Abstract
One area of adult education which has grown in importance over the last quarter of a century is that concerning the education of older adults. For this purpose, we follow the US Department of Labour definition as referring to the post-55 years, although, as always and with most aspects of life, there is no precise numerical cut off point here. The changing demographic landscape in many parts of the world has foregrounded this aspect of life, making it clear that the population is aging, fitter than ever (although much depends on context here), and capable of learning and developing. Of course, we would argue that age should remain a concern irrespective of demographic developments. Nevertheless organisations such as the Council of Europe, the European Association of the Education of Adults (EAEA), the UN’s International Institute on Ageing (INEA), and the European Union have given, or are giving, due importance to the educational dimension of this field.
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