This article addresses the issue of the extent of learning older adults (aged 55 and older) undertake in nonformal and informal contexts. In particular, this article focuses on three social institutions in which learning occurs: the family, the church, and the workplace. These are sites not often perceived as learning environments. The central argument is that agency-structured educational activity for older adults is a minor element of their learning, given that they prefer to manage learning for themselves. Even so, the availability of nonformal and informal learning opportunities is still heavily influenced by political economy factors, with gender, socioeconomic status, and ethnicity the most prominent. It is a leap of faith to assert that less formal learning opportunities and outcomes for seniors are evenly distributed across the older adult population. Despite their informal character, people's choices of learning events are greater for those who have already benefited from earlier educational success.

Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults' learning (educational gerontology), a sub-field of adult education. I argue that many of Freire's concepts and principles have direct applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire's ideas fit comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust analytical framework from which radical adult educators can work effectively in promoting social transformation.

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As increasing numbers of older adults stay in the workforce or engage in encore careers, they are subjected to diverse issues and challenges. The new dynamics of the workplace in a global market exert pressure on older workers and employers alike in which training and development has a potentially significant function for achieving greater productivity and job satisfaction. This article discusses the changing workplace and the diverse range of learning opportunities that may be available to older workers. The article then addresses selected issues of overcoming stereotypical assumptions about the capabilities of older workers, age stratification at work, and the differing perspectives of managers and employees to learning opportunities. The article argues for a negotiated process of learning where significant autonomy is assumed by workers.

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