Retirement, learning and the role of Higher Education

Abstract

This article brings together some of the main findings from research on older learners, conducted and published by the author over a period of 10 years. This research investigated the characteristics, motivations and benefits of formal learning. The samples were drawn from among both students and graduates from a London university. Data were collected both through questionnaire surveys, including a follow-up study, and life history interviews. The material collected was analysed in a variety of ways, building up a picture of the meanings of formal learning for different individuals and at different points of the life course, including retirement. The author, having herself retired and become ‘an older learner’, ends with a discussion of the meanings of learning in her own retirement, in the context of her research findings.

Keywords:

• Formal learning
• motivation
• benefits
• retirement
• older learners

Notes

1. This follows the OECD (2016) definition, which suggests that ‘Formal learning is always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer. One can also speak about formal education and/or training or, more accurately speaking, education and/or training in a formal setting.’

2. Presentation to Seminar on Lifelong Learning and Social Gerontology, London 17 June 2015. Professor Bernhard Schmidt-Hertha, University of Tubingen.