The additional databases that were not searched indepth include:

2.3 Method of analysis

Our search of the databases yielded some 5,000 entries. These were then culled by using the criteria outlined above. The final list includes 90 entries. The reader will find annotated comments on each of these entries in Appendix B.

The entries included in this report were analysed to identify common themes. We began the analysis using the concepts outlined in the Background section to this report: factors affecting barriers and access; responsive elements of a lifelong learning system; and best practices in teaching. As the analysis progressed we identified themes not included in these concepts.

The next section of this report outlines the results of our analysis.

3.0 Analysis of the Reports and Articles

This section begins with a discussion about participation in learning opportunities as ground work for the subsequent discussions on barriers to participation and elements of a responsive educational system. Information on best teaching practices has been incorporated into pedagogical barriers and elements of a responsive lifelong learning system.

3.1 Participation in Learning Opportunities

For most adults, participation in learning activities is a matter of choice that must be fitted into work, family and community responsibilities, and other interests and obligations. The task of including all citizens into some aspects of a learning community is enormous, as is the task of narrowing the divide between the learning-rich and the learning-poor (Sargant & Aldridge, 2002). Most writers recognize this divide, but imply that reducing barriers to participation will successfully bridge it. At least one writer (Benn, 1997) views participation in education as a divisive agent.

The barriers to participation in learning activities that are routinely reported in the literature describe problems that participants and potential participants encounter when trying to gain access to and complete these activities. The barriers that confront non-participants are of a different magnitude and quality (Gorard & Selwyn, 2005), although such persons tend to describe their reasons for not participating in the same terms as those used by participants (Hart, Long, Breslauer & Slosser, 2002).