Age is just a number? Rethinking learning over the lifecourse

This paper explores the relation between EU lifelong learning policies and strategies on the one hand, and, on the other, the attributes and practices of adults in relation to learning in later life. Following a brief summary of the genealogy of the concept of lifelong learning, a critical examination is provided of EU policies on and participation rates in lifelong learning. The discussions will focus in particular on that intersection between later life and lifelong learning by highlighting the failure of much current EU legislation and perspectives on lifelong learning to take serious account of the changing nature of lifecourse patterns and, in particular, the role and involvement of the ‘post-work’ population

Living longer, learning longer – working longer? Implications for new workforce dynamics

As increasing numbers of people decide to remain in the workforce beyond the traditional retirement age – whether by choice or necessity – new prospects arise for individuals, educational providers, employers and businesses. While individuals can remain active members of the workforce, with advantages to themselves, society and the economy, employers can also benefit from the available talent of people of all ages, making the workplace more diverse and inclusive. Changing workforce dynamics point to the need for a shift towards more ‘age-friendly’ policies and practices, supported by the public policy. The report is designed to be of interest to a range of colleagues including: policy makers; employers; education and training providers; trade unions; businesses; researchers; and individuals

Demographic changes and longer working lives: implications for lifelong learning

Unprecedented growth of older population, globally and in Ireland, particularly population aged 65+ is projected to increase: from 637,500 in 2016 to 1.4 million by 2046, driven by higher life expectancy (CSO, 2013). One dominant theme: rising ‘Old Age Dependency’ ratios and resulting pressure for public finances

The legacy of Lalage Bown: an inclusive and post-colonial vision for adult learning and education

This chapter introduces the work of Lalage Bown: a highly influential practitioner, researcher and activist who was passionately committed to the role which adult education could play in supporting social justice aims. The four main themes of the book are outlined: adult education and social justice; decolonisation, post-colonialism and indigenous knowledge; from literacy to lifelong learning; and, policy development and supporting future generations of adult educators