Education and learning are assumed to be important factors in facilitating participation and allowing adults to enjoy a positive quality of life as they . Participation within the broader community is important purely for enjoyment and recreation, and also to allow older people to adapt to changes within the environment in areas such as technology, lifestyle, finances and health. The ability to solve problems and adapt to change are strong predictors of active ageing.

1. Mohammad-Sajjad Lotfi (PhD Student in Gerontology)
It should not be a surprise that older adults need and want to learn.
They want to stay interested and keep enjoying life to the best of their
ability, and they usually have the time to do this.
GOD IS A TEACHER

2. INTRODUCTION
 In the literature on successful ageing, two perspectives generally prevail: the bio-medical and
the multidimensional
 The biomedical model, which characterized earlier successful ageing research, emphasized
the health aspect of getting older.
 In a similar vein defined successful ageing as the lack of age-related decline, both physical
and mental.
 Following this, they added three essential components for successful ageing: avoidance of
illnesses, maintaining cognitive capacity, and actively engaging in life.
 From a different perspective conceived successful ageing as a multidimensional concept,
which includes the physical, functional, psychological, and social dimensions.

3. INTRODUCTION
 The 21st century will see a new kind of older adult: healthier, better educated, and
more financially secure . . . Future generations of elders will seek continued personal
growth in their retirement years; hence, the demand for educational programs and
services designed to meet the needs of older adults will intensify.
 Leading adult education researchers agree, ‘‘the more education people have, the
more education they want, and the more they participate in further learning activities

4. EDUCATION
 Education and learning are assumed to be important factors in facilitating
participation and allowing adults to enjoy a positive quality of life as they .
 Participation within the broader community is important purely for enjoyment
and recreation, and also to allow older people to adapt to changes within the
environment in areas such as technology, lifestyle, finances and health.
 The ability to solve problems and adapt to change are strong predictors of
active ageing.

5. INTRODUCTION
 Lifelong learning is an iterative process of moving in and out of education
throughout life.
 It encompasses a wide variety of activities:
1- learning undertaken in a formal classroom setting
2- non-formal classes such as University of the Third Age (U3A)
3- informal learning through reading books or participation in community
organizations.
 later life learning may play important role in unlocking the potential for
ageing.

6. LATER LIFE LEARNING IN PRACTICE
 Later life learning can be undertaken for a variety of purposes, including:
1. intellectual stimulation
2. formal accreditation
3. social interaction
4. workforce training
5. civic participation
 Later life learning is often thought to consist primarily of informal courses for personal .
 There are, however, a variety of forms of later life learning, including formal, non-formal and
informal.

7. LEARNING AND AGEING
 Learning in its higher forms can be described as understanding, seeing things differently, and,
perhaps, changing as a person and this is the case at any age.
 Wolf (2009) discussed four processes of learning:
1. Differentiation
2. Dissonance
3. Deconstruction
4. Reconstruction
 Notice: All these processes depend on the person’s information processing system functioning
adequately-in particular perception, short term and working memory, and long term memory

8. AGE DIFFERENCES IN LEARNING
 Learning has traditionally been conceptualized as something which takes place early
in life, prior to formal entry into the workplace.
 Figure 1 illustrates the traditional life course in the mid 20th century, with education
occurring in childhood and young adulthood, followed by a single work stage and a
full exit from the workforce at the age of 65.

10. AGE DIFFERENCES IN LEARNING
 Figure 2 illustrates a different model of the life course which is more
prevalent today. Individuals engage in education primarily in youth and
young adulthood, but continue education sporadically throughout the
lifespan, tapering sharply after the age of 50.
 In addition, individuals have varied occupational experiences, often changing
careers multiple times throughout their life course.

12. ROLE OF LEARNING
 It is clear that learning plays an important role in productive ageing.
 Lifelong learning and continued education would enable elderly people to keep up with
technological and scientific advances and to maintain the quality of their lives by enhancing
their self-reliance, self-sufficiency, and coping strategies in the areas of physical, health, and
social relationships.
 In particular, lifelong learning and continued education would help to develop wisdom.

