SENIOR TO SENIOR: LIVING LESSONS

Senior to Senior: Living Lessons is a program created to provide meaningful horticulture therapy activities for community minority elders (60 years of age and older) and senior college students (20 years of age and older) from an Historically Black University. The program's objectives were to promote positive intergenerational relationships and to build life-long learning skills with members of different generations. Senior gerontology students who enrolled in the required Seminar in Gerontology during Fall 2002 participated in the Senior to Senior program. Elders from Logan and surrounding counties and the Metropolitan Better Living Center met on the Langston University campus and at the Langston Elderly Nutrition Site for 10 Mondays from 11a.m.—1p.m. Each weekly session focused on horticulture principles and plant science followed by a lunch session for reflection. At the end of the semester participants sold the plants they had raised to generate revenue for the program activities to continue to benefit elders. The activities that carried out over the Spring semester 2003 included a recognition lunch for the Senior to Senior participants, development and establishment of a Senior to Senior website (http://seniortosenior.lunet.edu) and a faculty development mini-conference on intergenerational service learning.     

Older adult entrepreneurs as mentors of young people neither in employment nor education and training (NEETs). Evidences from multi-country intergenerational learning program

ABSTRACT

Population aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs’ knowledge for enhancing youngsters’ entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18–29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors’ know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs’ lifelong learning promotion.     

Associations between motivation to learn,basic skills,and adult education and training participation among older adults in the USA

ABSTRACT

The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e. literacy and numeracy), and organised adult education and training (AET) participation among the middle-aged and older adults in the USA. Rapid technological advancement and globalisation necessitate individuals to engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in the AET participation in the U.S. adult population. We obtained the data from the 2012/2014 Programme for International Assessment of Adult Competencies restricted-use file and adults aged 50 years and older (n = 2,580) are included. Structural equation models are used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the motivation to learn latent construct, literacy, numeracy, and other covariates. Results showed that the motivation to learn, literacy and numeracy are all positive predictors of non-formal AET participation. Only motivation to learn is associated with formal AET participation. Findings from this study may inform future interventions as well as policy changes to promote specific types of organised AET programmes among older adult population in the USA.     

Editor’s Overview: A 20-Year Content Review of Research on the Topic of Developmental Mentoring Relationships Published in the Mentoring & Tutoring Journal

Abstract

Empirical work from both sides of the Atlantic has been developed which attempts to bring the generations together in the context of school‐based projects and curriculum development. Against this background this article will seek to explore the impact that older people can have in an educational setting and examine the mutual effect this has in developing and promoting intergenerational understanding. This action‐research study (for The Beth Johnson Foundation, Stoke‐on‐Trent) elicited the views and experiences of children, older mentors and teachers involved in an intergenerational mentoring scheme. The study reveals that there have been significant gains for the children, older mentors (people over 50) and teachers involved in the intergenerational mentoring scheme. This article reports only the concise summary findings from a selected representative mix of the data gathered for the original action research. Evidence suggests that the mentors have become a wise advisor and friend to identified individuals and groups of children in the class setting, and that old and young people enjoy and value working together in an educational environment for the mutual benefit of each other. The study concludes that this evaluation should act as a base‐line towards some extended research into the sustainability of older mentors working in schools, and the humanising effect this has at whole‐school level in terms of improving intergenerational perception and cooperation and developing ‘active citizenship’ in schools.     

Promoting intergenerational learning in higher education: older adult perspectives on course auditing

ABSTRACT

As the population ages, colleges and universities have opportunities to promote intergenerational learning by inviting lifelong learners to engage with students in the classroom. This article outlines an initiative to enroll older adults as auditors and to describe their experiences. Thirty of 40 older adult auditors completed a hard-copy survey administered in 2017 (75% response rate). Results indicate that auditors were motivated to enroll in a college course due to the self-satisfaction of learning, subject of the course, and time of course offering. Over half described completing course assignments and a majority accessed content on Blackboard at least once per week. Older adults reported engaging with students in and out of the classroom and described the benefits of intergenerational engagement as learning about younger adults’ perspectives and the reciprocity of learning and mutual respect between generations. Suggestions for improvement relate to offering more courses for auditing and greater assistance with course technology. Implications for promoting this type of lifelong learning initiative are discussed.     

Nonformal learning and well-being among older adults: Links between participation in Swedish study circles,feelings of well-being and social aspects of learning

ABSTRACT

How does participation in nonformal learning influence the self-perceived well-being among older adults? This article looks into that issue through a study of people aged 65 years or older who have participated in Swedish study circles. The data analyzed consists of a nation-wide survey of study circle participants. The results show that there are beneficial effects from participating in study circles for the well-being of older adults. As could be expected, participants claim that their knowledge and skills have increased; but the main finding is the importance of the social dimension of participating in nonformal learning activities. The fellowship created in study circles is both an important motive for participation and an important outcome of having participated. This, however, is not at the expense of gaining new knowledge. Rather, the two dimensions may strengthen each other. Nonformal settings appear to provide an environment that has positive effects on the well-being of older adults. They do this by fostering a sense of belonging and the opportunity to be part of a fellowship that may work as an aid in avoiding social isolation and loneliness.     

