ABSTRACT
Evatt and Boyle report on a selection of initiatives in the UK which are being used explicitly to develop aspects of capability while simultaneously helping their institutions deal with their resource problems. The greatest benefits accrue to the helpers rather than the helped (though their benefit is significant), particularly where they receive training or peer support for improving their understanding of the skills involved and appreciating the extent to which they themselves are developing those skills through the experience. Rewards are discussed including academic credit for peer tutors. Giving groups of students mutual responsibility for managing their learning, it seems, gives students opportunities to develop aspects of capability not normally available through conventional staff-delivered programmes.
