Executive Summary

Demographic change in many countries with ageing populations, in a context of accelerated technological change, has focussed attention on the question of what are the objectives of learning in later life. In answering this question, this paper returns to the concept of learning to be as set out in the UNESCO Faure (1972) and Delors (1996) reports, and takes the position that the contextual shifts discussed in this paper have given a new significance to the pursuit of personal fulfilment as a lifelong objective which assumes enhanced significance in later life when questions of meaning and purpose need to be addressed in this stage of the life journey. The role of lifelong learning and learning cities need to be redefined in this context with appropriate policies and strategies which support personal fulfilment for older people in learning cities and communities. Learning cities are confronted by the challenge of demographic change with ageing populations in a context marked by rapid change and turbulence. This challenges traditional ideas and social support systems with these challenges having particular impact in later life when traditional ideas of retirement are no longer relevant in this extended life span.

Questions of identity, meaning and purpose assume increased significance in this context, and need to be addressed in planning for lifelong learning and learning cities that offer quality of life for the residents of these cities. The concept of learning to be, articulated in the UNESCO Faure and Delors reports, is especially important in this context and is particularly relevant to learning in later life. The quest for personal fulfilment should be seen as the core of learning in later life. It gives meaning and purpose to lives while also enhancing the contribution that seniors make to good sustainable learning cities.