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For a decade or so the policy debate on post-school education and training across OECD countries has been shaped to a considerable extent by the associated, although distinct, concepts of lifelong learning and the learning society. Developments in the UK have both reflected this trend and contributed to pushing forward these notions. The plethora of policy documents at national and international levels published on the subject around ten years ago did indeed make explicit, albeit in a variety of different ways, the importance of continuing education and training for the adult population. This paper reviews developments in the UK over the last decade through an analysis of five major issues. Despite the emergence--or, in some areas, the strengthening--of differences between different parts of the UK, the following five issues have some relevance to all OECD states, including Ireland: (1) widening access; (2) recognition of learning wherever it takes place; (3) accreditation, quality and learner centred approaches; (4) pathways; and (5) partnership. The five issues explored in this article are simply a selection from a range of topics which could be highlighted as offering potential areas of congruence--swimming with the (main)stream--between adult education and the lifelong learning agenda. They also however point to tensions, if not contradictions, in practice for the interests of adult learners where the adult education community finds itself swimming "against" the (main)stream. The thrust of the discussion in this paper points to the need for (main)stream lifelong learning policy makers across the UK and internationally to draw upon broader and more diverse perspectives--including, importantly, those associated with the adult education tradition. (Contains 2 footnotes.)

The global society is facing a new burgeoning element: an ageing population. Response to the educational needs and interests of older adults requires innovative pedagogies and practices of teaching, research, and community engagement. While traditionally geared towards provision for younger adults, the case is presented that universities have the potential to play a major role in innovation for later life learning for older adults. This article outlines one approach, the Age Friendly University (AFU) and highlights 10 principles that offer a possible guide for innovation and institutional change. The integration of AFU's mission and principles into three universities is reflected in stories from three university cases in Ireland, the UK (Scotland) and the USA exploring potential merits and also major challenges. It is argued the AFU has the potential to bring social, personal and economic benefits to older adults and universities alike.

This paper provides an overview of some of the reasons for the extraordinary growth in what was traditionally seen as a peripheral economy on the Celtic fringe of North West Europe. Learning, innovation and social capital offer important clues behind the story of the "Celtic Tiger." However, there is a downside to this story: Ireland continues to rank as one of the most unequal out of a group of 18 industrialised countries. Given the global emphasis on knowledge as central to the enhancement of opportunities at the individual and societal level, we focus on one crucially important equity dimension--that of opportunities for participation by the majority of the population, namely adults, in education and training. The question we pose is: to what extent does Ireland offer a model of a "knowledge society for all," as opposed to a "knowledge economy for some"? We highlight a number of implications and questions which we regard as important for Lifelong Learning in Ireland and other members of the "new" Europe seeking to find the "miracle" formula for social and economic development. (Contains 1 table and 1 figure.)

Examined the institutional and policy issues inhibiting or supporting participation by non-traditional and lifelong learners in higher education in Austria, Australia, Canada, Germany, Ireland, Japan, New Zealand, Sweden, the United Kingdom, and the United States. Identified six factors: institutional differentiation of the higher education system, institutional governance and control, flexible (open) access, mode of study, financial assistance and other support, and continuing education opportunities. (EV)

This paper provides an overview of some of the reasons for the extraordinary growth in what was traditionally seen as a peripheral economy on the Celtic fringe of North West Europe. Learning, innovation and social capital offer important clues behind the story of the Celtic Tiger. However, there is a downside to this story: Ireland continues to rank as one of the most unequal out of a group of 18 industrialised countries. Given the global emphasis on knowledge as central to the enhancement of opportunities at the individual and societal level, we focus on one crucially important equity dimension—that of opportunities for participation by the majority of the population, namely adults, in education and training. The question we pose is: to what extent does Ireland offer a model of a knowledge society for all, as opposed to a knowledge economy for some? We highlight a number of implications and questions which we regard as important for Lifelong Learning in Ireland and other members of the ‘new’ Europe seeking to find the ‘miracle’ formula for social and economic development. [ABSTRACT FROM AUTHOR]