Many parents cite children as barriers to participation, but many also report being supported by children who frequently contribute to academic success by helping their parents search for information or learn how to use the Internet (Given, 2001).

While older adults cite disabilities and health problems as barriers to participation, those with such problems also report more positive benefits from learning activities than those who have no disability or health problems (Dench & Regan, 2000)

Situational barriers are understood as residing within the individual learner, as individual deficits that are the responsibility of the learner. However, inflexibility and lack of concerned support on the part of staff and instructors within educational institutions exacerbates the problems resulting from situational barriers.

3.2.2 Institutional barriers

Institutional or structural barriers reside within the organizations that provide learning opportunities. The literature reports on barriers in both educational institutions and workplaces in which education and training opportunities are provided. These barriers are created by policies and practices of educational providers as well as government policies at the federal and provincial levels.

Institutional barriers are identified as including:

• Lack of government financial support for both learners and providers (HRDC/CMEC, 1997).
• Costs of registering and purchasing learning materials (Potter & Ferguson, 2003).
• Inflexible and complex admissions procedures (OECD, 2002; Potter & Ferguson, 2003).
• Lack of transportation support services (e.g., reduced cost bus pass, convenient routes and schedules) and the resulting cost of getting to and from educational activities (Millar & Falk, 2000; Potter & Ferguson, 2003; Reynolds, 2002).
• Lack of adequate childcare services and financial support to pay for such services (McGivney, 1999; OECD, 2002).
• Negative attitudes toward adult learners, part-time learners, and learners from marginal groups (i.e., First Nations, immigrants, refugees, low income, hearing or vision impaired) on the part of administrative staff and instructors (Archibald & Urion, 1995; Given, 2001; Mullen, 1992; Reynolds, 2002).
• Lack of access to essential electronic equipment and necessary technical and infrastructure support (Furst-Bowe & Dillman, 2002; Gaikezheyongai, 2000; Galusha, 1998).
• Inadequate academic advisement in selecting learning opportunities (Furst-Bowe & Dillman, 2002; McGivney, 1999).
• Inadequate student support services (Furst-Bowe & Dillman, 2002; Home & Hinds, 2000; McGivney, 1999).
• Lack of recognition of prior learning (McGivney, 1999), foreign credentials and credits gained from other educational institutions or community organizations (Potter & Ferguson, 2003).
• Lack of available courses at suitable and flexible hours (and every group perceives suitable hours quite differently) (Cumming, 1992; Livingstone, 2002; OECD, 2002).
• Lack of coordinated and useful information about educational opportunities (McGivney, 1999; Steinley, 1995).
• Poor location and inaccessibility of buildings and parking (Fitchen et al., 2002; Gaikezheyongai, 2000).
• Outreach strategies that do not make use of positive images of adult learners or fail to speak to individual strengths (ABC Canada, 2002).
• Gaps in programs across the educational system, particularly in relation to current literacy programming (Mullen, 1992); suitable programs not offered (OECD, 2002).