Lifelong learning in later life: A handbook on older adult learning

2012 ◽  
Vol 59 (3) ◽  
pp. 399-400
Author(s):  
Sarmite Mikulioniene
Keyword(s):  
Adult Learning ◽  
Lifelong Learning ◽  
Older Adult ◽  
Later Life

scholarly journals Building Evidence for the Impact of Older Adult Learning on Active Ageing

2021 ◽  
pp. 1-22
Author(s):  
Marvin Formosa
Keyword(s):  
Adult Learning ◽  
Lifelong Learning ◽  
Older Adult ◽  
Positive Impact ◽  
Late Life ◽  
Later Life ◽  
Active Ageing ◽  
The Social ◽  
The University ◽  
The Impact

Lifelong learning constitutes one of the pillars of active ageing on the basis that learning reinforces wellbeing and enables older people to stay healthy and engaged in society. This paper reports on a pretest-posttest study carried out at the University of the Third Age in Malta that measured the impact of late-life learning on levels of active ageing. The findings demonstrated that participation in older adult learning has a strong positive impact on the participants’ levels of active ageing and constitutes a resilient source of social capital in later life, and that people who presumably have had positive early experiences of education are more motivated to engage in late-life learning. The paper concludes that lifelong learning in later life acts as a possible mitigation to the social isolation, cognitive impairment, and age discrimination that people tend to experience in later life.

scholarly journals Long-Term Effects of Abuse in Later Life Perpetrated by Family Members

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 444-445
Author(s):  
Naomi Meinertz ◽  
Pi-Ju Liu ◽  
Ron Acierno
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
Family Member ◽  
Older Adult ◽  
Family Members ◽  
Later Life ◽  
Adult Health ◽  
Long Term Effects ◽  
Long Term Impact

Abstract Abuse in later life could potentially lead to lower levels of social support, especially when perpetrated by family members who are charged with protecting the older adult in their care. Using both waves of the National Elder Mistreatment longitudinal data (wave one collected in 2008 and wave two in 2015; N=774), long-term effects of abuse (i.e., physical, emotional, sexual, and financial) on levels of social support, physical health, and clinical depressive symptoms for respondents at or above the age of 60 years were analyzed. A multivariate analysis of variance showed that respondents abused at wave one (n=261) by a family member (B=-0.55, p≤0.001), a spouse or ex-partner (B=-0.349, p=0.02), or a non-relative or stranger (B=-0.301, p=0.026) had lower levels of social support eight years later at wave two. Those abused by a family member at wave one also experienced higher levels of depressive symptoms at wave two (B=-0.187, p=0.01). Perpetrator type did not predict general health at wave two. These results emphasize the long-term impact of abuse on the lives of older adults and highlight the importance trusted relationships, such as with family members, have on older adult health and wellbeing.

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

scholarly journals Learning in Later Life: The Perspective of Successful Ageing

2015 ◽  
Vol 12 (1) ◽  
pp. 11-23
Author(s):  
Salomėja Šatienė
Keyword(s):  
Adult Education ◽  
Cognitive Function ◽  
Older Adult ◽  
Personal Growth ◽  
Positive Impact ◽  
Later Life ◽  
Psychological Resources ◽  
Successful Ageing ◽  
Older Adult Education

Abstract The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

Manifestations of Internalized Ageism in Older Adult Learning

2021 ◽  
Vol 90 (2) ◽  
pp. 169-182
Author(s):  
Marvin Formosa
Keyword(s):  
Adult Learning ◽  
Older Adult ◽  
Older Persons ◽  
Negative Impact ◽  
Psychosocial Interventions ◽  
Buffer Zone ◽  
Middle Aged ◽  
Third Age ◽  
Age Cohort ◽  
Self Differentiation

While ageism can be understood as an unconscious defence mechanism against a feeling of apprehension toward ageing on behalf of young and middle-aged groups, older persons themselves are not exempt from such internalized and implicit psychological machinations. Internalized ageism constitutes an insidious form of ageism that compels older adults to embrace social norms that devalue or marginalize same-aged peers by either acting in ways that reinforce the youth norm by battling the visible markers of ageing such as grey hair and wrinkles or denying any commonality and camaraderie with same-aged peers. This article explores that interface between internalized ageism and older adult learning by analyzing one of its hallmark institutions, the University of the Third Age (U3A), in the context of psychosocial interventions that are utilized by older people to defuse or counterbalance the noxious effects of negative self-perceptions of ageing. Research evidence demonstrated that U3A members generate counter-stereotypes by constructing a “third age” mental imagery and positioning themselves firmly in it while also practicing self-differentiation strategies to ameliorate or even prevent the negative impact of internalized ageism on their self-esteem and confidence. The U3A not only functions to meet the expressive and coping needs of older persons but also serves as a safe haven and buffer zone for older persons to stretch their middle-aged identity and at the same time distance themselves from being labelled as members of the “old age” cohort.

If at First You Don’t Succeed, Become a Lifelong Learner

2013 ◽  
pp. 322-339
Author(s):  
Kathleen P. King ◽  
Christina M. Partin ◽  
Hidelisa C. Manibusan ◽  
Gillian M. Sadhi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Workforce Development ◽  
Economic Capital ◽  
Online Classes ◽  
Learning Skills ◽  
Lifelong Learner ◽  
New Perspective

In this chapter, the authors propose examining online learning in higher education as a mechanism for promoting lifelong learning skills, and thus, as a way to provide capital to students. With that in mind, they provide a theoretical foundation to demonstrate the need for workforce development as well as interdisciplinary perspectives on the skills and requisites necessary for successful lifelong learning, and how both are important to the central mission of higher education. This chapter explores the literature and major issues surrounding the importance and use of capital and lifelong learning skills, and how both can be gained through online learning. The authors argue that lifelong learning skills can be generated through transformative leaning experiences and that facilitating these experiences should be a goal of online learning in higher education in order to ensure that students have the skills necessary to gain social, cultural, and economic capital in order to remain relevant through their lives in a 21st century, learning society. In this chapter, the authors discuss several relevant examples of “Tools for Lifelong Learning” including specific examples to demonstrate how online classes can serve as a mechanism to generate capital for students in higher education settings. They provide a model and build upon theory across higher education, sociology, adult learning, and educational psychology to provide a new perspective of the importance of lifelong learning as well as best practices for achieving these goals.

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