ABSTRACT
If adults are to be lifelong learners and lifelong learning is to be given value, yet the boundaries within which that learning takes place are not set and are subject to change, how then are providers of learning opportunities able to provide access and progression, and to which groups of adult learners? What consequences are there for the formal providers of learning opportunities for adults in the changing discourses of lifelong learning? These are some of the questions to be examined in this chapter.
