nature of effective schools serving socially disadvantaged communities, and to point to an overlooked feature in the literature on school effectiveness in relation to social inclusion.

As part of a trans‐European project, three English schools are investigated. A qualitative case study approach is utilised. The schools selected have high proportions of ethnic minority students with low socio‐economic status backgrounds, yet demonstrate successful results.

The data show the importance of high expectations, and the development of classroom and school‐wide systems to translate these into practice. This reflects areas highlighted by earlier research on schools in disadvantaged communities. The data also point to important conclusions about school ethos.

The findings are based on a sample of three schools. Though purposively selected (as successful in challenging circumstances), further research is needed into the role of an inclusive ethos in school effectiveness.

As Scheerens and Bosker argue, schools are most important for underprivileged and/or initially low‐achieving students. Improving the effectiveness of schools in disadvantaged communities is therefore vital, and an ethos of inclusion is an essential dimension in this.

The conclusions mirror in many respects the findings of earlier research on effective schools in socio‐economically deprived communities. However, the paper also draws attention to the importance of developing and sustaining an ethos of inclusion in schools serving disadvantaged communities.

This paper reviews changing government policy on adult education in England over the past 20 years and the funding regimes affecting adult and community learning and union-led learning, which play a major role in learning opportunities for socially excluded adults.

A review and analysis of extant literature, informed by previous involvement in the sector and ongoing collaborations.

Two decades ago, adult education in England provided a variety of learning opportunities for people who either had limited qualifications or who needed to reskill for whatever reason. Access to those opportunities has been reduced just when it is most needed.

This is a review and viewpoint paper based on experience in England, the limitations of which are discussed in the concluding section. Notwithstanding the institutional specificities of adult education in England, many of the implications are generic and have wider relevance beyond this country context.

Economic recovery post-coronavirus (COVID) and Brexit will require more access to adult education so people can prepare for labour market re-integration. The practical implication of extending provision in adult education to support labour market integration of vulnerable workers is relevant to most countries.

This paper takes a holistic view of adult education, with particular attention to adult and community learning and union-led learning.

At the doorsteps of the fourth wave of the industrial revolution, it is compulsory to develop a new understanding regarding the future of human labor based on “Industry 4.0” for German manufacturers, and two American concepts: “The Industrial Internet” and “The Internet of Things.” How will the nature of human work be in the digital economy of the forthcoming future? The problem of unemployment and the composition of the labor market, in terms of professional skills, are yet to be waiting for answers. Scientific management is also transforming to answer the emerging requirements of this new era, as “Digital Taylorism” to re-organize work in a techno-centric manner. Accordingly, the aim of this chapter is to examine the nature and the possible opportunities and threats of the digital age and try to develop a digital Taylorism understanding to minimize the negative impacts of digitalism on both individual workers and society in a way that all parts including the manufacturers can fully take the benefit of potential advantages of this new era.