13. ROLE OF LEARNING
 Dench and Regan described the effects of formal and informal learning for older people (50
and over) as including enjoyment of life, self confidence, feelings about self, satisfaction with
life, coping ability, increased social involvement, and better health.
 The most important reasons older people gave for learning were to keep their brains active
and to enjoy the challenge.
 The most common reasons given for not learning were lack of time and interest.
 that recent neurological research suggests that mental training in later life can boost
intellectual power, assist in maintaining mental function, and help to reverse memory decline.

14. ELDERS CAN LEARN
 Taking a positive approach, it is known that older adults can and do acquire new knowledge
outside of their domains of expertise from earlier learning.
 that most adults, as they age usually process less information and do it in a slower and less
efficient manner’’ however ‘‘knowledge that has been already acquired, the ability to retrieve
it, as well as visual and auditory sensory capabilities are maintained for the most part, into the
sixties’’ at least.

15. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 Economic
 These benefits may be particularly relevant to older adults as:
 Older adults have lower rates of post-school qualifications and score worse
on measures of numeracy and literacy than all other adult age groups.
 Lower levels of qualifications and skills have been identified as a significant
barrier to employment for older workers.
 Older adults’ score worse on measures of financial literacy compared to all
other age groups and this puts them at greater risk for lost wealth as a result
of poor financial decisions or planning

16. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 Economic
 There are a number of potential economic benefits of learning, including:
 Acquisition of skills and qualifications, which may lead to improved
employment opportunities and higher average wages.
 Increased financial literacy and knowledge.

17. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 Social
 There are a number of potential social benefits of learning, including:
• Connecting with individuals who have similar interests
• Creation of social networks outside of the workplace.
 These benefits may be particularly relevant to older adults as:
 • Many older adults find that after retirement they lose many of the social networks
associated with the workplace.
 11% of older adults report not having contact with friends or family outside their home in
the past week (ABS, 2007c):

18.  An ageing population is often linked with a decrease in social adaptability, but this
point of view ignores the potential and learning capabilities of older adults.
 Therefore, it is important to support the potential of older people to lead active and
participatory lives through education and to recognize the benefits of their
knowledge, experience, and competencies.

19. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 Health
 There are a number of potential health benefits to
 learning, including:
• Improvements in health knowledge as well as changes to behaviors
associated with health, such as reduced smoking, and increased exercise
• Improvements in physical health
• Improvements to wellbeing and mental health
• Improved cognitive performance
reduced risk for dementia

20. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 Health
 There are a number of potential health benefits to
 learning, including:
• Improvements in health knowledge as well as changes to behaviors
associated with health, such as reduced smoking, and increased exercise
• Improvements in physical health
• Improvements to wellbeing and mental health
• Improved cognitive performance
• reduced risk for dementia

21. WHAT ARE THE BENEFITS OF LATER LIFE LEARNING?
 These benefits may be particularly relevant to older adults as:
• More than half of all individuals over the age of 65 have at least one type of
disability
• The majority (70%) of older have inadequate health literacy skills that enable
them to understand and articulate health issues to others.
• Inadequate literacy has been found to be significantly associated with increased
risk of hospitalization with the probability of hospitalization doubling in those with
poor health literacy
• In a study of older learners, 80% reported an improvement in life satisfaction,
self-confidence, self-image, or ability to cope due to engagement in learning

22. WHY DO OLDER ADULTS LEARN?
 what motivates older adults to want to keep learning?
 Learning may be incidental, unanticipated or imposed
To give back To teach Use skills
Constantly learn,
never stop
mind active, use brain, exercise mind
Stay mentally stimulated
grow
attain goals
Meaning of life
Understand self
Better person
Take responsibility for self
Focus on positives not negatives
Extend thinking and learning ability
Being an active participant in life
stay interested in life
new meaning to every day
New friendships

23. WHAT DO THEY WANT TO LEARN?
 There is little research that describes what older people themselves say they want and need to
learn.
 Health professionals are concerned about how and why it is necessary to learn about health
management
 Others are concerned with elders learning about finance and use of ICT

