Previous books on the complex theme of lifelong learning invariably fail to take older people's learning experiences and aspirations into account. This new book examines current debates in the light of fresh evidence about these experiences, derived from and illustrated by rigorous empirical research. Political, social and educational policy contexts in which the concept of lifelong learning has emerged and been promoted are assessed in the light of demographic trends. This assessment is followed by a critical overview of the development of theoretical and philosophical approaches to later life learning over the last three decades, drawing on published work from the USA, the UK, Australia and other countries."Improving Learning in Later Life" focuses on understanding the varied learning experiences of older people across the life course, analyzing the role and significance of learning in older people's lives today. Research findings are linked to current educational policy developments in lifelong learning, and the author provides crucial recommendations for policy makers, educational practitioners and older people themselves. Lines of further enquiry are also identified, since this is an area attracting greater interest at a range of levels. At the end of each chapter, suggestions for further reading are supplied. These include key texts and papers, accessible articles and appropriate web links.