Lifelong Learning, Lifelong Living. Bill Kops & Atlanta Sloane-Seale University of Manitoba

Transcription

1 Lifelong Learning, Lifelong Living Bill Kops & Atlanta Sloane-Seale University of Manitoba

2 Agenda Introduction The Study Review of Data Discussions & Implications Questions & Answers

3 Introduction Study examined participation in learning activities & successful aging Key statistics types of learning, future intentions, learning in later life, characteristics of successful aging Number of older adults will more than double in the next 3 years; therefore understanding socioeconomic factors, participation in learning & successful aging is important to educational gerontology, research, and UCE practice

4 The Study Survey methodology Stratified (urban/rural, gender, age) random sample of 1, - Manitoba Health data base Response rate 32%; active learners 69% of respondents Five categories demographics; educational activities; motivation/barriers; well-being/health; characteristics of successful aging

5 Gender male female 1

6 Age

7 Marital Status single married divorced widowed 1

8 Level Education some HS HS grad some PS PS grad other 5

9 Income less $2K $2-29K $3-39K $4-49K $5-59K $6-69K $7K plus

10 Retirement retired semi-retired employ FT employ PT self employ 1

11 Volunteer Activity No Yes NA 1

12 Discussion: Demographics Generally, respondents were middleincome, women, young-old group (65-79 years), married, well educated, and retired Findings consistent with literature focus on meeting educational needs of active, educated, middle-income older adults

13 Learning Activities Leisure Health Personal Technology Art Finance Literature Humanities Sciences

14 Learning Satisfaction extremely very satisfied unsatisfied very unsat 1 5

15 Importance of Educational Opportunities in Retirement very fairly average fairly un very un 5

16 Discussion: Educational Activities Majority of respondents satisfied with learning activities Greater concentration of learning activities on informal and non-credit courses/learning Active learners stressed importance of educational opportunities in retirement Consistent with literature suggesting that high levels of education equate with continued participation in learning

17 Motivation interest joy fill time socialize life event fill gaps 1

18 Barriers limited time high cost lack information limited programs lack motivation lack confidence 5

19 Discussion: Educational Activities High value placed on educational activities that are relevant and meaningful, participate for a variety of reasons, and deal with a range of barriers Findings consistent with literature Knowles (relevance and meaning), Houle (motivation to participate), Cross (barriers to participate)

20 Perceived Happiness happy some happy some unhappy unhappy very unhappy 1

21 Perceived Life Satisfaction extreme very satisfied unsatisfied very unsatisfied 5

22 Perceived Health Rating excellent good fair poor bad 1 5

23 Discussion: Well-Being and Health Vast majority perceived themselves to be happy & interested in life, & in good health Finding consistent with literature equates high perception of health to high levels of education Happy, healthy, interested older adults bodes well for participation in UCE

24 Physical Activity (Weekly) very active (7) active (5) somewhat (3) limited (1-2) not active 5

25 Mental Activity (Weekly) very active (7) active (5) somewhat (3) limited (1-2) not active 5

26 Social Activity (Weekly) very active (7) active (5) somewhat (3) limited (1-2) not active 5

27 Perceived Successful Aging independent good humour curious positive flexible outgoing 1

28 Spirituality/Future Plans strong self renewal/growth feel connected spiritual person set goals game plan 1

29 Importance of CE to Aging very important somewhat little none 5

30 Discussion: Successful Aging Respondents are physically, mentally & socially active Report a positive perception of self, a strong locus of control, a sense of flexibility and adaptability Present a sense of spirituality and a future focus Findings are consistent with literature fit with conditions for successful aging

31 A Portrait of Older Adult Learners What does the portrait suggest about lifelong learning and lifelong living? What do older adult learners need to do to use it and not lose it? What do Educational Institutions need to do to engage and support older adults as lifelong learners?

32 Further Discussion & Comments Atlanta Sloane-Seale ; tf ext. 836 Bill Kops ; tf ext