LBL People

Who is Life-Based Learning for?

LBL is relevant to anyone interested in ensuring that children aged 5 to 11 are receiving an education that prepares them for life: parents, home-schoolers, teachers and educationists. Although the context is England, the LBL approach is intended for uptake globally by those who have ears to hear and eyes to see.


Parents can have a stake in LBL as they look for a better life for their children:

  1. Enquire from your children’s school what it is the school is doing to prepare your child for life
  2. Provide life-learning experiences not covered by the school curriculum

Our Home-Schooler Guides, currently under construction, also offer parents a useful summary of what the essential ingredients of a comprehensive life-learning programme are. See below.


Home-schoolers can have a stake in LBL as they have chosen, for a variety of reasons, to educate their children at home instead of sending them to a traditional school.

LBL Home-Schooler Guides to identify LBL experiences and activities to engage your child are under construction.


Educationists can have a stake in LBL, eager to develop children’s learning that meets their needs as adults in the society and environment of their country.

Teachers in schools can benefit children by providing individual learning initiatives to compensate for the restrictive traditional subject learning approach promulgated by so many governments across so many countries.

Whole-school teaching teams can benefit their pupils by working collaboratively to follow the LBL approach within the constraints placed on them by the authorities in that country.

Guidance matching subject learning with the LBL approach is under construction.


Changemakers from all walks of life can see and take an interest in LBL connections to their work and life interests.

Life-Based Learning draws on the expertise and experience of people engaged in aspects of life-based learning. in their work and/or of personal interest.

Many changemakers are directly involved in promoting aspects of life-based learning for uptake by children in traditional school settings by, for example, working with teaching staffs of schools.

Some are working directly with parents, experts in their own fields of enquiry. Others are bringing new ideas and initiatives to the adult world of work and employment. And others have knowledge in their fields of expertise to enrich the Life-Based Learning approach.

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