Participation in adult learning in the United Kingdom in 1996-2001 was analyzed by reviewing practitioners' views, the findings of national surveys conducted by the National Institute for Adult Continuing Education, and the findings from other surveys and research conducted over the past decade. The key conclusions analysis established that the strong policy emphasis that has been placed on widening participation in post-16 learning in recent years is still benefiting too narrow a segment of the population. Nonparticipation in postcompulsory education and training was shown to be the product of not just personal circumstances, dispositions, and preferences but also of economic and labor market changes, institutional factors, and government policies that have countered efforts to encourage a wider mix of people to engage in organized learning. Several approaches and strategies that have proved effective in widening participation in post-16 and higher education were identified. The following were among the recommendations presented: (1) increase political focus on adult learning; (2) increase funding of community learning; (3) reform financial support for learners; (4) support outreach; (5) support informal learning; (6) recognize a range of learning achievements; (7) integrate education policies with policies designed to eradicate poverty and disadvantage; and (8) provide routes between formal and informal learning. (Contains 238 references) (MN)