Border communities suffer greater degrees of poverty and disadvantage than other areas, linked to their peripherality. In particular, where the border is contested, communities on either side are less likely to take advantage of facilities and opportunities across the border. Lifelong learning has recently been suggested as a means of attracting adult learners to return to education in order to tackle unemployment and socio-economic disadvantage. Through a case study approach, this paper examines the difficulties and possibilities of developing a cross-border community outreach education programme for adult learners, while also exploring the nature of borders and their impact on identities and communities at a time of change.
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