scholarly journals Development Strategies in the Field of Lifelong Learning of Older Adults

2020 ◽  
Vol 20 (3) ◽  
pp. 122-132
Author(s):  
AM Hosnjak ◽  
B Ilic ◽  
B Kurtovic ◽  
Ficko S Ledinski ◽  
M. Smrekar
Keyword(s):  
Older Adults ◽  
Older People ◽  
Lifelong Learning ◽  
Formal Education ◽  
Swot Analysis ◽  
Early Adulthood ◽  
Accelerated Aging ◽  
Further Education ◽  
Learning Programs ◽  
Swot Matrix

AbstractIntroduction: European gerontological research confirms that accelerated aging of the population will lead to a pronounced occurrence of target groups of functionally capable older people. Lifelong learning is a tool that enables an active post-retirement period in order to enhance cognitive mental capacities, prevent dementia, and overcome the intergenerational gap. The aim of this paper is to develop strategies in the field of lifelong learning for older adults through SWOT analysis.Methods: A qualitative study on lifelong learning for older adults was conducted during the month of November 2019 using 4 SWOT matrices which were subsequently analyzed and integrated into one common matrix. Four strategies were developed based on this template.Results: The analysis of the SWOT matrix showed that lifelong learning contributes most to a sense of belonging, prevention of social isolation, prevention of dementia, and better personal satisfaction. The biggest obstacles for older people when it comes to participating in lifelong learning programs are finances, physical illness, and a lack of understanding from their family members and the wider society for this kind of activity.Discussion: Lifelong learning contributes to a long-term maintenance of cognitive processes of participants involved in education processes. Lifelong learning provides the opportunity to promote older people’s health regardless of the formal education they received in early adulthood.Conclusion: Learning and further education are not only the indicators of active aging, but also a need for older people to master new tools so that they can actively participate and contribute to the society.

Theory and Practice of Quality Management in Lifelong Learning at a Public University

2018 ◽  
Vol 8 (2) ◽  
pp. 49-73
Author(s):  
Petr Adamec
Keyword(s):  
Lifelong Learning ◽  
Public University ◽  
Further Education ◽  
Point Of View ◽  
Theory And Practice ◽  
University Policy ◽  
Higher Education Act ◽  
Wide Range ◽  
Learning Programs ◽  
Education Act

The core issue of this paper is a quality in the lifelong learning. The aim of the contribution is to describe the area, level and dimensions of quality in a wide range of lifelong learning programs, respectively of further education, which are realized in the sense of § 60 and 60a of the Higher Education Act. The content of the paper also focuses on the theoretical and practical starting points of the quality phenomenon, both from the historical point of view and especially from the perspective of the current focus and concept of university policy in the European and Czech region. The paper also presents the results of a survey focusing on approaches to the quality assurance systems in the concept of components at selected public university.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 1511-1548
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 102-138 ◽  
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

Types of Learning Activities and Life Satisfaction among Older Adults in Urban Community-Based Lifelong Learning Programs

2017 ◽  
Vol 41 (3) ◽  
pp. 239-257 ◽  
Author(s):  
Takashi Yamashita ◽  
Erick B. López ◽  
Jennifer Stevens ◽  
Jennifer R. Keene
Keyword(s):  
Older Adults ◽  
Life Satisfaction ◽  
Lifelong Learning ◽  
Urban Community ◽  
Learning Activities ◽  
Community Based ◽  
Learning Programs

Participation in lifelong learning programs by older adults

1998 ◽  
Vol 24 (2-3) ◽  
pp. 10-23 ◽  
Author(s):  
Lisa Ostiguy ◽  
Robert Hopp ◽  
Richard MacNeil
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Learning Programs

scholarly journals Wisdom and lifelong learning in the twenty-first century

2007 ◽  
Author(s):  
Richard Hawley Trowbridge
Keyword(s):  
Older People ◽  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
First Century ◽  
Learning Centers ◽  
Apparent Lack ◽  
Twenty First Century

While research indicates that humans tend potentially to develop towards wisdom in later years, a review of mainly participant-determined groups and courses in 338 lifelong learning centers for older people shows little interest in wisdom or personal development activities. With the suggestion that this apparent lack of interest may be partially owing to the lack of programs for cultivating wisdom, a model is presented that can be practised both independently and in formal education settings, and whose results can be assessed.

