Drawing on the role of individuals, education and training
providers and countries' social policy actions, and borrowing
insights from psychology, sociology and economics, this book works
towards an interdisciplinary theory of adult lifelong learning
participation. It explores the fragmented evidence of why adults do
or do not participate in adult lifelong learning activities and
focuses on the relevance of policy, the social character and
expected benefits of lifelong learning participation and discusses
the potential implications for policy, practice and research.
General
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