Active Ageing, Active Learning: Issues and Challenges by Gillian Boulton-Lewis, Maureen Tam

By Gillian Boulton-Lewis, Maureen Tam

This booklet is anxious with the final problems with growing older, studying and schooling for the aged after which with the extra particular problems with why, how and what elders are looking to examine. This monograph includes 10 chapters written via quite a few across the world popular researchers and scholar-practitioners within the box.

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Furthermore, some actions to avert or minimize cognitive loss can be undertaken at any age. With training ‘elderly men and women who have experienced some cognitive decline can…offset approximately two decades of memory loss’ (p. 137). The importance of making good lifestyle choices was similarly revealed by Vaillant (2002) who followed the lifestyles of groups of men and women from adolescence until age 80 to deduce the attributes of those who were seen to be the most successful agers. His study, which ran for 60 years, suggested that successful ageing from age 70–80 could be predicted by variables assessed before age 50.

2009). Older adulthood. In P. ), The Routledge international handbook of lifelong learning. London: Routledge. World Health Organization (WHO). (2002). Active ageing: A policy framework. pdf Chapter 4 Successful Ageing and International Approaches to Later-Life Learning Rick Swindell Introduction A combination of low mortality and low fertility will continue to have a marked impact on the population of many countries for decades to come. By 2050, older people will outnumber children in most parts of the world, with the exception of Africa.

Purdie and Boulton-Lewis (2001) found that the least important learning needs identified by older people were those associated with technology. M. Boulton-Lewis They stated that their most important learning needs were associated with transportation, health and safety. However, in earlier interview data in the same study, participants had suggested that the use of technology was something that they wanted to learn about; hence there was a difference between what they needed and what they wanted to learn.

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