Abstract
The international visibility of older adult education in France is closely related to Universities of the Third Age. In addition to this emblematic idea, learning and training offers for an older public are many. Notably in the last years, various learning and training opportunities have been created and the evolution is still going on. For the future, one can identify different main domains for learning and training for retirees and older workers respectively, based in a variety of settings that range from leisure activities to volunteers locations to health sectors. Nevertheless, despite the accumulation of practical experiences, our knowledge on the most important aspects of older adult education are not known yet. The learning needs of older adults who do not engage in formal or non-formal education is a clear case in point. Research activities will be necessary for the carrying out of innovation practices in learning and training offers. Following a decline in education research in older adult education in the 1980s and 1990s, it is positive to note that studies in educational gerontology have taken a new impetus in recent years. There is, however, no doubt that more cooperation between educational practice and research is needed for developing further this relatively novel field of late-life learning. Research will contribute to develop offers by questioning practice about adequacy as well as by examining the epistemological context of older adult learning. A central challenge lies in discovering ways to recognise needs of older persons who do not participate normally at learning activities.
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Kern, D. (2016). France. In: Findsen, B., Formosa, M. (eds) International Perspectives on Older Adult Education. Lifelong Learning Book Series, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-319-24939-1_11
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