Determinants of older Korean adults’ participation in life-long learning programmes and life satisfaction

ABSTRACT

Using Korean Longitudinal Study of Aging data, we examined the influence of older adults’ individual characteristics (i.e. marital status, health and economic status) on life satisfaction, with the mediating effect of older adults’ active participation in lifelong learning. As a result, some individual characteristics appeared to significantly determine both learning participation and life satisfaction. Economic status appeared to function as a significant predictor of older adults’ participation in lifelong learning programmes, which ultimately resulted in a significant improvement in their life satisfaction. Marital status and health were also significant contributors to older adults’ life satisfaction. The mediating model was tenable according to model-data fit indices.     

Back to school in later life: Older Chinese adults’ perspectives on learning participation barriers

ABSTRACT

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years and over) were assigned to five focus groups based on gender and (in)activity rate in Xi’an, China. The focus groups were conducted to identify the individual learning experiences including motivation, learning preferences, and, especially, participation barriers between older adults who have already participated in the Universities of the Third Age (U3As) and others who have not. Strategies to overcome or minimize these barriers were also raised in focus group interviews. Results: The results have demonstrated that barriers associated with situational factors were reported the most; informational barriers and dispositional barriers were perceived as the least obstructive. The active group was characterized by a more optimistic mood in dealing with these learning barriers. The study also suggests that the Selective Optimisation with Compensation Model of successful ageing can be useful in explaining older adults’ strategy for coping with the barriers. Conclusion: The findings of the study provide policy makers and U3A practitioners an insight into the barriers to educational participation. These findings provide input to develop targeted intervention strategies and tailor-made measures to reduce these constraints and increase participation.     

INTERGENERATIONAL SHARING SEMINARS: THEIR IMPACT ON YOUNG ADULT COLLEGE STUDENTS AND SENIOR GUEST STUDENTS

A 3‐month intergenerational program was developed on the premise that it is important for young adults, who are in the formative period of career development and direction, to experience the benefits of positive interaction with older persons. Program evaluation findings showed that participation not only influenced the young adults’ interest in gerontology, but also increased their willingness to accept older persons on social and academic levels. Positive changes were documented for the Senior Guest students and included more favorable attitudes toward young adult family members as well as toward the younger generation of college students in general.     

Hong Kong and Australian seniors: Views of aging and learning

ABSTRACT

This article reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants and 39 participants in Hong Kong who either did or did not engage in organized learning in the last 6 months. Phenomenology was used to guide the interviews and analysis to explore the experiences and perspectives of these older people. The meaning older people attribute to aging and learning and their possible relationship in their lives in both societies is described and compared.     

Relational identities and intergenerational learning in an undergraduate critical food studies course

Abstract

Environmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational learning in critical food studies courses taught at the university level. We rely primarily on student coursework and post-course interviews as data sources that convey student perceptions of interactions with their families and the natural world, demonstrating how students develop relational identities shaped by personal experience as well as experiences in the course. To conclude, we discuss both the limitations and implications of this research for the field of EE.     

Learning in later life: a bicultural perspective from Aotearoa/New Zealand

Abstract

This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pāk?hā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.     

Supporters of low literate adults

ABSTRACT

According to the Programme for the International Assessment of Adult Competencies (PIAAC), a large proportion of adults in Organization for Economic Cooperation and Development (OECD) countries have low literacy proficiency levels. There exist widespread stereotypes about adults who have difficulties with reading and writing, stereotypes which portray them as a socially isolated group with severe problems getting by in everyday situations that require reading and writing. Yet many people know adults who have difficulties with reading and writing (e.g. from their families, workplaces, or circles of friends or acquaintances) and support them in dealing with literacy-related tasks. To offer an additional perspective, this paper focuses on these literacy supporters. It draws on on qualitative and quantitative data gathered in 2013 and 2014 in Germany. The findings indicate that there are various types of support, from taking over tasks in informal learning settings or participation in reading and writing classes. This article discusses the results of this study in the wider context of literacy mediation, which is well established in international research but far less prominent in Germany.     

Benefits and dynamics of learning gained through volunteering: A qualitative exploration guided by seniors’ self-defined successful aging

ABSTRACT

Social participation is an important strategy in promoting successful aging. Although participating in volunteering has been proven to benefit older adults’ health and well-being, we often ignore its role as a process of learning while helping others. The purpose of this study was to use the self-defined successful aging concept of seniors to explore the roles of learning through volunteering in Taiwan, an Asian country with a dramatically fast growth of its older population. Using in-depth interviews of 31 older adults who fit the participation criteria, this study concluded that learning through volunteering, a form of informal learning, is a holistic approach to successful aging, including physical, psychological, social, and spiritual dimensions. Through the learning, volunteering benefited the volunteers’ self-defined successful aging by (a) establishing a substantial and expanding life, (b) building and improving relationships, (c) enhancing positive changes and self-evaluation, (d) promoting physical and psychological health, and (e) triggering treasures and preparations for the rest of life. The five dimensions can work alone but often interactively facilitate the seniors’ successful aging. These findings enrich the existing body of knowledge by revealing the dynamic between learning through volunteering and self-defined successful aging in Taiwan. Policy makers and practitioners might use these findings to popularize elder volunteerism and other forms of elder learning activities that will then better equip older adults to fulfill their desire for a successful old age.     

