Abstract
Emphasis on lifelong learning at national and international level in tandem with the ageing of the population suggests that the time is ripe to launch a new debate about educational opportunities for older people and learning in later life.

This paper begins with a critical discussion of current concepts of lifelong learning. It then examines the emergence of the Third Age and summarises the debate concerning theoretical and philosophical approaches to the education of people who are 'post work' in the sense that they are no longer primarily involved in earning a living or with major family responsibilities.

It then argues for a new perspective by changing the focus from 'education' to 'learning' and developing a new research paradigm which would place ageing itself at the core of the debate by adopting a life course approach and which would incorporate older people themselves into the research process. Some of the methodological implications of this are discussed.

It is then argued that, in policy terms, we need to develop more integrated social policies which would acknowledge the importance of adopting an intergenerational life course approach and which would help us determine what kind of balance we want between work, leisure, education, learning etc. throughout the life course.

Finally, it is argued that we need to be aware that the real challenges of the future for lifelong learning will come from the ageing of developing countries and issues of education for empowerment, especially for older women.

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