'Lifelong Learning' is an established policy priority in Britain and the term is used in reference to a wide variety of initiatives. The New Deal for Communities (NDC) 2 billion pound programme has been introduced to develop policy priorities in the most disadvantaged communities in England. Its objective is to encourage local communities to express their specific needs to be addressed through bottom-up initiatives. NDC includes many projects that address Lifelong Learning. Their nature differs partly as a reflection of the way in which Lifelong Learning is understood: In some contexts it is seen as part of all education provision, in others it is viewed as quite distinct and separate. The paper will provide an overview of varying initiatives and focus down on two case studies of Lifelong Learning projects, developed in Oldham (North West England) and Norwich (East of England).

The first case study project aims to provide IT training and facilities through a mobile unit traveling to local venues. It was established to reach those who would not normally use mainstream educational facilities and who are discouraged from continuing their education. Users include single mothers, pensioners, the unemployed and the long term sick. The second case study was a project to respond to local residents by providing a 'College in the Community,' where careful consultation by a tutor, who was a local resident, resulted in a wide range of courses tailored to the needs and interests of participants.

The research found compelling evidence that there is a range of appropriate methods through which to attract those who had been failed by the formal educational system. Perceived barriers by local residents included: Poor self-confidence, scepticism about the rewards and low levels of prior attainment resulting in lack of motivation and interest. Structural factors such as lack of social capital and material disadvantage were also seen as contributing to their exclusion.

The research also identifies a number of key attributes of successful Lifelong Learning projects. These include: High quality training and flexibility, delivery by an effective teacher, involvement by local residents as tutors and state of the art equipment.

This research has implications for addressing the needs of disadvantaged communities in a global context.