scholarly journals Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability

2016 ◽  
Vol 38 (4) ◽  
pp. 651-675 ◽  
Author(s):  
MIYA NARUSHIMA ◽  
JIAN LIU ◽  
NAOMI DIESTELKAMP
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Education Programme ◽  
Analytical Framework ◽  
Global Strategy ◽  
Psychological Wellbeing ◽  
General Interest ◽  
Active Ageing ◽  
Older Learners ◽  
Fully Integrated

ABSTRACTThe Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults’ duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults’ participation is independently and positively associated with their psychological wellbeing, even among those typically classified as ‘vulnerable’. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults’ psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

The Extent to Which Ageism Has Affected Lifelong Learning Settings: Perspectives From Practitioners in Taiwan

2021 ◽  
pp. 074171362110266
Author(s):  
Yi-Hui Liu ◽  
Pei-Ju Chao ◽  
Juliet H. Fried ◽  
Tsu-Hsuan Hsu
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Personal Development ◽  
Age Discrimination ◽  
Faculty Members ◽  
Active Aging ◽  
Research Directions ◽  
Older Learners ◽  
Attitudes Toward Older Adults ◽  
High Level

As of 2018, Taiwan had a population of approximately 23.5 million people, of which 14% had reached 65 years old. To promote healthy and active aging for Taiwanese older adults, the Lifelong Learning Act was amended in 2018 in order to support older adults in terms of their personal development and leisure opportunities. The primary goal of the study was to explore the attitudes toward older adults and ageist behaviors shown by Taiwanese lifelong learning practitioners, including faculty members, lecturers, and volunteers. The results showed that Taiwanese lifelong learning practitioners, especially faculty members, had a high level of benevolent ageist attitudes toward older adults. However, associations between demographic factors on ageist behaviors were inconsistent. The findings of the study provide suggestions and research directions for the purpose of building a better age discrimination-free lifelong learning environment for current and prospective older learners.

scholarly journals Promoting a musical lifecourse towards sustainable ageing: A call for policy congruence

2021 ◽  
Vol 14 (1) ◽  
pp. 103-119 ◽  
Author(s):  
Tuulikki Laes ◽  
Patrick Schmidt
Keyword(s):  
Older Adults ◽  
Music Education ◽  
Lifelong Learning ◽  
Social Connectedness ◽  
Well Being ◽  
Active Ageing ◽  
Ageing Population ◽  
Perceived Quality Of Life ◽  
Multiple Constituencies

Today, individually perceived quality of life for a growing ageing population could be said to be significantly dependent on meaningful life experiences, social connectedness and a sense of purpose. In this article, we argue for a wider theorization of policy and the politics of ageing. The central aim is to reflect on understandings of ageing within music education and musical participation, and, in particular, shift the focus from active ageing ‐ and the ways it might support the narrow agenda of music for older adults ‐ to the potentials of holistic and sustainable learning and participation in music. To do so, we draw from the concept of policy congruence, presenting a vision of policy as a critical catalyst that may amplify parameters for concerted initiatives among multiple constituencies within music education. We argue these amplified parameters may afford renewed efforts towards transdisciplinary action that can support the actions of community musicians and strengthen their role as networked actors labouring in consonance with others in the growingly significant areas of lifelong learning and ageing populations. Our stance is that, if we can assume that music education and musical participation have a serious contribution to make in the lives and well being of individuals across the lifespan, including older adults, then we ought to consider how systematic policy engagement may actively contribute to appropriate allocation of resources and renewed pedagogical and organizational framings, which more directly use lifelong learning to support sustainable ageing.

scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

Exploring the health and wellbeing benefits of gardening for older adults

2014 ◽  
Vol 35 (10) ◽  
pp. 2176-2200 ◽  
Author(s):  
THERESA L. SCOTT ◽  
BARBARA M. MASSER ◽  
NANCY A. PACHANA
Keyword(s):  
Older Adults ◽  
Qualitative Data ◽  
Word Association ◽  
Vital Role ◽  
Psychological Wellbeing ◽  
Health And Wellbeing ◽  
Therapeutic Benefits ◽  
Open Questions ◽  
Leisure Pursuit ◽  
Casual Leisure

ABSTRACTResearch shows that contact with nature plays a vital role in our psychological wellbeing. Domestic gardening is common among older adults who spend more leisure hours gardening than any other age group. Despite this, few studies have systematically explored the significance of domestic gardens in relation to older adults' health and wellbeing. This study examined the perceived therapeutic benefits of gardening, and the effect of ageing in relation to older gardeners' continued participation in gardening, using quantitative and qualitative data from a survey of Australian older adult gardeners (N=331). The quantitative data, which included frequencies, were analysed using the PASW Statistics 18.0 package. The qualitative data, which included participants' responses to open questions, were analysed by deriving themes via Leximancer, an innovative text analytics software that uses word association information to elicit concepts, extracting the most important and grouping these according to themes. In relation to the reasons for gardening, several themes were identified including valuing the aesthetics of gardens, connecting with nature, achievement, and physical and mental activity. The benefits of gardening, and the variety of ways that respondents had adapted or modified their gardening activities in order to continue, are also reported. Gardening was more than a casual leisure pursuit for these participants, who saw it as critical to their physical and psychological wellbeing.

