The two components of a new learning society

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Abstract
This article uses the results of a large-scale study of patterns of participation in post-compulsory education and training over the past 50 years to identify some of the social determinants of adult participation. It is suggested that these determinants are of two types, those more relevant to immediate post-school education and training and those relevant to lifelong learning. This possibility is used to reinforce doubts about the wisdom of current policy in seeking mass participation in further and higher education and immediate post-school training. Such measures, while creditable in themselves are not sufficient to create the United Kingdom Learning Society so widely espoused in official discourse and its associated policy literature.

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