Access to higher education is often limited to adults because of their location. This is particularly challenging for adults who live in rural communities and small towns and can lead to unmet expectations. While policy makers have long recognised the potential impact of lifelong education for adults, the educational needs of adults have received…

Demographic trends and technological change increase the need for adults to learn and adapt to changing job content and working conditions. Despite this, most EU Member States have consistently underperformed in their efforts to reach targets for adult participation in lifelong learning. In 2010, the EU set a target of 15% of adults participating…

The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

The methodological approaches that were used in this research were ethnographic, quantitative and analysis of post-compulsory education policy documents 1945-2007. The article aims to explore the issues of ethics in lifelong learning, and an alternative approach to the analysis of the impact of lifelong learning policy, by focusing research…

It is supported that the object of education is to provide results. Hence, it is of crucial importance to economic development globally. In our era, globalization is a highly disputable event with strong persuasive arguments and equally solid disagreements. The impact of globalization in our everyday activities has been increased. In parallel,…

The role of functional literacy, linked to employment, leads to a narrow view of rural learners' need both economically and socially. The drive for individuals to take responsibility for their own learning and development is, indeed, a good thing. However, the burden of guilt felt by those who are unable, or unwilling, to achieve the standards set…

In January 2007 the Department of Education and Science approached AONTAS about conducting preliminary research into the lifelong learning needs of older people in Ireland. The findings of the research will be submitted to inform the Department's plans to address the educational needs of older people. In drafting this discussion paper, AONTAS has…

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

This report is concerned with the place of "nontraditional" students within higher education and the enhanced role of "further education." The Commission favors opening up more options for students outside colleges and universities, more opportunities for returnees to higher education and for all adults who wish to participate…

A sample of adults in Vermont were surveyed by questionnaires to determine interest in, or aspirations for, postsecondary education; motivating forces which create these aspirations, perceived obstacles which might discourage participation, preferences for sponsoring institutions, and location of instruction. A second concern of the study was the…

To address older adults' learning needs in United Kingdom, the Carnegie Inquiry into the Third Age was established in 1991. Paper reviews current adult education situation, provides framework for further policy analysis, and provides list of policy options. Paper calls for development of a "social economy of the third age" that would…

Discusses philosophical and theoretical aims of preretirement education and outlines steps in a comprehensive approach to curriculum development and course design for this form of recurrent education. (SK)

A community based study of 268 randomly selected subjects over the age of 65 provided information concerning major limitations that prevent older adults from taking advantage of existing or future educational programs. The three most prevalent were poor vision, home responsibilities, and lack of transportation. (Author)

A Congressman discusses current and future needs and priorities, and the role of the Federal and local government in adult education. (SP)

Colby Community College, serving the post secondary needs of rural Western Kansas, is located in a geographic areas where 70 percent of the population is over 18 years of age, Fifteen adult learning centers, operating as adult mini-campuses, are geared to changing adult needs and interests. (EA)