Theory
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(2009) Older Workers in Europe
The book includes a range of papers: theoretical discussions, research-based papers and descriptive project accounts. It considers ideas about, and examples of, innovative practice concerning age diversity and ageing in the workplace. There are contributors from the UK, France, Poland, Spain and Norway. A majority of the papers come from the UK.
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(2009) The best kept secret: the sexuality of older women
El secreto mejor guardado: la sexualidad de las mujeres mayores. This article focuses on women’s sexuality during the ageing process. It reviews the main epistemological tendencies which claim to explain the features of sexuality in old age as well as any changes throughout the life cycle. It examines the system of beliefs that define the understanding of older women’s sexuality in sociocultural terms. Through the account of any positive and negative aspects which may appear in the experience of their sexuality, the article analices any difficulties relating to desire, as well as the features of medicalization of health and women’s bodies. The combination of personal, social and cultural elements –in a longlived society where older women mainly live on their own– requires a redefinition of the understanding of older women’s sexuality in terms of a multifactorial experience wherein the fact of having a partner or not will determine their sexual practices.There is also need to deconstruct the elements which until now have shape. Este artículo se centra en la sexualidad de las mujeres en el proceso de envejecimiento. Para ello se hace una revisión de las principales corrientes epistemológicas que tratan de explicar las características de la sexualidad en la vejez y los procesos de cambio a lo largo del ciclo vital. Se analiza el sistema de creencias que marca socioculturalmente la comprensión de la sexualidad de las mujeres mayores. A través de la descripción de los elementos positivos y negativos que pueden aparecer en la vivencia de su sexualidad, se analizan las dificultades relacionadas con el deseo y las características de la medicalización de la salud y el cuerpo de las mujeres. La conjunción de elementos sociales, personales y culturales –en una sociedad longeva en la que las mujeres viven en gran medida solas– exige una redefinición de la vivencia de la sexualidad en las mujeres mayores, planteada como una experiencia multifactorial en la que el hecho de disponer o no de pareja marcará las prácticas sexuales de ellas. El imaginario afectivosexual deberá deconstruir los elementos que han configurado el pensamiento hasta el momento acerca de la sexualidad.
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(2010) 'Older workers', workplace training and better quality working lives. Can a Work Ability approach help?
This paper follows Tikkanen's (2006) lead in arguing for an integrated and holistic approach to two distinct and parallel discourses in policy and research, namely on 'older workers' and lifelong learning. It suggest that the concept of 'Work Ability', first introduced in Finland over 30 years ago, should be adopted within UK policy-making to improve the employability, health and well-being of older adults in the workplace.
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(2010) Civic engagement in later life and lifelong learning
This paper describes the background, settings, activities and partnerships involved in a range of models and approaches for linking lifelong learning and civic engagement.These encompass American and European developments and include projects to enhance and employ the skills and expertise of older individuals for voluntary and other service across diverse public and non-governmental sectors and private enterprise. Developments within the UK context are explored and potential future directions are discussed.
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(2010) Learning and the mental health of older adults: implications for education and training
This article argues that older adults with dementia and depression and other mental health problems may benefit from involvement in learning as consumers (whether it is learning relevant to their mental health or other learning opportunities) and that the positive role of learning should be given serious consideration by health and social care staff and relevant service providers. It also suggests that older adults with mental health problems have a potential role in delivering, designing and assessing education and training for professional staff. The article draws on research studies and other literature that explore the value of older adults being involved with different aspects of learning.
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(2010) Learning from the inside out - mapping spirituality and ageing
This paper attempts to map the interrelationships and common ground between the study of ageing (gerontology) and spirituality, with special reference to lifelong learning. It aims to focus on the learning and development aspects of later life spirituality and the ways these might apply both to individuals and for an ageing society. This includes identifying issues and posing questions about education for spiritual development in later adulthood. It explores the concepts of 'successful ageing', 'continuity theory' and the metaphor of 'journey'.
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(2010) Older people, learning and the ageing society: an introduction to the Leicester ESRC Research Seminars
This article considers some of the features of the ageing society and the implications for individuals, their families, wider society and the state. It highlights the positive contributions that older people make - for example, as workers, volunteers, consumers, grandparents and community activists - and the role of lifelong learning in enabling this. The article reports on a series of seminars held at the University of Leicester, 2007-2009, which focused on learning in later life. It introduces five papers from the seminar series which were revised for Vol 1 No 2 of the International Journal of Education and Ageing. It concludes that government investment in learning in later life could bring real dividends.
