ABSTRACT
Lifelong learning pedagogies do not, as yet, exist in the UK. We have a stratified and segmented educational system in which there is little connection between those sectors that might be regarded as contributing to the virtual concept of lifelong learning. There is little conceptual connection between adult and further education, higher education, training and professional development. Even within obvious areas for overlap such as workrelated learning, each sector has tended to develop its own subspecialism. The notion of lifelong learning implies some continuity within the system; we argue that, so far, lifelong learning pedagogies are marked by disjunctions. Where we might have expected to see conceptual bridges, we (and our studies) experience pedagogical walls.
