There are two critical stages to the successful learning experience for a woman. These are: (a) the point at which the woman is seeking information about and admission to a learning program and the educational institution is reaching out to make its programs accessible to that woman; and (b) the point at which the woman enters the learning program itself as a fully registered learner. The first requires an interface between the woman and the personnel, structures and practices of the educational administration. It involves the outreach functions of the institution and the effectiveness of the functions will affect both accessibility and barriers to learning opportunities. The second requires an interface between the woman, the teacher and other students and between the woman and her perceptions of herself as a functioning person in the world in general and in the learning situation in particular. It involves the support functions of the institution and the effectiveness of these functions will affect the success or failure of individual women.

Outreach goes beyond merely making existing programs available to more persons. It may involve developing new educational services, perhaps new subject matter, and new modes of delivery Outreach also involves the creation of better systems for the delivery and use of knowledge (information).

Two key concepts in educational outreach are "access" and "barriers". While educational services may be available, they are not necessarily accessible to those needing the services. Barriers, which restrict access, can be imposed by educational institutions ... (or) be self-imposed by the client...

Access, then, requires more than availability. It requires educational "affirmative action". The institution must do more than identify and correct institutionally imposed barriers. It should also determine what other types of obstacles -- financial, occupational, personal, informational -- confront potential participants and then do what it can to alleviate them.