ABSTRACT
This chapter examines the psychological processes and barriers behind low participation by the low-skilled in learning activities. It illustrates the well known fact that those who already have the weakest educational background also participate in all kinds of adult learning activities to a lesser extent than other groups. The low-skilled who are in the labour market already often have a sceptical approach to anything that reminds them of teaching and school, and at the same time workplaces are also often reluctant to involve them in special learning initiatives. When planning the learning activities it is also important to constantly incorporate and respect the strained relation that many of the low-skilled have to school and education activities. In adult education and training of the type, the teachers and instructors must be professionally and pedagogically competent and loyal persons facilitating and supporting the participants’ learning processes.
