Introduction

Adult learning has been a priority for recent governments, largely for economic reasons; seen in broader perspective, it can be transformative for those involved, in a multitude of ways. Research on how best to design and provide courses which are well-suited to adults as opposed to younger learners has, however, been relatively neglected, compared with studies of children’s learning, and school-based teaching. Similarly, the workplace as a site of adult learning has been relatively neglected compared with college-based or community-based settings, and low-paid workers are typically given less attention than those in, or entering, occupations associated with intermediate or ‘high skills’.