24. LEARNING NEEDS
Technical Skills And Knowledge
 The most frequently mentioned needs with regard to technical skills and knowledge
were:
1.how to use a computer
2.how to operate an ATM
3.how to do phone banking
4.how to use and program a stereo, TV, and …

25. LEARNING NEEDS
Technical Skills And Knowledge
 Other technical skills mentioned related to Internet banking, e-mail, using a credit
card, operating the microwave, and using an answering machine.
 Most of these technical skills concerned using equipment that participants had not
used before but which they wanted to use to make life easier or to keep up with
recent developments.
 Some who said they needed to learn these skills appeared not to be committed to
making the effort to do so.

26. LEARNING NEEDS
Health Issue
 Aspects of this subtheme included
1- how to manage health problems and it outcome
2- how to obtain information, in particular from doctors.

27. LEARNING NEEDS
LEISURE AND ENTERTAINMENT
 Within the group, a wide range of learning needs for leisure and entertainment were
mentioned, although each person usually only mentioned one leisure-related
learning need.
 Some were new interests but most were existing interests that people wanted to
learn more about.

28. LEARNING NEEDS
LIFE ISSUES
 The life issue that was raised most often had to do with financial matters and was
focused on keeping financial records, managing affairs generally, using a check book,
and understanding body corporate matters.
 Some people referred to skills they needed to learn because their circumstances had
changed or because they were worried about a partner dying.

29. OTHER NEEDS
 Other cultures
 New things, new talents
 New skills, vocation (e.g., counselling, gardening,
welding)
 Craft, painting, drawing
 Drive a car
 Languages
 Technology
– e-mail
– Internet
– computer
– graphic programs
– photography
– mobile phone
 Spiritual aspects of life
 Hobbies
 Current affairs, politics
 New subjects
 Piano, new music
 Family history
 About people
 Practical things

30. HOW DO THEY WANT TO LEARN?
 The elderly vary in their preferences about how and where they want to learn. Some
want organized courses and activities. Others want one-to-one tuition or to learn on
their own. Some want the courses to be formal and others want informal activities.
 in the UK found that many seniors prefer less formal forms of learning such as
reading, conversation and watching educational television.
 They also found that formal learners are more likely to have had professional or
semiprofessional jobs.

31. HOW DO THEY WANT TO LEARN?
 Lifelong learning’’ has become a catch phrase in education, and the basics of learning
and knowledge laid down early in life are critical for learning as people age.
 Elderly people perceived, were the following:
adults know what they need to learn and believe themselves responsible for their own
learning; have a great deal of experience (good and bad)
 are ready to learn what they believe they need to know; and are life=task=problem
centered.

32. HOW DO THEY WANT TO LEARN?
 This conditions can effect on learning:
1. relationships between learners and teachers
2. learners’ prior knowledge and competencies
3. influence of organizational and social consequences
4. need for continuing participation
5. self-fulfillment
6. political attitudes
7. ideas about competence
8. capability of older learners

33. FORMAL EDUCATION
 Formal learning is education that is structured towards a formal award or accredited
outcome.
 In 2007, only seven per cent of older adults (45-64) in Australia were participating in
some type of formal education.
 The majority (80%) of these did so for work/career purposes.
 Sixteen per cent were doing so for personal interest or self-development.
 More than half (56%) of older adults participating in formal education were working
towards a Certificate.

34. NON-FORMAL EDUCATION
 Non-formal learning also refers to structured learning, but differs from formal
learning in that it does not lead to a recognized qualification.
 It includes non-accredited workplace training, as well as education undertaken
for personal development (such as courses at U3A).
 In 2007, 28% of older adults participated in some type of non-formal
education.
 The majority of older adults who undertook non-formal education did so as
part of a work related course.
 The second most common reason for undertaking non-formal education was
for personal interest or self-development (27%).

