ABSTRACT
In 2003 the OECD published survey data on adult participation in learning (OECD, 2003)1 collected over nine countries.2 These data form part of a thematic review which covers policies and provision as well as aspects of participation. The participation data make depressing reading, revealing entrenched inequalities in participation rates between different socio-economic groups. Briefly, the data show that amongst younger adults it is those with the highest educational attainment and in the highest skilled occupations who are most likely to participate in adult learning. Employers are reluctant to invest in learning and when they do, they are most likely to invest in high-level professional upgrading. Echoing other research (see, for example, La Valle and Finch, 1999 and St Clair, 2006) the review found that significant barriers to participation remain, particularly time constraints and lack of the necessary finance as well as a general lack of awareness, particularly amongst socially excluded groups. Similarly, despite policies to increase and widen access to higher education in the UK, there is continuing evidence of class inequalities, with the lowest socio-economic groups failing to increase participation rates significantly.3
