No Adult Left Behind

2014 ◽  
pp. 1384-1404
Author(s):  
Linda Salter
Keyword(s):  
Older Adults ◽  
Continuing Education ◽  
Virtual Environments ◽  
Educational Institutions ◽  
Older Students ◽  
Older Learners ◽  
Left Behind ◽  
Group A ◽  
Learning Professionals

With an aging population and the increasing role of virtual technologies in education, educators and educational institutions need to be informed about contemporary and predicted demographics regarding older adults as learners as well as what is currently understood about learning later in life. Although recently increasing, there has been a lack of attention paid to this demographic group. A literature review reveals that “older” students are often those age 25 to 30, while the fastest growing segment of the population is much older. Truly “older” learners can and should be accommodated in the virtual environments that are becoming more and more common in higher and continuing education. The purpose of this chapter is to offer guidance for adult learning professionals tasked with accommodating older adults in virtual environments.

No Adult Left Behind

2014 ◽  
pp. 216-236
Author(s):  
Linda Salter
Keyword(s):  
Older Adults ◽  
Continuing Education ◽  
Virtual Environments ◽  
Educational Institutions ◽  
Older Students ◽  
Older Learners ◽  
Left Behind ◽  
Group A ◽  
Learning Professionals

With an aging population and the increasing role of virtual technologies in education, educators and educational institutions need to be informed about contemporary and predicted demographics regarding older adults as learners as well as what is currently understood about learning later in life. Although recently increasing, there has been a lack of attention paid to this demographic group. A literature review reveals that “older” students are often those age 25 to 30, while the fastest growing segment of the population is much older. Truly “older” learners can and should be accommodated in the virtual environments that are becoming more and more common in higher and continuing education. The purpose of this chapter is to offer guidance for adult learning professionals tasked with accommodating older adults in virtual environments.

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.

Challenges and Solutions to Assisting Older Adults in Completing the GED

2016 ◽  
Vol 7 (4) ◽  
pp. 16-34
Author(s):  
Karen E. Brinkley-Etzkorn
Keyword(s):  
High School ◽  
Older Adults ◽  
Basic Education ◽  
Adult Basic Education ◽  
Older Students ◽  
Structured Interviews ◽  
High School Equivalency ◽  
Older Learners ◽  
Ged Credential ◽  
Ged Programs

The purpose of this study was to investigate the challenges and solutions encountered by Adult Basic Education (ABE) programs currently serving older adults seeking a GED credential in states where this is the only high school equivalency option available. The following questions guided this research: (1) what are the perceived characteristics and needs of older students seeking a high school equivalency diploma?; (2) how do GED programs promote the success of their older students?; and (3) what are the future service and planning needs of these GED programs with regard to this population? To address these questions, a series of 55 one-on-one, semi-structured interviews with experts across 32 GED-only states was carried out. Findings revealed a consistent, shared experience in terms of overall attitudes and challenges among these experts, as well as a variety of innovative practices and recommendations for assisting older learners.

Facing “Double Jeopardy”? Depressive Symptoms in Left-Behind Elderly in Rural China

2016 ◽  
Vol 29 (7) ◽  
pp. 1182-1213 ◽  
Author(s):  
Qian Song
Keyword(s):  
Older Adults ◽  
Depressive Symptoms ◽  
Living Arrangements ◽  
Rural China ◽  
Migrant Children ◽  
Left Behind ◽  
Multi Level ◽  
Traditional Patterns ◽  
Poverty Levels

Objective: When examining the depressive symptoms of left-behind elderly, this article goes beyond a focus on disruption to traditional patterns of living arrangements and investigates the heterogeneities in the patterns of migration distance, as well as the role of community contexts in buffering the loss of migrant children’s support. Method: This study uses the first wave of the China Health and Retirement Longitudinal Survey, and employs random effects multi-level modeling. Results: Having migrant children is associated with increased depressive symptoms among older adults, above and beyond living arrangements. Having their migrant children all live outside the province further puts older adults in disadvantaged mental conditions. This disadvantage can be further compounded by residence in impoverished communities. Discussion: In assessing depression among rural older adults in China, examination of living arrangements may be insufficient. It may be necessary to reference to children’s migration status as well as community poverty levels.

scholarly journals THE ROLE OF GERONTOLOGISTS IN ACHIEVING THE UN’S SUSTAINABLE DEVELOPMENT GOALS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S76-S76
Author(s):  
Carole Cox ◽  
Carole B Cox
Keyword(s):  
Older Adults ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Social Protection ◽  
Well Being ◽  
The Sustainable Development ◽  
Left Behind ◽  
The Status ◽  
Development Goals

Abstract The Sustainable Development Goals (SDG’s) developed by the United Nations in 2015 are global benchmarks for all countries to meet by 2030 to ensure well-being and prosperity while protecting and promoting human rights and freedoms. The underlying pledge is that no one will be left behind Globally, older adults are one of the most vulnerable populations, suffering from poverty and poor health and little social protection. Social workers can play key roles in assuring that the concerns and interests and rights of older adults are recognized in the SDGs and in the policies developed to meet them. This paper focuses on 6 of the SDG’s that are most pertinent to the status and inclusion of older people and the implications they have for specific social work involvement.

scholarly journals Sources of Life Strengths Appraisal Scale: A Multidimensional Approach to Assessing Older Adults’ Perceived Sources of Life Strengths

2014 ◽  
Vol 2014 ◽  
pp. 1-15 ◽  
Author(s):  
Prem S. Fry ◽  
Dominique L. Debats
Keyword(s):  
Older Adults ◽  
Adult Development ◽  
Reliability And Validity ◽  
Well Being ◽  
Social Emotional ◽  
Psychometric Instrument ◽  
Life Challenges ◽  
External Sources ◽  
Group A