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(2010) SEELERNETZ : Seniors in Europe Learn in Networks- The European Model
SEELERNETZ : Άτομα άνω των 55 μαθαίνουν σε δίκτυα – Το ευρωπαϊκό μοντέλο.In an era of fast-paced life, learning and education are essential conditions for older people to understand changes and to enable them to live independently. The percentage of people over 60 who participate in educational programmes is generally lower than that of younger people. Older people with low income and low education find access to student and educational processes difficult. The «SEELERNETZ» publication (People over 55 learning networks) sets the question, how can older people who are distant from learning to benefit from Lifelong Learning? A key part of the European model SEELERNETZ (in the attached booklet) is a model in five phases, which offers suggestions and guidelines for practical implementation. A series of tools was also drawn up. This booklet is aimed at agencies responsible for lifelong learning for older people, agencies training social workers, scholars, clubs for pensioners and other multipliers. Η μάθηση και η μόρφωση είναι ουσιαστικές προϋποθέσεις ώστε στην εποχή των γρήγορων ρυθμών ζώης τα άτομα μεγαλύτερων ηλικιών να κατανοήσουν τις αλλαγές και να μπορέσουν να ζήσουν ανεξάρτητα. το ποσοστό των ανθρώπων άνω των 60 ετών που συμμετέχει σε μορφωτικά προγράμματα είναι γενικά μικρότερο από αυτό των νεότερων ατόμων. Δεύτερον, τα άτομα μεγαλύτερων ηλικιών με μικρό εισόδημα και χαμηλό μορφωτικό επίπεδο βρίσκουν δύσκολα πρόσβαση σε μαθητικές και εκπαιδευτικές διαδικασίες. Το «SEELERNETZ» (Άτομα άνω των 55 μαθαίνουν σε δίκτυα) θέτει τον προβληματισμό, πώς μπορούμε τα άτομα μεγαλύτερων ηλικιών που είναι απομακρυσμένα από τη μάθηση να τα κερδίσουμε για τη Δια Βίου Μάθηση; Βασικό κομμάτι του ευρωπαϊκού μοντέλου SEELERNETZ και αυτού του φυλλαδίου οδηγιών είναι ένα Μοντέλο σε πέντε φάσεις, το οποίο προσφέρει εισηγήσεις και οδηγίες για την πρακτική εφαρμογή του. Συντάχθηκε επίσης μια σειρά εργαλείων. Το φυλλάδιο αυτό απευθύνεται σε φορείς σχετικούς με άτομα μεγαλύτερων ηλικιών, σε υπεύθυνους Προγραμμάτων Δια Βίου Μάθησης, εκπαίδευσης κοινωνικών λειτουργών και επιστημόνων, σε συλλόγους συνταξιούχων και άλλους πολλαπλασιαστές. A second subsatntial attachment shows some of the key theoretical background concepts underlying the project
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(2011) Critical educational gerontology: a third statement of first principles
This article elaborates upon the initial statement of first principles for critical educational gerontology [CEG] established by Glendenning and Battersby some two decades ago, whilst taking stock of the body of critique levelled at such principles by the humanist strand in older adult learning. The article voices support for CEG whilst acknowledging a need to renew it in line with contemporary socio-cultural realities. It is argued that the weakness of CEG lies in its current, rather than its potential, usage. Four key proposals to renew CEG are put forward: a transformative rationale that challenges the cultural hegemony of neo-liberalism; the centrality of directive educators; embedding geragogy in a critical epistemology; and a praxeological engagement with historically accumulated concepts and practices.
