ABSTRACT
This chapter considers adult education as an object of social policy particularly in relation to curriculum analysis and curriculum development. Before social policy theories of adult education can be thought of as transforming or reproducing curriculum categories, however, it is important to distinguish methodologically between social policy and legislation. The existence of apparently 'progressive' education in 'conservative' societies and 'traditional' education in 'progressive' societies indicates the cultural relativity and autonomy of education as an object of social policy. As the growth of legislation, both national and under the auspices of international organisations, suggests, adult learning is increasingly an object of social policy, whether or not it reflects an ideology of individualism. It seems reasonable to suppose that lifelong learning is potentially as contentious an idea as that of adult education turns out to be in practice. A theoretical, curriculum or knowledge-content based analysis would help, too, to put into a single perspective the confusing terminology of lifelong learning strategies.
