By Brian Findsen, Marvin Formosa (eds.)
This vital booklet builds on contemporary guides in lifelong studying which concentrate on studying and schooling in later lifestyles. This paintings breaks new flooring in overseas understandings of what constitutes later lifestyles studying throughout various cultures in manifold international locations or areas internationally. Containing forty two separate country/regional analyses of later existence studying, the final value is living in insiders’ conceptualisations and critique of this rising sub-field of lifelong studying and grownup education.
International views on older grownup schooling offers new appreciation of what's taking place in international locations from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored via grownup educators and/or social gerontologists in respective geographical parts. those analyses are contextualised by means of an intensive advent and demanding appraisal the place tendencies and clean insights are published. the result of this e-book is a never-before to be had critique of what it skill to be an older learner in particular international locations, and the accompanying possibilities and limitations for studying and education.
The sub-title of study, coverage and perform conveys the territory that authors traverse during which rhetoric and fact are interrogated. assurance in chapters contains conceptual research, historic styles of provision, coverage advancements, theoretical views, study reports, demanding situations confronted through international locations and “success tales” of later existence studying. the consequent impression is a bright portrayal of an enormous array of studying that happens in later existence around the globe.
Brian Findsen is Professor of schooling and Postgraduate chief for Te Whiringa university of academic management and coverage, college of schooling, collage of Waikato, Hamilton, New Zealand.
Marvin Formosa is Head of the dep. of Gerontology, school for Social well being, college of Malta, and Director of the overseas Institute on getting older (United countries - Malta).
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Extra resources for International Perspectives on Older Adult Education: Research, Policies and Practice
This organizational dispositif is structured as a space of self-management, production and transference of the previously acquired knowledge. Older adult students who, after acquiring the theoretical and/or practical foundations of a field of knowledge, wish to deepen their study into it can apply that knowledge into a social intervention project – that is, by putting different types of productivity into work they can become part of a management unit. Each management unit is supported by a host, who contributes to holding group dynamics and steering the group’s energies to the attainment of various activities the group has chosen beforehand.
Yuni, J. (2006) Envejecimiento y cambio cultural. Tramas y configuraciones emergentes. En AAVV, Ver y Vivir la Ancianidad: hacia el cambio cultural. Buenos Aires: Fundación Navarro Viola. Yuni, J. (2009). Notas para reflexionar sobre los enfoques curriculares en la educación de personas mayores. Actas del III Congreso Iberoamericano de Experiencias Universitarias de Adultos Mayores. San José: Universidad De Costa Rica. Yuni, J. (2010). ‘Buenas prácticas’ institucionales de empoderamiento de personas mayores en el espacio educativo.
This disjunction between the need for knowledge and skills and the notion of ‘learning’ suggests negative associations. Whether or not that is so, it is evident that the vast majority of older Australians spurn existing structured educational programmes, not because they don’t need to learn, but because what is on offer is of insufficient interest or its modes of delivery are not congenial to them. Nevertheless, it is formal learning that in most developed nations like Australia is given privilege and status.