ABSTRACT
This chapter explores key theoretical themes in relation to education and learning in later life. It conceptualizes and clarifies any gaps as well as opportunities for older people using social care so as to find a more seamless approach to policy, theory and practice. It draws on the ideas of Freire and Mezirow so as to consider their potential in achieving a person-centred and co-productive approach to wellbeing in later life. The chapter engages with educational gerontology, the term used to describe key theoretical approaches to learning in later life. It also engages with the work of key theorists who have been credited with arguing for a more developed theory and methodology. The chapter summarises how effective the implementation of personalisation and self-directed care has been at the time of writing and consider whether the concept of a lifelong learning approach has anything to offer in furthering these developments.
