How can adult participation in learning be widened effectively? How can support and resources for learning be provided in a dispersed and multi-centre teaching environment so that learners can progress through flexible learning programmes which are responsive to their needs, build confidence and offer opportunities for progression, achievement and skills acquisition? A comparative study of the USA, Canada and the UK explores how governments, educational institutions, and voluntary and community bodies are deploying digital and web-based technologies to promote post-school education and community development. The promise of a treasure house of resources, digitally delivered and infinitely customisable, providing control, choice and personalisation for the learner, is within reach. Harford analyses current provision and makes recommendations for future action.