The concept of the university of the third age (U3A) is well established overseas and a key international focus for emerging global networks of senior citizen (i.e. seniors) lifelong learning. However it is yet to become so in Thailand although it too is in the process of becoming an ageing society. Moreover, this is despite the extent to which…

Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention…

The modernisation of the Western world during the last two centuries has been a mix of industrialisation/computerisation and urbanisation. Consequently, reports on the future of adult learning and adult education have been a mix on the one hand of the learning requirements that follow from industrialisation/computerisation and on the other hand,…

Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that…

Diversity in its many guises is strongly championed in the adult education literature. To conceive a future for adult education that is not diverse and does not try to address the needs of diverse learners seems absurd. Yet, diversity is not a unitary concept, having many definitions and paradoxical effects. Questions arise about its future in a…

The dominant paradigm of adult education--adult development--is being challenged profoundly in the context of postmodernism, social fragmentation, and cultural erosion. Adult education's new role should emphasize the collective, collaborative, and social dimensions of adult learning in order to make a significant contribution to society. (SK)

Adult learning for citizenship (ALC) represents a necessary challenge to the dominant discourse of lifelong learning for economic development. ALC consists of four dimensions of social purpose learning: learning for inclusive, pluralistic, reflexive, and active citizenship. (SK)