Education and learning for the elderly: Why, how, what

Education and learning for the elderly: Why, how, what

• Boulton-Lewis, Gillian M. School of Design, Queensland University of Technology, Brisbane, Australia

Educational Gerontology, 36(3), 213-228, 2010

Routledge

2010

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGD Elder Education

Older-Adults Technology Health Model Life Researchers Engagement Knowledge Seniors Quality Education & Educational Research Gerontology

• Hong Kong

• 1997.7 onwards

• Adult Education

This paper is concerned with the general issues of ageing, learning, and education for the elderly. It also examines the more specific issues of why, how and what elders want to learn. The world's population is ageing rapidly. For example, it is estimated that by 2020 20% of the population in the USA will be 65 years old and over. It is predicted that 24% of the Hong Kong population will be over 65 years old by 2025 (Bartlett Phillips, 1995). The phenomenon has been described in colorful terms as the osilver tsunamio (Pew Report, 2001 cited in Summer, 2007). Ageing has an impact on all aspects of human life including the social, economic, cultural, and political domains. Understanding and providing for ageing is, therefore, an important issue for the twenty-first century. The World Health Organisation ([WHO], 2002) has proposed a model of active ageing based on optimizing opportunities for health, participation, and security in order to enhance quality of life for people as they age. The focus in this paper is on the education and learning aspect of participation as people age.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03601270903182877]

• English

Journal Articles

• 03601277

• 10.1080/03601270903182877

https://bibliography.lib.eduhk.hk/en/bibs/3b71cc55

2010-11-28