35. INFORMAL EDUCATION
 Informal learning refers to unstructured, noninstitutionalized learning activities that are
related to work, family, community or leisure. It can involve learning from a colleague or
friend, reading journals or books, taking tours, taking part in hobby groups, or other similar
activities.
 This is the most common type of learning undertaken by older adults—73% of older adults
engage in some type of informal learning.
 The most common type of informal learning for older adults is reading manuals or other
materials, followed by internet/computer usage.
 Learning can also be the result of other civic engagement. For example, approximately 17% of
Australians over the age of 50 do some type of volunteer work and volunteering can lead to
increased knowledge about communities, organizations or activities

36. BARRIERS TO LEARNING
 Physical Problems
There were a large number of physical problems mostly related to age, including those
of reduced mobility, illness, and degenerating sight and hearing.
 Transport
 Cost
 Cognitive and Self Matters (ageing hippocampus and its effects on learning and memory)
 Flexibility

37. FACILITATING FACTORS TO LEARNING
 Award
 Motivation
 Interest
 Sharing/Using Knowledge/Ongoing
Commitments
 Social Benefits
 Finances
 Mental and Cognitive Wellbeing
 Current Activities
 Positive Comments and Negative Comments
 Ongoing Needs
 Institutional and Government Policies

38. SOME WAY FOR LEARNING
 Travel
 New activities
 Reading
 New experiences, challenges
 Seeing
 Opportunities to learn
 Cultural activities
 Move out of comfort zone

39. COMPUTER TECHNOLOGY USAGE
 One of the most significant phenomena of the 21st century is the rapid increase in
the use of technology. For individual older users, communication technologies have
the potential to minimize social isolation and thereby improve quality of life.
 It is recognized in government and related documents that it is important for older
adults to have abilities and opportunities to use new technologies to support and
improve their quality of life and their participation in society
 information literacy and the use of the basic technology tools are a prerequisite skill
for any persons.

40. COMPUTER TECHNOLOGY USAGE
 One of the aspects threatening the quality of life of older people is exclusion from
information in an increasingly digital world. This will continue to increase as
technology develops and becomes more pervasive.
 Barriers to learning included attitudinal aspects to being too old, embarrassment with
lack of abilities, short-term memory loss, declines of manual dexterity and visual
acuity.

41. COMPUTER TECHNOLOGY USAGE
 Research confirms that there are beneficial outcomes of using a home computer for
people who are likely to experience increased vulnerability as they age.
 In residential care situations, for instance, computer-learning programs were
associated positively with skills and confidence in spite of older adults own health
perceptions.
 Studies that indicate positive outcomes for older people who use technology are
particularly important to the policy of “ageing in place”.
 technology use could potentially support the functional independence of older
people and thus enable them to continue living independently in their own homes.

42. COMPUTER TECHNOLOGY USAGE
 described the creation of an online community for the third age where members
would be able to address questions such as financial decisions, healthy lifestyle,
management of disabilities and illness, friendships, relationships, passions, hobbies,
work, and connection with family and friends.
 among the older group, “non-cognitive factors impacted on the success of their
mastery of new computer technology. such as:
1. fears of computerization and its consequences in the workplace
2. age-related negative stereotypes
3. attitudes and lack of confidence

43. COMPUTER TECHNOLOGY USAGE
However, many studies also attest to the
capacities and abilities of older people to learn
how to use the technology
 But hey were slower, less accurate and more forgetful than younger users

44. COMPUTER TECHNOLOGY USAGE
 For education:
1. One to one
2. Show their interested
3. Specific settings such as computer clubs and libraries
4. Older people for older people
5. Assessment their need
6. Attention to cost
7. Attention to physical and health Problem
8. Create Motivation and confidence

45. REFERENCES:
1. Šatienė, Salomėja. "Learning in Later Life: The Perspective of Successful Ageing." Applied Research In
Health And Social Sciences: Interface And Interaction 12.1 (2015): 11-23.
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29.2 (2003): 129-149.
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gerontology 32.4 (2006): 271-282.
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Journal of Education 4.6 (2014): 66.
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46. REFERENCES:
1. Boulton-Lewis, Gillian M. (2007) Ageing and learning in Australia. In: International Conference on
Learning in Later Life, 9-11 May 2007, University of Strathclyde, Strathclyde, UK . (Unpublished).
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47. THANKS A LOT MY DEAR