摘要：AbstractIn Scotland and Romania, there appear to be similarities in reaching those potential learners who do not engage with learning after compulsory schooling. This situation sets the premise that proper participation is affected by a mixture of institutional, situational and dispositional barriers. Our opinion paper will focus on the barriers in reaching ‘difficult to engage learners’ in both Scotland and Romania and highlight the approaches which require to be taken in order to successfully engage these learners.
