In regard to accessibility, the literature emphasizes that programs be open to all employees who are interested. Open access means that the company, union and educators have to consider learning opportunities for different levels of the organization, availability of programs for different shifts, access for people with disabilities, and time-share arrangements which include rather than exclude participants. O’Connor (1992) says that accessibility also requires consideration of those people most disadvantaged in their opportunities for education.

The Massachusetts Department of Education (2001) has this indicator for their standard on learning opportunities and support services in workplace basic education programs:

There is a non-discriminatory process for selecting and placing interested students. All those who want services can access instructional opportunities/support services consistently because the program has policies and incentives that support participation without jeopardizing coverage, production or service delivery and family responsibilities. (p. 7)

Good practice documents from the mid 90s tend to include more detailed statements about the promotion of diversity and equity in all aspects of the process. The participants at the 1995 national think tank agreed that “equity issues should include consideration of many elements including but not limited to: race, religion, culture, labour and management, gender, regions, urban/rural, age, language and education.” They also agreed “we must not perpetuate barriers and should act as a catalyst for creating an equitable, diverse workplace in a respectful way by identifying systemic barriers and working towards solutions” (McLeod, 1995, p. 14).