In Iceland there were high ambitions about reaching out to a vulnerable group of people. It is clear that most of the participants lacked confidence and experienced complex and difficult circumstances. Even though most of the service users had negative experiences from prior schooling and learning, the majority of the GOAL clients had an overall positive outlook on learning new things. The GOAL clients that had a greater amount of formal education (Tertiary education) were all within the target group Migrants/Refugee/Asylum-seeker. These clients were likely to experience barriers because of lack of skills in the native language and systemic obstacles that stem from the fact that the formal educational system in Iceland does not recognize all formal education and qualifications gained in other countries. This means that many people that migrate to Iceland are not able to work in line with their acquired skills and knowledge. About half of the service users in Iceland were job-seekers, but a large part of this group was inactive. Half of the clients in Iceland had no specific career goals.
The service users had in most cases serious issues, e.g. anxiety, poor financial situations, and various learning difficulties and disabilities that formed barriers to participation in education. These results from GOAL are in line with the results from an earlier evaluation carried out by the Ministry of Education, Science and Culture (2014) where lack of time, shortage of financial resources, various learning difficulties and social circumstances were among the main barriers to participation in adult learning. Due to those difficulties many of the clients are not yet ready to participate in further education.
Access to and financial support for appropriate educational pathways may be an obstacle in the long run (system hindrances).
 Ministry of Education, Science and Culture (2014). Úttekt á framhaldsfræðslukerfinu 2009-2013. [Evaluation of the secondary education system 2009-2013]. Reykjavík: Ministry of Education, Science and Culture.