Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability

• Published in: Ageing and society Vol. 38; no. 4; pp. 651 - 675
• Main Authors: NARUSHIMA, MIYA, LIU, JIAN, DIESTELKAMP, NAOMI
• Format: Journal Article
• Language: English
• Published: Cambridge, UK Cambridge University Press 01.04.2018
• Subjects: Adult learning; Adults; Age; Aging; Aging in place; Chronic illnesses; Continuing education; Discourse; Educational programs; Everyday life; Health education; Health promotion; Health status; Learning; Mental health; Older people; Participation; Professional training; Psychological well being; Self evaluation; Vulnerability; Well being; British Columbia Canada; Canada; United Kingdom > UK; Asia; psychological wellbeing; ageing in place; compensatory strategy; health promotion; vulnerability; lifelong learning; active ageing
• ISSN: 0144-686X; 1469-1779
• DOI: 10.1017/S0144686X16001136

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults’ duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults’ participation is independently and positively associated with their psychological wellbeing, even among those typically classified as ‘vulnerable’. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults’ psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.