Concluding Comments

Abstract

This handbook has traversed very broad territories: providing an understanding of the connections between ageing and learning; explaining the emergence of the field of older adult learning; analysis of policies in terms of lifelong learning and ageing; presenting varying philosophical, psychological and sociological perspectives; analysing how formal, non-formal and informal learning provides meaning for older people; considering what enhances and inhibits learning for elders; investigating the interconnections between health and learning; and summarising the benefits and best practices incorporated into intergenerational learning.