Both cognitive and psychosocial theories of adult development stress the fundamental role of older adults’ appraisals of the diverse sources of cognitive and social-emotional strengths. This study reports the development of a new self-appraisal measure that incorporates key theoretical dimensions of internal and external sources of life strengths, as identified in the gerontological literature. Using a pilot study sample and three other independent samples to examine older adults’ appraisals of their sources of life strengths which helped them in their daily functioning and to combat life challenges, adversity, and losses, a psychometric instrument having appropriate reliability and validity properties was developed. A 24-month followup of a randomly selected sample confirmed that the nine-scale appraisal measure (SLSAS) is a promising instrument for appraising older adults’ sources of life strengths in dealing with stresses of daily life’s functioning and also a robust measure for predicting outcomes of resilience, autonomy, and well-being for this age group. A unique strength of the appraisal instrument is its critically relevant features of brevity, simplicity of language, and ease of administration to frail older adults.

scholarly journals Older Adults’ Engagement in Senior University Lectures and the Effect of Individual Motivations

2021 ◽  
Vol 6 ◽  
Author(s):  
Tobias Peter Ackermann ◽  
Alexander Seifert
Keyword(s):  
Older Adults ◽  
Later Life ◽  
Well Being ◽  
Intention To Use ◽  
Older Learners ◽  
Positive Effects ◽  
Life Circumstances ◽  
University Of Zurich ◽  
The University

Among older adults, engagement in education can potentially have positive effects on cognition and psychological well-being and can prevent social isolation. The aim of this study is to investigate the role of individual motivations specific to older learners that underlie the frequency of participation at a senior university and how health or socioeconomic dimensions may affect the possibilities for participation. With data on participants from the senior university program at the University of Zurich (N = 811), we show that greater individual motivations regarding different aspects of learning have an effect on the frequency of lecture attendance, while other life circumstances do not. However, the findings show that when different forms of motivation are compared, instrumental motivation—meaning that the intention to use the gained knowledge now or in the future is responsible for the participant’s learning aspirations—is the only motivation that significantly increases lecture attendance. Hence, we conclude that to increase people’s engagement in this specific form of education in later life and to intensify lecture attendance, these programs should meet participants expectations.

scholarly journals Age-Related Needs of Community College Students

1982 ◽  
Vol 12 (2) ◽  
pp. 33-42
Author(s):  
L. E. Devlin ◽  
P. Gallagher
Keyword(s):  
College Students ◽  
Community College ◽  
Adult Education ◽  
The Self ◽  
Educational Institutions ◽  
Older Students ◽  
Older Learners ◽  
Perceived Needs ◽  
Community Orientation ◽  
Age Related

The literature of adult education commonly suggests that older learners have a distinct set of needs and a unique mode of learning that ought to be honoured by educational institutions; other observers note that education is a process whose generic elements are not age-related. Capilano College, with a strong com- mitment to mature learners as part of its community orientation, surveyed its student population by age grouping to determine the extent to which significant, substantive differences in the self-perceived needs of different age groupings were evident. The survey revealed that, although there were several distinguishing characteristics between students below and above age 25, younger and older students share a large common set of needs; older students seem to have a greater number of needs and appear to feel them more acutely.

scholarly journals Peran Madarasah Diniyah Dalam Mengembangkan Pendidikan Untuk Menghadapi Era Revolusi Indrustri 4.0

2020 ◽  
Vol 12 (1) ◽  
pp. 39-48
Author(s):  
Sukma Ayu Kurvaliany ◽  
Yanuar Fajar Romadhon ◽  
Zahrotus Sya’adah ◽  
Zulfa Ihza Melina
Keyword(s):  
Literature Review ◽  
Industrial Revolution ◽  
Science And Technology ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Needs ◽  
Left Behind ◽  
Skills Education

Madrasah diniyah and pondok pesantren are educational institutions that are very popular in Indonesia. Todays, the role of madrasah diniyah in supporting Islamic learning needs serious attention. The development of Islamic education institutions left behind with the development of science and technology in the era of the industrial revolution 4.0. The existence of Madrasah Diniyah was fade and left behind in various aspect. This paper aims to know the problems of madrasah diniyah in the era of the industrial revolution 4.0. The method we use is literature review. This study recommends that madrasah diniyah should play a central role in the globalization era, especially in industrial revolution 4.0 era. In addition, pesantren do not only focus on studying religion and reciting the Koran, but also instill the values ​​of nationalism as well as moral and manners, and instill skills education so that madrasah diniyah can interact with the development of science and technology.

scholarly journals THE ROLE OF CONTINUING EDUCATION IN THE FORMATION OF THE ACADEMIC CULTURE OF TEACHING STAFF IN HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
pp. 7-22
Author(s):  
Oleksandr Jura ◽  
Nataliia Ridei ◽  
Katerina Shovsh ◽  
Al`ona Biletska
Keyword(s):  
Continuing Education ◽  
Academic Culture ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Future Teachers ◽  
Social Categories ◽  
Systematic Analysis ◽  
Culture Of Teaching ◽  
Ecological Culture

The thesaurus of academic culture is analyzed, the analysis of value-based social educational and scientific orientations of social categories of professionally interested teachers in prolonged employment throughout life is carried out; a semantic systematic analysis of the structure and content of cultures of the conditioned relationships between a person and society, future teachers and poly profile professional environments of their implementation and employment is carried out; a semantic systematic analysis of the structure and content of cultures of the conditioned relationships between a person and society, future teachers and poly profile professional environments of their implementation and employment is carried out; the role of ecological culture in ensuring the sustainability of social development of the noospherological paradigm of scientific knowledge is substantiated.

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