This chapter outlines our emerging evidence on the impact of a range of current policies to deal with the problems in patterns of participation, as they have been described so far. One group of these policies relies heavily on increased use of technology. They argue, in essence, that information and communications technologies (ICT) allow learning opportunities to transcend the physical barriers to access, such as time and space (Selwyn et al, 2001). Another group of policies is based on setting and working towards national targets for participation in lifelong learning.

In some ways, these two examples of policy initiatives are illustrative of the wider approach that is currently being adopted towards the fostering of lifelong learning in Britain. Hence, in both instances, the ‘problem’ of relatively low levels of participation in adult learning is seen to lie in facilitating or encouraging the activities of individuals. If ‘barriers’ to participation can be removed and the ‘pay-off ‘ in qualifications made more transparent, then – it is presumed – the ‘problem’ will be removed, or at least substantially ameliorated.

There is, of course, some truth here. Certainly, the emergent evidence with respect to the two policy initiatives discussed in what follows suggests that their impacts are generally positive. However, what is equally clear is that they fail to address the fundamental determinants of patterns of participation in adult learning, as these have been analysed in the preceding chapters.

The technical fix

If the large-scale non-participation in lifelong learning described in previous chapters is caused chiefly by physical barriers (as described in Chapter Six, for example), then overcoming those barriers will lead to a widening of participation. Some policy makers now propose to overcome the barriers of time, travel and opportunity at a stroke and universally by using technical means, such as digital broadcast and the Internet. Learning in the new ‘information age’ is seen to be very different from before. This is the thrust being taken by the New Labour government through initiatives such as the University for Industry (UfI) and learndirect, as well as the many more localised and specialised ICT-based learning solutions, such as the Digital College of Wales (Gorard et al, 2000a). If their claims are to be believed, the information revolution is to be primarily a learning revolution.