In the United Kingdom, these two perspectives on lifelong learning sit uneasily together: emphasis on adults in employment and a focus on diversity and widening participation in adult education. A recent emphasis on accreditation with implications for funding has affected diversity and participation objectives because involving assessment, certification, or accreditation tends to discourage participation. The major question for adult educators is how accreditation can be used appropriately to recognize achievement while still promoting learning for the most disadvantaged and disenfranchised portion of the population. Higher and further education institutions, local authority adult education departments, voluntary organizations, and training programs for women were surveyed to determine how accreditation affects provision designed specifically for women. Findings indicated a need to reconsider threshold or entry provision for women in groups that have previously been under- or un-represented in adult education and training. A longitudinal case study of how required accreditation was implemented by a women's training scheme in a rural mining area found that some valued outcomes such as personal development and growth were difficult to quantify and assess. Despite being recognized as an example of good practice in developing the potential of women and providing quality training, the local authority decided the program was not cost effective and training opportunities for other disadvantaged groups had to be given priority, an outcome indicative of the tensions of implementing lifelong learning. (Contains 34 references.) (YLB)