The purpose of this research was to establish the meaning of adult education as determinant of the life-course of women attending nursing studies. The aim was to study the decision making process regarding the entrance into education as well as gain information on the co-existence of adult education and everyday life. Secondly, the aim was to examine the perceived meanings of adult education. This piece of research belongs on the one hand to age and life-course studies and on the other hand to educational sociology and women's studies. The data was collected by method of biographical life-stories, theme interviews as well as group interviews. The sample consisted of fourteen women attending adult education in one educational establishment in 1996-L998. The push-effects underlying the entrance into education were on the one hand changes in working life and the educational system and on the other hand, on the personal and family level, the individual's interest and changes in the life s
tructure. The factors enabling the attendance were financial support systems, education available, the form of education as well as factors regarding the family's life situation, financial considerations as well as support from the individual's family. The reasons underlying the decision to enter adult education and the actual commencement of studies were individual for each interviewee. The most fundamental question during the education was that of the co-existence of studying, family life, work and leisure time. The women participating in the research felt that there was a distinct lack of time as time was considered to be too fragmented, which led to fatigue and stress. Vocational adult education was considered to bear occupational, personal and social meanings. The occupational meaning was considered to incorporate an increased competency on the labour market. Personal meanings involved mental growth improved self-esteem, independence and self-confidence. The social meaning of adult education was considered to manifest in form of new people of different ages, which was believed to be stimulating and refreshing as well as rejuvenating the Self. The research showed an interesting tension between the lack of time and the resulting fatigue on the one hand and the feelings of being stimulated and rejuvenated on the other hand. Education as a means for increasing equality, however, was not considered to be of particular importance and the questions concerning this area were regarded difficult. This research shows that adult education as a determinant of a woman's life-course is an opportunity factor, a change factor and a coping factor.
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