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Centre for Policy on Ageing | |
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Learning Through Life
— the implications for learning in later life of the NIACE Inquiry | | Author(s) | Tom Schuller |
| Journal title | International Journal of Education and Ageing, vol 1, no 1, June 2010 |
| Publisher | Association for Education & Ageing - AEA, Leicester, June 2010 |
| Pages | pp 41-51 |
| Source | Institute of Lifelong Learning, Leicester University, Regent Road, Leicester, LE1 7AA. |
| Keywords | Adult Education ; Training [elderly workers] ; Social policy. |
| Annotation | This article discusses the implications for learning in later life of the recently published report Learning Through Life of the independent Inquiry into the Future for Lifelong Learning (IFLL) established in the UK by NIACE, the National Institute of Adult Continuing Education, of which the author was director. This article concerns two pivotal recommendations of the report, first, that lifelong learning should be based on a new life-course model with four key stages (up to 25 years, 25-50 years, 51-75, and over 75). Second, financial resources should be re-balanced fairly and sensibly across these four different life stages. The report estimates that the current spend on lifelong education in the UK is around £55 billion, excluding opportunity costs, and that proportions spent on the four stages are in the ratio 86: 11: 2.5: 0.5. It argues for a shift in the allocation across the four stages to approximately 80: 15: 4: 1 by 2020. The third and fourth stages of life would be major and appropriate beneficiaries and significant changes for learning in later life by UK citizens would be possible. The article discusses new thinking about the curriculum, ion the fourth stage of life. (RH). |
| Accession Number | CPA-101129005 A |
| Classmark | GP: GF: TM2 |
Data © Centre for Policy on Ageing |
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| ...from the Ageinfo database published by Centre for Policy on Ageing. |
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