3.14 Although generalisations must be treated with caution, learners from under-represented groups, typically face obstacles created by:
3.15 There is nothing inevitable about this state of affairs. Good educational practitioners have a wealth of experience in reaching excluded groups. They know how to motivate people to participate; they have skills in offering advice and guidance, work alongside communities in articulating their learning goals, and help design strategies for achieving them. They are skilled in offering flexible and coherent accreditation and progression routes. The best practice in community and work-based education and training in the UK matches the best international standards in reaching those who benefited least from initial education and training. However, this practice is patchy. Post-compulsory education and training in the UK suffers because it is fragmented, and the most important factors affecting learning opportunities for adults remains where you live and work and your previous experiences of learning.
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