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The paper hypothesises that student learning about sustainable development (SD) might usefully be configured within a broad framework combining formal, informal and campus curriculum. Student learning about sustainable development is a form of education for sustainable development (ESD), a term which has many definitions and interpretations. In this paper we refer to both student learning about SD (referring to multiple influences, actions and levels of engagement) and ESD as an overarching formal term (in our work based upon the UNESCO framework for ESD). The term campus sustainability is used when the focus of learning and engagement is based upon or designed around campus-focused projects and activities. We discuss why we believe our broad framework approach is useful and illustrate the practical development of some of these ideas through the early work of our institutional Ecoversity project. Our approach requires bringing together and meshing widely disparate institutional processes and drivers to support wide and multiple levels of student learning about SD. Such institution-wide engagement requires that a number of key "enablers" are developed, including: academic policy of ESD and SD; academic school engagement with ESD and SD including staff development and training; strategically focused processes and projects around the informal curriculum; and campus management practises and processes that support open and transparent decision-making processes and treat all campus projects as educational opportunities. We describe some of the early achievements from our cross institutional ESD projects and reflect on some key learning points. (Contains 2 figures and 1 note.)

The concept of the Learning Society is encumbered by ideological tensions in policy development, lack of clarity over what constitutes learning, and the failure of policy initiatives to address cultural divisions. Economic arguments are favored over social views of the purpose of education. (Contains 32 references.) (SK)

Comparison of Higher Education Funding Council for England initiatives for widening participation with those in Australia shows they are focused on recruitment and enrollment. However, to achieve inclusion requires more attention to provision based on learner needs, increased financial support for disadvantaged groups, and clear targets in higher education institutions for student diversity and achievement. (Contains 26 references.) (SK)

Discusses initiatives undertaken by Sheffield Hallam University (England) to raise awareness of higher education opportunities, increase access, and provide support to a diverse group of students in the local community. Describes the development of pre-entry transition courses and "awareness-raising" programs for students with disabilities, ethnic minority students, and those from socially deprived communities. (VWC)

Issues relating to the UK government's new strategy for higher education are examined from the point of view of seeing what it will do to recruit greater numbers of working-class students.

Changes in higher education are best achieved by creating a socially inclusive curriculum and support system that focuses on where the student is. Education and skills secretary Estelle Morris's decisions to achieve learning through part-time study and work-related study and to help underrepresented groups at university succeed once they are there are welcome changes of direction.