Abstract
Lifelong learning in later life has emerged as a decisive element in strategies advocating positive and active ageing (Formosa, 2012a). Suffice to remark that older adult learning has gained a constant presence in policy documents, ranging from international declarations such as the United Nations’ (2002) Madrid International Plan of Action on Ageing and the European Commission’s (2006) Adult Learning: It’s never late to learn, to national statements such as Malta’s National Strategic Policy for Active Ageing: Malta 2014–2020 (Parliamentary Secretariat for Rights of Persons with Disability and Active Ageing, 2013).
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