Patterns and trends in part‐time adult education participation in relation to UK nation, class, place of participation, gender, age and disability, 1998–2003Footnote¹
1. The analysis presented in this paper represents foundational work currently being conducted as part of the Learning Lives: Learning, Identity and Agency in the Life‐Course study which is funded by the Economic and Social Research Council, Award Reference RES139250111, and is part of the ESRC’s Teaching an Learning Research Project. Learning Lives is a collaborative project involving the University of Exeter (Gert Biesta, Flora Macleod, Michael Tedder, Paul Lambe), the University of Brighton (Ivor Goodson, Norma Adair), the University of Leeds (Phil Hodkinson, Heather Hodkinson, Geoff Ford, Ruth Hawthorne) and the University of Stirling (John Field, Irene Malcolm). For further information see www.learninglives.org.

Flora Macleod University of Exeter, UKCorrespondence[email protected]
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Paul Lambe University of Exeter, UKView further author information

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Ellen Boeren. (2017) Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education 39:2, pages 161-175.
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Patrick White. (2012) Modelling the ‘learning divide’: predicting participation in adult learning and future learning intentions 2002 to 2010. British Educational Research Journal 38:1, pages 153-175.
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Ellen Boeren. (2011) Gender differences in formal, non-formal and informal adult learning. Studies in Continuing Education 33:3, pages 333-346.
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Scott McLean & Heather Rollwagen. (2010) Educational expansion or credential inflation? The evolution of part‐time study by adults at McGill University, Canada. International Journal of Lifelong Education 29:6, pages 739-755.
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Susan Geertshuis. (2012) University Continuing Education in New Zealand. Journal of Adult and Continuing Education 14:1, pages 34-54.
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