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This book is based on the author's PhD thesis and it focuses on the views of adult part-time learners and their tutors about the meaning of quality, responsibility and participation in adult learning from their different perspectives. Within the political context of lifelong learning policy in the UK, the author provides evidence of the ways in which adult learners 'consciously apply previous experiences to enhance each new learning episode' and the importance of the guidance and direction of tutors in the learning process. The characteristics and experiences of adults as learners and their contribution to the interactive process of learning is considered. The chapters are as follows: The search for quality; Lifelong learning: the current policy context for adult education; Conceptual framework and research questions; Methodology and research methods; Adults as learners; Quality, standards and values in adult learning; Students' perceptions of learning and quality in adult education: research findings; Tutors' perceptions of learning and quality in adult education: research findings; Research findings: comparisons and contrasts; Conclusions, implications and future research. Show less