The Promise and Limits of Lifelong Learning in Utah: The Case of HB60

The concept of lifelong learning - continued learning throughout the complete life span - enjoys mainstream recognition and support in the United States. The challenge facing state funded institutions of higher education is the design, implementation and support of programs targeting the unique needs and motivations of older learners. This paper reviews the literature regarding the historical and philosophical roots of older adult education in the United States from the early 20th century. The paper will present an in-depth comparison between the older adult education programs offered at the University of North Carolina at Asheville, and the University o f Utah. Within this context, an extension of the University of Utah's program to create a more complete and integrated lifelong learning model will be explored.