One institutional barrier that is regularly reported in literature is related to having suitable qualifications for gaining entry to formal educational programs. Many educational institutions now give tacit recognition of prior learning by reducing or eliminating entry requirements for mature learners. Other institutions give unassigned prior learning credits which do not reduce the need to complete compulsory courses but do reduce the total number of new credits required for a specific program (Potter & Ferguson, 2003). The learning portfolio process used in PLA and PLAR is evolving beyond its certification function to become an educative process in itself, one that enhances both individual learners and the communities in which they work and live (Myers, 2003).

The lack of appropriate credentials is often exacerbated by the lack of recognition by one educational institution of credentials obtained from another – particularly credentials obtained in a country other than Canada; and the lack of coordination between individual institutions, between different levels in the educational system, and between educational institutions and training providers in the workplace and the community. Several authors make a plea to institutions to coordinate their approaches to prior learning and the recognition of existing credentials (OECD, 2002; Potter & Ferguson, 2003).

Another institutional barrier that is regularly reported in the literature is the problem of paying for learning activities. This barrier is very complex because it involves not only the individual learner and the specific educational institution but also different government levels and departments. Some conditions that contribute to this barrier include:

• Total government funds for post-secondary education have declined steadily in real terms since 1980 (Lowe, 2001) while tuition fees have increased to take up the shortfall.
• Families and individuals must pay for an increasing share of learning costs at all levels (Lowe, 2001)
• Lack of public funding to support the learning activities of learners with low or middle incomes (Lowe, 2001); declining overall social support spending has resulted in government training funds being focused on the unemployed (HRDC/CMEC, 1997).
• The complex and restrictive procedures required to obtain financial support (Potter & Ferguson, 2003).
• Restrictive policies regarding who is entitled to financial support and how much they are entitled to (Potter & Ferguson, 2003).
• Charges for resources, in addition to regular tuition fees, that are needed to attend and complete educational activities. These resources include: textbooks, paper, access to computers and printers, lab fees, and so on; payment for educational costs in addition to regular living expenses (Potter & Ferguson, 2003).

The result of these problems is that many adult learners must work part- or full-time while also studying part- or full-time. Lack of coordination among the various groups responsible for providing funding and other support services is cited as a major barrier to accessing learning opportunities (OECD, 2002).