[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588731-105":59,"doc-detail-588731-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","later-life-learning-a-post-retirement-perspective-from-northern-ireland","Later Life Learning - A post-retirement perspective from Northern Ireland","","The paper examines how middle-class retirees in Northern Ireland experience later life learning despite government strategies emphasizing post-retirement education. Qualitative analysis of 22 semi-structured interviews shows that older learners articulate clearly defined learning needs, yet perceive insufficient support and limited understanding from organisations shaping policy and delivering programmes. Findings highlight impediments that prevent learners from achieving their goals and risk reinforcing marginalisation and isolation when needs are overlooked.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/later-life-learning-a-post-retirement-perspective-from-northern-ireland/588731/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/later-life-learning-a-post-retirement-perspective-from-northern-ireland/588731.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about later life learning?","Question",{"text":112,"@type":113},"It explores how far middle-class retirees’ learning needs are catered for in Northern Ireland, focusing on the perspective of informal educational providers, COPNI, and older people themselves.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A qualitative approach was used, analysing data from 22 semi-structured interviews with mostly middle-class retirees and additional interviews with three key informants from organisations involved in policy development and delivery.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers do older learners face even when opportunities exist?",{"text":121,"@type":113},"Participants report a perceived lack of support and understanding of older people’s specific learning needs, and the expectation that they should use online learning can miss what they seek, such as face-to-face interaction and social engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588731,1792171439,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Later Life Learning: A post-retirement perspective from Northern Ireland  \nfreda mccormick  \nAbstract  \nDespite an emphasis in government strategy on the provision of later life learning, little is known about the experiences of older people in their pursuit of such opportunities. This paper explores the extent to which middle-class retirees’ learning needs are catered for in Northern Ireland. Data from semi-structured interviews suggest that the older learner has clearly defined learning needs. However, there is a perceived lack of support and understanding of these needs by those organisations involved in policy development and policy delivery.  \nKeywords: Retirees, middle-class, active ageing, later life learning  \nIntroduction  \nThis paper drawson a research study into the relationship between active ageing and later life learning. Whilst the wider study is in the context of informal education and the engagement of the older learner, this paper examines later life learning provision in Northern Ireland [NI] from the perspective of informal educational providers, the Commissioner for Older People for Northern Ireland [COPNI], and the older people themselves. Three main themes, which are inter-related, emerge which shed light on learners’ needs. The paper highlights tensions between policy aspirations in terms of meeting the learning needs of older people, against the need to reduce the burden on the public purse. It will be argued that despite the policy rhetoric on promoting learning opportunities amongst older people, there are a series of factors that impede participants from fully realising their learning goals. It is further shown that older people have very specific learning needs that differ significantly from other learners, and where these needs are overlooked it can reinforce older people’s sense of marginalisation and isolation.  \nMethodological approach  \nA qualitative approach was adopted and data has been analysed following 22 semi-structured interviews which consisted mostly of middle-class retirees, participating in informal learning groups with the University of the Third Age (U3A) in one geographical area in NI. In addition, data from semi-structured interviews with three key informants from separate organisations involved in policy development and policy delivery were analysed.  \nEthics approval was obtained before this study commenced and informed consent was given by all participants. To ensure anonymity, group participants which included four co-ordinators, were given a pseudonym which took into consideration their gender and age.  \nStudy participants  \nThe age profile of the participants extends from 60 to 89 years of age with the largest number being in the 70– 79 age group.  \nResource allocation for later life learning in Northern Ireland The context of this study is situated within the U3A which comprises of independent, self-help groups for older people (The Third Age Trust, 2015) . Whilst these groups have the capacity to deliver learning opportunities themselves, there are occasions when they need to utilise the services of the local College of Further Education [CoFE] and other education providers to fulfil their needs. Thus the vision of later life learning that is promulgated through the policy literature is one that suggests a policy context that is inclusive of retired people and older workers, and one where the emphasis is on enabling older people to learn new skills alongside younger people (HM Government, 2009) . Significantly, and despite this emphasis though, key informants interviewed in this study suggested that affording opportunities for older people to engage in learning was alesser priority than might be expected. The COPNI, for example, identified priorities for action in terms of older people in NIbut it is significant that none of these specifically refer to informal learning:  \nSome difficult choices had to be made about what was in and what was not because it is a small office with a l","cbCaisJGCylCzu53","https://ap.wps.com/l/cbCaisJGCylCzu53","pdf",78853,13,"English","# Abstract\n# Introduction\n# Methodological approach\n# Study participants\n# Resource allocation for later life learning in Northern Ireland","[{\"question\":\"What does the study investigate about later life learning?\",\"answer\":\"It explores how far middle-class retirees’ learning needs are catered for in Northern Ireland, focusing on the perspective of informal educational providers, COPNI, and older people themselves.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative approach was used, analysing data from 22 semi-structured interviews with mostly middle-class retirees and additional interviews with three key informants from organisations involved in policy development and delivery.\"},{\"question\":\"What barriers do older learners face even when opportunities exist?\",\"answer\":\"Participants report a perceived lack of support and understanding of older people’s specific learning needs, and the expectation that they should use online learning can miss what they seek, such as face-to-face interaction and social engagement.\"}]","Later Life Learning - A post-retirement perspective from Northern Ireland | PDF",1792065828,33]