Critical friend commentary. (not) Talking about my generation : is higher education engaging older learners

Abstract

Lifelong learning has become a catchphrase of our era, a slogan bandied about in conferences, symposia, and seminars by academics, policy-makers, trade unionists, NGOs and employers. Despite a clear emphasis on youth and vocational training, European Union (EU) communications on lifelong learning emphasise strongly the need to develop a ‘cradle-to-grave’ learning culture in member states. Nevertheless, key ‘break’ point is around the age of 17 or 18 – after which, in the case of the UK for example, it is estimated that one-third of people do not engage in any further forms of structured learning. The age of 34 represents another statistical break point, after which it is shown that participation rates in education and training decline across most European countries. But the age of 55 and over also represents another grouping – after which, for example, in the UK, only 32% of adults aged 55–64, 17% of adults aged 65–74, and as few as 10% of those aged over 75 regard themselves as learners.