Learning in Later Life: The Perspective of Successful Ageing

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.

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Early Child–Parent Relationship Quality and Cognitive Function in Older Rural Chinese Adults: The Mediating Role of Educational Attainment

Journal of Aging and Health ◽

10.1177/0898264321996562 ◽

2021 ◽

pp. 089826432199656

Author(s):

Changmin Peng ◽

Jeffrey A. Burr ◽

Dong Yang ◽

Nan Lu

Keyword(s):

Older Adults ◽

Cognitive Function ◽

Educational Attainment ◽

Relationship Quality ◽

Later Life ◽

Life Course Perspective ◽

Early Child ◽

Mediating Role ◽

Parent Relationship

Objectives: Framed within a life course perspective and cognitive reserve theory, this study examined the mediating role of educational attainment for the association between child–parent relationships during childhood and cognitive function among older adults in rural China. Methods: Data were obtained from three waves of the China Health and Retirement Longitudinal Study ( N = 9809). We employed latent growth curve modeling to test the association among early child–parent relationship quality, educational attainment, and cognitive function in later life. Results: Early child–mother relationship quality was associated with the level and change in cognitive function. Early child–father relationship quality was only related to baseline cognitive function. Educational attainment mediated the relationship between early child–parent relationship quality with mothers and fathers and cognitive function. Discussion: Parental relationship experience in childhood was one distal factor related to cognitive function among older adults. The findings supported the long-term impacts of childhood conditions for later life health consequences.

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From Older Adult Education to Social Service: The Transformation of Elderly Education Organizations

Journal of Social Service Research ◽

10.1080/01488376.2021.1908483 ◽

2021 ◽

pp. 1-11

Author(s):

Ya-Hui Lee

Keyword(s):

Adult Education ◽

Older Adult ◽

Social Service ◽

Older Adult Education

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Perceiving learner as value co-creator in older adult education: from both theoretical and practical perspectives

Asia Pacific Journal of Education ◽

10.1080/02188791.2018.1538871 ◽

2018 ◽

Vol 38 (4) ◽

pp. 565-581 ◽

Cited By ~ 4

Author(s):

Jinfang Cai ◽

Meilu Sun ◽

Michitaka Kosaka

Keyword(s):

Adult Education ◽

Older Adult ◽

Older Adult Education

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CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

Business Excellence and Management ◽

10.24818/beman/2021.11.3-07 ◽

2021 ◽

Vol 11 (3) ◽

Author(s):

Priyanka Bhaskar ◽

Padmalosani Dayalan

Keyword(s):

Higher Education ◽

Continuing Education ◽

Personal Growth ◽

Professional Growth ◽

Growth And Development ◽

Positive Impact ◽

Higher Education Institutions ◽

Career Growth ◽

The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

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Learner-engaged curriculum co-development in Older Adult Education: Lessons learned from the universities for older adults in China

International Journal of Educational Research ◽

10.1016/j.ijer.2019.08.011 ◽

2019 ◽

Vol 98 ◽

pp. 36-47 ◽

Cited By ~ 1

Author(s):

Jinfang Cai ◽

Michitaka Kosaka

Keyword(s):

Older Adults ◽

Adult Education ◽

Older Adult ◽

Lessons Learned ◽

Older Adult Education

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Distinct patterns of time spent together in older adult couples: The role of cognitive function, illness, and activity engagement

Alzheimer s & Dementia ◽

10.1002/alz.044863 ◽

2020 ◽

Vol 16 (S7) ◽

Author(s):

Lyndsey M Miller ◽

Wan‐Tai M Au‐Yeung ◽

Christina L Reynolds ◽

Zachary Beattie ◽

Jeffrey Kaye

Keyword(s):

Cognitive Function ◽

Older Adult ◽

Activity Engagement

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Role of cardiometabolic risk in the association between accumulation of affective symptoms across adulthood and mid-life cognitive function: national cohort study

The British Journal of Psychiatry ◽

10.1192/bjp.2020.123 ◽

2020 ◽

pp. 1-7

Author(s):

Amber John ◽

Roopal Desai ◽

Marcus Richards ◽

Darya Gaysina ◽

Joshua Stott

Keyword(s):

Cognitive Function ◽

Sex Education ◽

Verbal Fluency ◽

Cardiometabolic Risk ◽

Later Life ◽

Information Processing Speed ◽

Immediate Memory ◽

Affective Symptoms ◽

Path Models

Background Affective symptoms are associated with cognition in mid-life and later life. However, the role of cardiometabolic risk in this association has not been previously examined. Aims To investigate how cardiometabolic risk contributes to associations between affective symptoms and mid-life cognition. Method Data were used from the National Child Development Study (NCDS), a sample of people born in Britain during one week in 1958. Measures of immediate and delayed memory, verbal fluency and information processing speed and accuracy were available at age 50. Affective symptoms were assessed at ages 23, 33 and 42 years and a measure of accumulation was derived. A cardiometabolic risk score was calculated from nine cardiometabolic biomarkers at age 44. Path models were run to test these associations, adjusting for sex, education, socioeconomic position and affective symptoms at age 50. Results After accounting for missing data using multiple imputation, path models indicated significant indirect associations between affective symptoms and mid-life immediate memory (β = −0.002, s.e. = 0.001, P = 0.009), delayed memory (β = −0.002, s.e. = 0.001, P = 0.02) and verbal fluency (β = −0.002, s.e. = 0.001, P = 0.045) through cardiometabolic risk. Conclusions These findings suggest that cardiometabolic risk may play an important role in the association between affective symptoms and cognitive function (memory and verbal fluency). Results contribute to understanding of biological mechanisms underlying associations between affective symptoms and cognitive ageing, which can have implications for early detection of, and intervention for, those at risk of poorer cognitive outcomes.

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