This volume provides an in-depth analysis of historical and recent developments of senior learning in Taiwan, where publications in English have been scant. It takes a broader view on lifelong learning and active ageing from a theoretical/conceptual base written by prominent international authors- this represents the ‘outside in’ perspective. The ‘inside out’ on the other hand signifies an in-depth investigation of initiatives written by authors from Taiwan who are closely involved with developments in policy and practice.

We are pleased to be able to make available to CR&DALL subscribers highlights of the work in 2020/21 of the Céreq, a public institution under the supervision of the Ministry responsible for Education and the Ministry responsible for Labour and Employment in France.

Impact means different things to different people. Donors, governments, non-profits, and communities often have different views on how to define the impact of a development intervention. A development intervention has different impacts on collaborating stakeholders, even if those are not tracked or measured. Most efforts at measuring impacts tend to ‘blur’ it with project evaluation. There is an emerging concurrence that the impact measurement is different from the evaluation.

How do we, adult educators, scholars, activists, play, engage, inhabit ‘climate justice’ – its theory and practice? What roles can we play to mitigate and adapt to the dramatic, anticipated environmental changes? It’s a vast, complex landscape which requires collective insights, imagination, and action. Solving the climate crisis affects all aspects of society. Therefore, our own education as adult educators, scholars and activists is essential.