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.

This volume provides an in-depth analysis of historical and recent developments of senior learning in Taiwan, where publications in English have been scant. It takes a broader view on lifelong learning and active ageing from a theoretical/conceptual base written by prominent international authors- this represents the ‘outside in’ perspective. The ‘inside out’ on the other hand signifies an in-depth investigation of initiatives written by authors from Taiwan who are closely involved with developments in policy and practice. The volume is situated theoretically in the intersection of complementary concepts such as lifelong learning, active ageing, later life learning, learning communities and social movements. It is located geographically and culturally in East Asia where senior learning/education is expanding in response to large populations of older adults and concerns about their physical and social well-being. It is argued that Taiwan is leading the way in terms of innovation and community engagement in regard to older adult learning/education and can thus serve as a model for neighboring countries. By analyzing historical precedents, cultural dynamics, policy trends, research sub-fields and community engagement this book is of interest to both East Asian and Western scholars, practitioners, policy-makers and students amongst the fields of lifelong learning, social gerontology and educational psychology.

This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy.

Co-published with The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:Volume One: Adult LearnersVolume Two: Teaching and LearningVolume Three: Leadership and AdministrationVolume Four: Inquiry and InfluencesThe volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds.Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight.The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field’s many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole.All four volumes are available as a single e-book, to make the most of the inter-relatedness of the various topics. This version uses live links in the table of contents and combined index (as well as keywords at the start of each article) to enable readers to follow their own topical interests and thus create unique learning pathways for themselves.

An important backdrop to the achievement of the Millennium Development Goals involves consideration of the impact of a ‘new demographics’ derived from the interaction of two global developments. First, high levels of internal and cross-border mass migration, stimulated by climate change, violence and disparities in wealth and social stability within and between different countries and the global South and North. Second, the phenomenon of increasing longevity and rapidly ageing populations, especially in the developed world. This book explores the central role that socially engaged higher education might potentially play in helping address these challenges, enhancing lifelong learning opportunities and facilitating more positive outcomes for both individuals and societies. The contributors to this book are scholars of higher education and lifelong learning based in twelve countries from Europe (Germany, Ireland, Slovenia, Sweden and the United Kingdom), the Americas (Brazil, Canada, Mexico and the USA), Japan, Australia and New Zealand. “This is an extremely timely and important collection focusing on growing migration and an increase in ageing populations, two major social trends that researchers in higher education often overlook. The multi-level analysis of the role that higher education can play, together with the contributions from 12 countries in the North and South make this one of the most outstanding collections on these themes.” Rajani Naidoo, Director, International Centre for HE Management, University of Bath. “Auguste Comte famously observed that demography is destiny. This superb volume examines the powerful impact of two global demographic trends, and the vital role universities can play in responding to them. The book describes a range of innovative and pragmatic responses, while deepening our understanding of why serving these populations it so important for the health of our communities and our democracies.” Matthew Hartley, Professor and Associate Dean, GSE, University of Pennsylvania. “The powerful synergy of the longevity revolution and the technology revolution necessitates a corresponding education revolution. It is clear that the educational assets acquired in youth and early adulthood no longer provide sufficient currency for longer, big change impacted lives. This timely book examines the benefits of creating an inclusive, rights-based culture of learning at every stage of life.” Alexandre Kalache, Co-President, International Longevity Centre (ILC) Global Alliance and ILC Brazil. “How can we understand the current dynamics of migrations and demographic trends to adapt HE access policies accordingly? By bringing together empirical research in different countries, this book offers an essential insight on this very sensitive issue for both individuals and their societies. A must read for researchers and policy makers.” Gaële Goastellec, Professor of Sociology, University of Lausanne, Chair of the Consortium of Higher Education Researchers. “The contributions cover an admirably wide range of countries, shedding different lights on these common themes. The book sets a challenging and informed agenda which policy-makers and institutional leaders would do well to take seriously.” Tom Schuller, Formerly Head of the Centre for Educational Research and Innovation, OECD.