International Perspectives on Older Adult Education PDF Download

Author: Brian Findsen
Publisher: Springer
ISBN: 3319249398
Category : Education
Languages : en
Pages : 516

View

Book Description
This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).

Author: Frank Glendenning
Publisher: Routledge
ISBN: 042985577X
Category : Education
Languages : en
Pages : 246

View

Book Description
Originally published in 1985, this book was the first book in the UK to provide an overview of educational gerontology and examine the needs for educational opportunities for older adults. The book draws on developments and experience from the UK, Denmark and the USA and should be of interest to all concerned with adult education, gerontology and policy makers in the fields of education, health and social services.

Author: Griffin, Colin (Senior Lecturer in Adult Education, University of Surrey)
Publisher: Routledge
ISBN: 1136358560
Category : Education
Languages : en
Pages : 352

View

Book Description
Taking an international perspective, the authors examine the theoretical and practical aspects of lifelong learning. A number of issues and key areas of debate are addressed in different national and international contexts and case studies are provided from countries including Hong Kong.

Author: Bernhard Schmidt Hertha
Publisher: Springer
ISBN: 9462099022
Category : Education
Languages : en
Pages : 216

View

Book Description
"Learning across generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults’ education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors’ intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults. Bernhard Schmidt-Hertha Ph.D. is Full Professor of educational science with focus on continuing education and further vocational training at Institute of Education, University of Tuebingen. His research and writings address the topics of adult education, intergenerational learning, informal adult learning, and higher education Sabina Jelenc Krašovec Ph.D. is Associate Professor of adult education within the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. Her research and writings focus on the education of vulnerable adults, and more recently, on older adult learning in the community and non-formal contexts. Marvin Formosa Ph.D. is co-ordinator of the Gerontology Unit, Faculty for Social Wellbeing, University of Malta. Recent publications include Lifelong Learning in Later Life: A Handbook on Older Adult Learning (with Brian Findsen, 2011) and Population Ageing in Malta: Multidisciplinary Perspectives (with Charles Scerri, 2015). "

Author: Brian Findsen
Publisher: Springer Science & Business Media
ISBN: 9460916511
Category : Education
Languages : en
Pages : 229

View

Book Description
This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).

Author: Brian Findsen
Publisher: Routledge
ISBN: 0429887361
Category : Education
Languages : en
Pages : 120

View

Book Description
Over the last decade there has been a resurgence of interest in what adults learn in their later years (often described as beyond 65) and how this learning is linked to current personal, social and global issues. This learning commonly occurs in informal ways as seniors go about their daily lives. This kind of informal learning can be supplemented by non-formal education (via participation in planned learning as members of organizations) and less frequently in formal education structures such as universities. This book highlights how older people are learning in a myriad of ways and conditions. It covers everything from individualistic learning through to national issues of older adult education. Fresh perspectives are provided on biographical insights into retirement and higher education, how older people generate know-how in the company of others and in cross-cultural aspects, such as Chinese elders in Hong Kong and Māori seniors in Aotearoa New Zealand. In addition, the links between health and learning are explored, as well as the commitment universities in three countries have made to become age-friendly. This book was originally published as a special issue of the International Journal of Lifelong Education.

Author: Merl C Hokenstad, Jr
Publisher: Routledge
ISBN: 1317773691
Category : Psychology
Languages : en
Pages : 201

View

Book Description
In this fascinating book, leading international experts in gerontology and social work examine the conditions of older people in their respective native lands--Australia, Canada, West Germany, Great Britain, Israel, Japan, the Netherlands, and Sweden. In response to the need for world-wide sharing of information and research on one of the most dramatic developments of the twentieth century in the United States and throughout the western world--the aging of the populations--these professionals offer an international dimension and cross-cultural knowledge to social gerontology and gerontological social work. Emphasis is placed on the social service delivery system in each country together with an analysis of social work roles and activities. The informative articles include demographic notes, the socioeconomic characteristics of older people in each country, and the author’s forecast of trends, issues, and future directions. These timely reviews of what has worked elsewhere may spark greater creativity among educators and practitioners in social work and gerontology in finding alternative solutions to the many problems professionals face as advocates and service providers for older adults. Social work practitioners and educators examine social services for seniors in eight different industrialized countries. Each chapter--focusing on a different country--features: a review of the social service delivery system, providing information about its historical evolution and current organization a look at home care programs, as well as community based and institutionally based services a review of service availability and accesibility with consideration of how social services are coordinated with health care and other human services special attention is given to social work roles within the social service system, including an examination of direct service and planning/management roles a consideration of the importance and usefulness of social work in service provision for each country a brief analysis of current trends and furture directions for gerontological social work and social services for the elderly. The cross-national perspectives will highlight global trends in the industrial world and illuminate distinctions among countries, based upon a particular historical, political, and cultural context. Gerontological Social Work provides a wider base for understanding and evaluating policies and programs in one’s own country. Each analysis suggests new and different ways of solving problems and providing services. Social work professionals worldwide will learn successful methods of enabling the elderly to maintain maximum self-sufficiency and participate actively in society, thus insuring improved quality of life.

