With life expectancy increasing, there is growing emphasis on
encouraging older people to continue learning. This comes as part
of a strategy to allow them to remain healthy, independent and
vitally engaged in society for as long as possible. All the same,
policymakers have barely begun to address the issues involved and
the perspectives of these learners. This book presents insightful
research that will help shift the focus of debate onto the learning
experiences of older people themselves. It offers a critical
overview of the development of theoretical and philosophical
approaches to later life learning that have developed over the last
three decades, drawing on published work from the USA, the UK,
Australia and other countries. It documents the individual
experiences of older people through a variety of methods,
including:
- Focus group discussions
- Learning diaries kept by older people
- Questionnaires considering, among other issues, older people's
definition on what learning is
- Interviews and commentary
This material gives a sense of the breadth and diversity of
older people's experiences, as well as the enormous range of
learning activities, both informal and formal, in which they are
engaged in retirement. In a climate of debate and change concerning
the provision and funding of non-vocational learning opportunities
for adults of any age, this study's findings will be of particular
importance. It will appeal to researchers and students of education
as well as those directly involved in the implementation of courses
and classes involving older learners.
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