Intergenerational solidarity in triads of adult grandchild,parent, and grandparent: the positive view of elders,positive expectations towards the future and young-elders divide

ABSTRACT

Introduction

The remarkable growth of older adults represents a challenge for our societies.

The population of aging requires adjustments that sometimes are difficult to achieve for already stressed welfare systems. In this context, intergenerational solidarity may play a central role. Demographic shifts over the past century have also increased the percentage of grandchildren who, as young adults, have living grandparents. Adult grandchildren could become an important source of intergenerational solidarity, but few studies have explored intergenerational relations, including grandparents, adult children, and adult grandchildren. None to our knowledge have examined which aspects of intergenerational solidarity affect the positive view of elders, positive expectations toward the future, and old-young divides.     

Recognition,inclusion and democracy: learning from action research with young people

ABSTRACT

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.     

From learners to volunteers: A qualitative study of retirees’ transformative learning in Taiwan

ABSTRACT

In Taiwan, older adults over the age of 65 made up 12.51% of the population in 2015, causing the government to promote older adult education to help achieve active aging. As a result, more elderly people have attended learning activities and applied new skills to volunteering. The researcher conducted focus group interviews with 93 older adults from 13 service learning groups to illuminate this process of transforming from learner to volunteer. The findings are as follows. (a) The retirees and empty-nesters undergo discovery during the learning process in order to become learners. (b) These learners then become volunteers through the support from teachers and key persons, through the desire to share learning outcomes, and through answering the call to serve others. (c) The transformative learning rewarded the older adults with improved physical, spiritual, and mental health, as well as gratitude and a new sense of meaning in life.     

Older learning engagement in the modern city

Abstract

This research employs novel techniques to examine older learners’ journeys, educationally and physically, in order to gain a ‘three-dimensional’ picture of lifelong learning in the modern urban context of Glasgow. The data offers preliminary analyses of an ongoing 1500 household survey by the Urban Big Data Centre (UBDC). A sample of 1037, with 377 older adults aged 60+, was examined to understand older learner engagement in formal, in-formal, non-formal and family-learning contexts. Preliminary findings indicate that all forms of older learning participation are lower than younger and middle-age counterparts. However, there is a subset of ‘actively ageing’, socially and technologically engaged older adult ‘learner-citizens’, participating in educational, physical, cultural, civic and online activities (including online political discussions and boycotts). These older learners were more likely to be working, caretakers and report better health overall. Long-term disabilities were associated with less engagement in non-formal learning activities. Additionally, engaged older learners’ GPS trails show more city activity than their matched non-learning-engaged counterparts. Place-based variables, such as feeling safe and belonging to the local area, moderated adult participation in learning activities. The full data-set will be accessible to researchers and the general public via UBDC, providing a complex data source to explore demographically diverse learners’ within an urban context.     

Inequality in adult learning and education participation: the effects of social origins and social inequality

ABSTRACT

This comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) – job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) – as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic, education, and skill inequality). Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), two methods are used to analyse 19 selected OECD countries: multivariate binary logistic regressions to explore the extent to which individuals’ social origins are associated with ALE participation and two-stage multilevel analysis to examine the relationship between social origins’ advantages in ALE participation and social inequality. Statistically significant advantages in ALE participation of social origins were observed in some countries. Additionally, statistically significant positive relationships between social inequality and social origins’ advantages in JNFALE participation are found, which implies that increases in social inequality strengthen advantages associated with social origins.     

The case of educational gerontology in Lebanon: a harbinger of empowerment,emancipation and social change?

Context: In Lebanon, older adults face socioeconomic challenges that are expected to worsen due to an increase in older adult population, chronic governmental neglect, institutionalised ageism and a lack of educational and social gerontologists. Consequently, local older adults are in dire need for social change, which can be initiated through later life learning. The University for Seniors (UfS) is a University for the Third Age providing learning opportunities for older people in Lebanon. While most older adult learning programmes are occupied with their learners’ self-fulfilment, Critical Educational Gerontology promotes emancipatory learning and social change. Study Objective and Design: A case discussion based on a variety of data sources is used to showcase and then challenge the practices of UfS from a critical educational gerontology perspective. To do that, we consider the semantic difference between emancipation and empowerment in their relation to power. Recommendations: We recommend programme-specific measures starting by revisiting the current philosophy of learning, targeting social change as an additional goal to later life learning, and advocacy for the establishment of educational degrees to prepare professionals and academicians in the field of social gerontology. We also recommend a more critical use of empowerment and emancipation within critical educational gerontology.