A crucial question for education policy makers is what kinds of educational provision are likely to be the most appropriate in facilitating demands for industrial democracy both at the level of the 'shopfloor' worker and that of their elected representatives. Our evidence draws heavily upon an illuminative evaluation of an experimental multi-media project in the UK. The Trade Union Studies Project was specifically designed, through distance-learning techniques, to attract a mass audience as well as provide an educational opportunity for trade unionists who were already committed to learning. The article indicates some of the problems encountered by the project's approach and suggests, partly by reference to other schemes, the way in which future policies might be developed.
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