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.
Introduction 1.Retirement, learning and the role of Higher Education 2. Older learning engagement in the modern city 3.The company of others: generating knowhow in later life 4. Ageing, learning and health: making connections 5. Age Friendly Universities and engagement with older adults: moving from principles to practice 6. Learning in later life: a bicultural perspective from Aotearoa/New Zealand 7. Later life learning experiences: listening to the voices of Chinese elders in Hong Kong
Biography
Brian Findsen is currently a professor of (Adult) Education in the Faculty of Education, University of Waikato, New Zealand. He teaches adult education/lifelong learning courses at undergraduate and postgraduate levels. His main research interests are in learning in later life, international adult education and social equity issues.
