ABSTRACT
The concept of time in its different forms provided a useful framework for our examination of the kind of life course factors that have impacted on many older people’s experiences of learning and their choices about learning in later life. Because some years have elapsed since our study was carried out, it is instructive at this point to consider further how the policy context for later life learning has changed in the intervening years specifically within the UK and to consider the factors that have come to affect the education of adults in general, and the opportunities open to older learners in particular. Against this background, we will examine some themes that derive from our fieldwork and present a new version of our model of life course learning.
