Read more
This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders' conceptualisations and critique of this emerging sub-field of lifelong learning and adult education.
International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised bya thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education.
The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and "success stories" of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe.
Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand.
Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).
List of contents
1.Introduction: Brian Findsen and Marvin Formosa PART I: Africa 2. Introduction 3. Botswana: Akpovire Oduaran or Thomas Fasokun 4. Egypt: Abdel Moneim Ashour 5. Ghana: Nana A. Apt 6. Kenya: Samuel M. Mwangi 7. Nigeria: Clement I. Imhabekhai 8. South Africa: Jaco Hoffman 9. Uganda: James Kakooza 10. Zimbabwe: Sitawa R. Kimuna PART 2: Asia 11. Introduction. 12. China: Ernest Chui 13. Hong Kong: Carol Ma 14. India: llango Ponnuswami 15. Japan: Shigeo Hori 16. Malaysia: Mazanah Muhamad 17. Singapore: Kalyani K. Mehta 18. South Korea: Youngwha Kee 19. Taiwan: Chin-Shan Huang PART 3: Australasia 20. Introduction. 21. Australia: Rosalind Hurworth 22. New Zealand: Brian Findsen PART 4: Europe 23. Introduction: John Field 24. Austria & Germany: Franz Kolland 25. Belgium & The Netherlands: Barry Hake 26. France: François Vellas 27. Germany: Bernard Schmidt-Hertha 28. Greece & Cyprus: 29. Israel: Howard Litwin 30. Italy: Giovanni Lamura 31. Malta: Marvin Formosa 32. Norway: Tarja Tikkanen 33. Poland: Helena Zielinska-Wieczkowska 34. Portugal & Spain: Alfredo Alfageme and Paula Guimarães 35. Slovenia: Sabina Jelenc Krasovec 36. Turkey: Yavuz Erisen 37. United Kingdom & Ireland: Alex Withnall PART 5: The Americas 38. Introduction 39. Argentina: Isidoro Fainstein 40. Brazil: Maria Carvalho-Loures 41. Canada: Sandra Cusack 42. Costa Rica: Mabell Granados 43. Chile: Pedro Paulo Marin 44. Cuba: Clara Long Rangel and Antonia Zenaida Sanchez Proenza 45. Equador: Rosa-Maria Torres del Castillo 46. USA: Ron Manheimer 47. Conclusion: Brian Findsen and Marvin Formosa
Summary
This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education.International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised bya thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education.The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe.Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand.Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).
