ConclusionIn this chapter we have e

Conclusion
In this chapter we have examined some of the changes that have occurred in adult and lifelong learning occurred since the first edition of this was published. We have noted how the threefold typology with which we started has itself been conflated into two, reflect- ing the dominance of the formal structures but with just an acknowledge- ment of life-wide learning. Yet the prevalence of the latter demonstrates its social if not its political significance, although there is some recognition potential significance as Western Europe ages. But now we turn to the issue of what precisely is learning.