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(2011) Lifelong Learning in Later Life. A Handbook on Older Adult Learning
An important handbook on learning in later life by authors from New Zealand and Malta. Issues discussed include social construction of ageing; the importance of lifelong learning practice; participation in later life learning; education of marginalised groups of older people; inter-generational learning;' 'active ageing'; learning for health and well-being and the place of older adults in a learning society
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(2012) Characteristics of older adult education
Posebnosti izobraževanja starejših. Older adult education is contrasted with the education within other life stages. Older adult education in European countries differs in concept and name depending on social and cultural differences, political and economic context. Older adults have conscious and unconscious needs to be met by all aspects of older adult education. Programming older adult education is a strategy where educational aims are negotiated with the students. Evaluation is discussed – as are psychological, didactic, organisational and other aspects of older adult education. Izobraževanje starejših avtorji primerjajo z izobraževanjem v drugih življenjskih obdobjih. Izobraževanje starejših je različno po konceptu in poimenovanju v različnih evropskih državah zaradi kulturnih in družbenih vplivov, političnega in ekonomskega konteksta. Starejši odrasli imajo zavedne in nezavedne potrebe, ki jih zadovoljujemo z izobraževanjem. Programiranje izobraževanja starejših je strategija, kjer cilje prilagodimo starejšim. Delo obravnava tudi psihološke , didaktične, organizacijske in druge vidike izobraževanja starejših odraslih.
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(2012) Is the education of the oldest people different?
"Je izobraževanje starejših drugačno" Chapter in the Slovenian publication: Posebnosti izobraževanja starejših (Characteristics of older adult education). Compares the stage of education for older people with other stages of education in the cycle of life. Argues that each stage has its own characteristics and that third age learning and teaching should be separately regarded in terms of the high motivation, urge to self-realisation and joy in learning of the learners.
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(2012) The education of older people on their way
"E-publikaciji o izobraževanju starejših na pot": a chapter in the Slovenian publication Posebnosti izobraževanja starejših (Characteristics of older adult education).. Argues that third age is a special time for freedom, wisdom, curiosity and joy and that older adult learning can share and support these characteristics
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(2013) Active citizenship and late-life learning in the community
This paper from the University of Malta problematises dominant notions of active citizenship in later life and provides a framework for an alternative view of active citizenship. It also illustrates how adult educators can facilitate learning processes where late-life learners, reflect on the impact of the neo-liberal value system and on the consequences of its hegemonic practices on personal and community life, before engaging in transformative action.
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(2013) Critical thinking in Older Adult Education: The Contribution of Aesthetic Experience
This paper argues that the skill of critical thinking is necessary for older people and that the exploration of works of art is one of the main ways that lead to the empowerment of critical thinking. The paper outlines a process of ‘transformative learning through aesthetic experience’. It discusses a European Grundtvig Project, ARTiT, and illustrates from it the stages through which aesthetic experience can stimulate and confirm transformative learning. Crucial issues which arise in the process are considered. Finally, the process and its outcomes are grounded in a detailed case-study of a group of 15 older people, in a day centre outside Athens, questioning, debating and learning critically about family relationships in the context of a work of art.
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(2013) Keeping Cool (or So Cool). The New Older Women of XXI
Tan frescas. Las Nuevas Mujeres Mayores del Siglo XXI. A work in which the author revisits a large part of her research and revises in a simple and informative way changes in the role of women from their fifties - an age in which, in the opinion of the author, they are made socially invisible even though they are full of personal potential. Una obra en la que Freixas recupera buena parte de su investigación y repasa de manera divulgativa y sencilla el cambio de rol de las mujeres a partir de los 50 años. Una edad en la que a juicio de la profesora “se hacen socialmente invisibles” y que sin embargo está llena de posibilidades personales.
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20th World ICDE Conference
The article deals with the important point of the e-learning applications. The author discuss and compare the costs of the traditional face to face learning processes, distance education costs and e-learning costs. The general cost analysis is related to one student. The costs of the learning are well connected with the efficiency of every activity, which is included in the educational process. In many cases the economic aspects and portion of labour force is underestimated, because of the redistribution of these costs among more partners in the institution. The author concludes, that there is not possible to look only for financial aspects of the e-learning, but that it is necessary to reflect to the general benefits from the e-learning use. Just effects and benefits from the changing approach to the IT, it could be a good reason for doing e-learning.
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DELOS international conference
The article deals with the problem of recommended readings for the lonely students in the distance education teaching/learning processes. The distance education is accepted as one from the life-long education starting from the former correspondence study and in the recent time and thanks to the rapid development of ICT, there is more and more of inter-activity, partly based on the new ICT technologies. The basic study materials are delivered to the student in the form of learning package. Part of the learning package are usually recommended readings. Readings must be accessible to every student, to keep identical conditions for all students (democracy in education). Readings must accept copyrights and bring real added value for the student. The role of digital libraries in the delivery of recommended readings could be in the near future important, because of the access to ITC connection all over the world. The article discuss the potential use of digital libraries for the students in distance education.
