U3As in Australia and New Zealand: their value to the wider community, and new directions for future developments

Swindell, Richard

doi:10.1080/0260137970160602

Cited by 13 publications

(5 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Formal learning, which is learning occurring in educational institutions (Merriam et al, 2007), comes across as the normative mode of programmatic offerings for older adults. Numerous articles were on Elderhostel (Brady, 1983;Burrow, 1985;Kinney, 1989;Wacks, 1989), U3A (Morris, 1984;Swindell, 1997Swindell, , 2002, and other educational institution-affiliated programs for older adults (Bass, 1992;Buchanan, 1988;Castle & Selby, 1987;Drews, 1981;Hart & Bissland, 1993;James et al, 1996;Ryan, 1985;Wilkinson, 2001;Wilkinson & Capener, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…As with the articles in the 1980s, the descriptions of educational projects and programs for older adults were still a main topic in the 1990s (Bass, 1992;Carter, 1993;Swindell, 1997). Lastly, eight articles could not be classified as a group, so we put them as "others," such as discussing learning for older ethnic minorities (Dadzie, 1993), building a development framework of older adulthood (Fisher, 1993), and the functions of museums for older adults (Reynolds, 1997).…”

Section: Decade Overviewmentioning

confidence: 99%

See 1 more Smart Citation

A Review and Critique of the Portrayal of Older Adult Learners in Adult Education Journals, 1980-2006

Chen

Kim²,

Moon³

et al. 2008

Adult Education Quarterly

View full text Add to dashboard Cite

The aging population is a worldwide challenge. Understanding how older adults have been portrayed would provide a foundation on which future scholarship can build. This study assesses and critiques the assumptions underlying the portrayal of older adults and their learning in adult education journals from 1980 to 2006. On reviewing 93 articles in five adult education journals, three themes emerge. First, older adults have been portrayed as a homogeneous group in terms of age, gender, race, class, ethnicity, and able-bodiedness. Second, older adults have been viewed as capable and motivated learners with few cognitive or physical limitations. Third, programmatic responses have been driven by the life context of older adulthood. Of the 93 articles reviewed, 26 are empirical studies. The findings are discussed and suggestions presented for future research and scholarship on older adult learners.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Decade Overviewmentioning

confidence: 99%

A Review and Critique of the Portrayal of Older Adult Learners in Adult Education Journals, 1980-2006

Chen

Kim²,

Moon³

et al. 2008

Adult Education Quarterly

View full text Add to dashboard Cite

show abstract

“…In other words, gaps in educational attainment widen in later life, reflecting the fact that 'education begets education' (Lam and Brady 2005). This suggests that the 'self-help model' of later life learning, which Swindell (1997) advocates as a practical solution to optimize third age education in an era of limited public resources, does not work for all seniors.…”

Section: Lifelong Learning and The Learning Divide In The Third Agementioning

confidence: 95%

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

Narushima

2008

International Journal of Lifelong Education

View full text Add to dashboard Cite

In Canada, as in many countries, public continuing education of the non-vocational general interest type for people in post-work languishes on the margins of political discourse. This case study of one such traditional program for seniors run by a school board in Ontario explores the experiences of older adults and the meanings they attach to their learning. The goal is to better understand the roles and effects later life learning has in promoting health and well-being at both the individual and community levels. This study analyzes qualitative data collected through interviews, classroom observations and documents, referring to the micro, meso and macro levels of theory in adult education, psychology, health and social gerontology. The three main learning outcomes identified include: 1) the effects of enduring interest, 2) classrooms as social support networks, and 3) the awareness of the right to learn. The article examines how these outcomes function as health promoting mechanisms for individuals and communities. The results indicate the vital role played by affordable and accessible public continuing education program for retirees, especially seniors at risk. They also suggest the need for further quantitative research to measure the impact of learning on health and the quality of later life. Context Canada's aging populationThe speed of aging in Canada will accelerate over the next three decades. The portion of 'seniors' (aged 65 and over), which currently comprises about 13% of the population, will nearly double by 2036 when the last wave of baby boomers retires (Statistics Canada 2006). Although over 90% of Canadian seniors live in private households and of whom 74% describe their general health in positive terms, 91% of the same group report one or more chronic health problems and 22% need help for daily activities (National Advisory Council on Aging 2006). Despite the general improvement of the income level among seniors over the past decade (Myles 2000), certain groups-including people from lower socio-economic brackets, people with low levels of education, and widows-still have a high risk of poverty (Novak and Miya Narushima is an assistant professor in the Department of Community Health Sciences, Brock University, St. Catharines, Ontario. Her research interests centre around learning and community-based activities for older adults in relation to health promotion and community development. Correspondence:

show abstract

“…Reflecting other international research (Swindell 1993(Swindell , 1997Yenerall 2003;Huang 2005Huang , 2006, many learners claim to find their participation in educational classes as indispensable in overcoming the various social and psychological challenges brought on by the onset of later life:…”

Section: Older Adult Education: a Model For Active Ageingmentioning

confidence: 99%

Lifelong education for older adults in Malta: Current trends and future visions

Formosa

2012

Int Rev Educ

View full text Add to dashboard Cite

With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60?) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality -namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.

show abstract

U3As in Australia and New Zealand: their value to the wider community, and new directions for future developments

Cited by 13 publications

References 12 publications

A Review and Critique of the Portrayal of Older Adult Learners in Adult Education Journals, 1980-2006

A Review and Critique of the Portrayal of Older Adult Learners in Adult Education Journals, 1980-2006

More than nickels and dimes: the health benefits of a community‐based lifelong learning programme for older adults

Lifelong education for older adults in Malta: Current trends and future visions

Contact Info

Product

Resources

About