Learning and teaching in post-compulsory education: a lifelong learning perspective

Abstract

This article presents an argument in support of the case for a close re-examination of some of the policy assumptions that are made about learning and teaching in post-compulsory education. What is presented is a lifelong learning perspective, and it is argued that this involves a different conception of learning and teaching to that which is commonly presented by researchers and policymakers. Aspects of critical theory, discourse analysis and postmodernist thought contribute to this reconceptualisation. The implications for government and institutional policies are highlighted and, in the light of the analysis, it is suggested that both may need to change unless they are to continue to present major barriers to access.