Older Adults with First-Onset Schizophrenia: An Under-Recognized and Under-Served Patient Population

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Thuswaldner J ◽  
Keyword(s):  
Older Adults ◽  
Patient Population ◽  
Late Onset ◽  
Early Adulthood ◽  
Further Education ◽  
Learning Objectives ◽  
Residency Programs ◽  
First Onset ◽  
Vulnerable Patient ◽  
Vulnerable Patient Population

Schizophrenia is typically understood to be a disorder with onset in early adulthood, but nearly a quarter of patients are estimated to develop schizophrenia after age 40. Late-onset schizophrenia (patients with onset after age 40) and very-late onset schizophrenia (patients with onset after age 60) are historically an under-recognized and under-served population. Reasons for this are manifold, and may include barriers such as inconsistent terminology used to describe these patients, challenges with diagnosing, and lack of resources and research for these patients. To overcome these barriers, the DSM should include these subsets and provide clear diagnostic criteria. Incorporating these subsets into the learning objectives of medical school and residency programs would also promote further education and thus recognition of these patients. Finally, allocating funds towards resources and research in first-onset diagnosis of schizophrenia in adults over 40 would optimize treatment and improve understanding of this vulnerable patient population.

Older Lifelong Learners’ Motivations for Participating in Formal Volunteer Activities in Urban Communities

2017 ◽  
Vol 67 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Takashi Yamashita ◽  
Erick B. López ◽  
Marta Soligo ◽  
Jennifer R. Keene
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Lifelong Learning ◽  
Personal Development ◽  
Binary Logistic Regression ◽  
Well Being ◽  
The United States ◽  
Lifelong Learners ◽  
Logistic Regression Models ◽  
Learning Programs

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning Institute in an urban community in the western part of the United States were analyzed using exploratory factor analysis and binary logistic regression models. Results showed that generativity (i.e., a desire to help next generations or communities), personal development, and well-being are salient underlying volunteer motivators. However, only generativity was associated with actual volunteering among older lifelong learners (odds ratio = 1.55; standard error = .17; p < .05). These findings suggested that existing lifelong learning programs might consider incorporating volunteer-based service learning components into their curricula in order to further promote the benefits of lifelong learning among older adults.

A Comprehensive Evaluation of a Lifelong Learning Program

2016 ◽  
Vol 84 (1) ◽  
pp. 88-106 ◽  
Author(s):  
Jee Hoon Park ◽  
KyongWeon Lee ◽  
Holly Dabelko-Schoeny
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Lifelong Learning ◽  
Successful Aging ◽  
Well Being ◽  
Self Report ◽  
Learning Program ◽  
Study Results ◽  
Learning Programs

Lifelong learning programs meet older adults’ educational needs and further support their health and well-being leading to more successful aging. In particular, university-based lifelong learning programs have provided older adults with opportunities to not only develop skills and knowledge but also expand new social networks with people of different ages. This study evaluated a university-based lifelong learning program, Program 60, to identify the relationships between participants’ experiences in the program and their quality of life. An online survey was employed, and 107 participants completed the self-report survey. The participants reported that classes helped increase their emotional satisfaction and that they enjoyed taking classes with younger students. Their experiences in the program reliably predicted psychological and social elements of their quality of life ( p = .004 and p = .019, respectively). Study results provide helpful information for the development of lifelong learning programs that are responsive to the increasing demands of older adults.

scholarly journals FACTORS PROMOTING CONTINUED LIFELONG LEARNING: FOCUS ON THE PERSON-ENVIRONMENT FIT IN JAPAN

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S661-S662
Author(s):  
Chiharu Yasuzato ◽  
Keiko Katagiri
Keyword(s):  
Older Adults ◽  
Older People ◽  
Lifelong Learning ◽  
Social Participation ◽  
Learning Experience ◽  
Walking Distance ◽  
Personal Factors ◽  
Structured Interviews ◽  
Person Environment Fit ◽  
Relational Factors

Abstract Lifelong learning of older people is categorized as social participation. Most studies on social participation have examined the motivation to start; however, those on continuing participation are few. This study aimed to identify the factors promoting continued lifelong learning among older adults, focusing on both personal and socio-relational factors. To do this, in-depth semi-structured interviews were conducted with 20 Japanese citizens, aged 60-75, with a learning experience of more than 3 years. Results showed that both personal and socio-relational factors matter. First, personal factors include older adults’ past learning experience, access to learning in the present, and work status. Past learning experience relates to their perception as students and their memories of learning during school age. Regarding accessibility, classes within walking distance, for example, would help in continuation of learning, especially for people with health problems. People may choose to become involved in learning activities after retiring from the workforce and they have time to spend. Second, the importance of socio-relational factors was evident in how family supported older people by accepting how important learning was for them and offering them rides to the classes. Within the class, they can share information about the happenings and activities in their community, become mentors, and stimulate each other. The instructor enhances their enthusiasm to learn and provides a comfortable learning space. Therefore, the findings of this study suggest that while there is no single condition, a person-environment fit promotes older adults continued learning.

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