A critique of the British model for widening participation in lifelong learning, using research from the United States, Palestine, and Singapore, identified flaws: (1) reliance on single-loop learning; (2) assumptions that blame nonparticipants instead of program inadequacies; (3) mislabeling of target groups; (4) neglect of learning trajectories; and (5) ignorance of power relations. (Contains 37 references.) (SK)