Author: Brian Findsen
Publisher: Springer Nature
ISBN: 3030935671
Category : Education
Languages : en
Pages : 170

View

Book Description
This volume provides an in-depth analysis of historical and recent developments of senior learning in Taiwan, where publications in English have been scant. It takes a broader view on lifelong learning and active ageing from a theoretical/conceptual base written by prominent international authors- this represents the ‘outside in’ perspective. The ‘inside out’ on the other hand signifies an in-depth investigation of initiatives written by authors from Taiwan who are closely involved with developments in policy and practice. The volume is situated theoretically in the intersection of complementary concepts such as lifelong learning, active ageing, later life learning, learning communities and social movements. It is located geographically and culturally in East Asia where senior learning/education is expanding in response to large populations of older adults and concerns about their physical and social well-being. It is argued that Taiwan is leading the way in terms of innovation and community engagement in regard to older adult learning/education and can thus serve as a model for neighboring countries. By analyzing historical precedents, cultural dynamics, policy trends, research sub-fields and community engagement this book is of interest to both East Asian and Western scholars, practitioners, policy-makers and students amongst the fields of lifelong learning, social gerontology and educational psychology.

Author: John Field
Publisher: Routledge
ISBN: 1317580842
Category : Education
Languages : en
Pages : 342

View

Book Description
Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question ‘What can be understood by University Lifelong Learning today?’ by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

Author: Marvin Formosa
Publisher: Springer
ISBN: 3030215156
Category : Education
Languages : en
Pages : 274

View

Book Description
This comparative resource charts the interface between the University of the Third Age (U3A) movement and active ageing, and in doing so, offers a comprehensive and thorough understanding of what U3A means in different geographical and sociocultural contexts. After first providing introductory chapters to introduce the U3A movement and active ageing in global perspective and tracing the origins of U3As in France, the book sets off charting the international development of U3As in both European and Asian-Pacific contexts. Deliberately, the book moves away from the dominant Anglo-centric US- and UK-rooted analyses of U3As to account for contexts of different political ideology, sociocultural values, geography, and degrees of urbanisation and industrialisation. Lastly, it thematises foreseeable issues, concerns, and predicaments that the global U3A movement faces while meeting the challenges and seizing the opportunities presented by active ageing. The chapters’ comparative perspectives encompass: Origins and development: The Francophone model of U3As The development and characteristics of U3As in European and Asian-Pacific geographies From social welfare to educational gerontology: U3As in China, Russia, Taiwan, Malaysia and South Korea U3As in Italy, Spain and Sweden: A dynamic, flexible, and accessible learning model Late-life learning for social inclusion: U3As in Poland, Iceland, United Kingdom, and Malta The U3A movement in Australia: From statewide networking to community engagement Cross-cultural perspectives on U3As: The case of Thailand The University of the Third Age and Active Ageing boasts welcome contributions to the scholarship on the different histories, structures, and challenges posed by national U3As. Readers from a variety of backgrounds and research interests including gerontology, geriatrics, active ageing, older adult learning, comparative education and educational technology will find this a necessary and valuable resource in better understanding a globalised U3A world. "The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives contributes to the deep well of histories, experiences, structures, accomplishments and problems of national U3As. It emerges as a tapestry of extraordinary research that offers to guide the U3A movement as it soon enters its fiftieth year of existence." - Prof. Stephen Katz. Trent University