Four decades of Universities of the Third Age: past, present, future

2012 ◽  
Vol 34 (1) ◽  
pp. 42-66 ◽  
Author(s):  
MARVIN FORMOSA
Keyword(s):  
Older Adults ◽  
Liberal Arts ◽  
Liberal Arts Education ◽  
Older Learners ◽  
Third Age ◽  
Group Activities ◽  
The Third ◽  
Learning Instruction ◽  
Ethnic Biases

ABSTRACTThis paper discusses the origins and development of Universities of the Third Age (U3As) whilst also forwarding suggestions for possible roles, opportunities and directions in the future. The U3A has been rightly described as both an idea and movement, as each centre has a local foundation and relatively unique features. Whilst some U3As are attached to traditional universities and colleges, others are sturdily autonomous and wholly dependent on the efforts of volunteers. One also finds a variety of ethos, ranging from the provision of a traditional type of liberal-arts education, to the organisation of interest-group activities conducted through peer learning, to showing solidarity with vulnerable sectors of the older population. Academic commentaries on the U3A movement have been both supportive and critical. Whilst U3As have been lauded for leading older learners to improved levels of physical, cognitive, social and psychological wellbeing, other reports emphasise how many centres incorporate strong gender, social class, ageist and ethnic biases. One hopes that in future years the U3A movement will continue to be relevant to incoming cohorts of older adults by embracing a broader vision of learning, improving the quality of learning, instruction and curricula, as well as a wider participation agenda that caters for older adults experiencing physical and cognitive challenges.

Woodturning for Older Learners: A Real ‘Turn On’

2009 ◽  
Vol 15 (1) ◽  
pp. 76-91
Author(s):  
Lisa C. Ehrich ◽  
Brian L. Delahaye
Keyword(s):  
Older Adults ◽  
Approaches To Learning ◽  
Survey Questionnaire ◽  
Trial And Error ◽  
Structured Interviews ◽  
Older Learners ◽  
Guided Practice ◽  
Turn On ◽  
Positive Climate

The research reported in this study concerns older adults from Australia who voluntarily chose to learn the craft of woodturning. Semi-structured interviews and a survey questionnaire were distributed to members of a woodturning club to explore their motivations and the processes by which they learned how to woodturn. The findings indicated that participants' motivation could be construed as both intrinsic and extrinsic. They used seven approaches to learning – structured courses, instruction from convenors, modelling/watching/demonstrations, guided practice and monitoring by convenors, trial and error with practice, advice and help from peers and reading. Finally, the positive climate of the organisation was found to be particularly important to the older learners.

scholarly journals Adults learning additional languages in their later years

2020 ◽  
Vol 1 (1) ◽  
pp. 112-124
Author(s):  
David Singleton ◽  
Dorota Záborská
Keyword(s):  
Older Adults ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The Self ◽  
Older Learners ◽  
Third Age ◽  
Learning Capacity ◽  
Foreign Language Learners ◽  
Age Related

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

Predictors of Academic Self-Concept of Older Adults

1989 ◽  
Vol 65 (3) ◽  
pp. 771-774 ◽  
Author(s):  
Robert Drummond ◽  
Betty Gilkison
Keyword(s):  
Older Adults ◽  
Locus Of Control ◽  
Learning Style ◽  
Stepwise Regression ◽  
Demographic Data ◽  
Self Concept ◽  
Control Scale ◽  
Older Learners ◽  
Gregorc Style Delineator ◽  
Enrollment Status

This study examined the predictors of the academic self-concept of 130 older adults (50 to 68 yr.). The Levenson Multidimensional Locus of Control Scale, the Gregorc Style Delineator, and the Drummond Academic Self-concept Scale and a demographic data sheet were completed by the adults. In stepwise regression, age and enrollment status plus learning style variables accounted for 11.5% and 4.5% of the variance, and the three locus of control scales for 33.1%. How older learners tend to feel about themselves and their world influences their perception of their academic environment more than their preferred modality of learning.

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