Abstract
In the last two decades the area of older adult education (sometimes labelled ‘educational gerontology’) has received increased attention across the globe, especially in countries where the older adult population has reached undeniably high proportions. This is far from surprising considering that population ageing is perhaps the most significant trend of the twenty-first century. Suffice to say that around the world, two persons celebrate their sixtieth birthday every second – an annual total of almost 58 million sixtieth birthdays (United Nations Populations Fund and HelpAge 2012). With one in nine persons in the world aged 60 years or over, projected to increase to one in five by 2050 (ibid.), population ageing is a phenomenon that can no longer be ignored. It is also noteworthy that due to the present and projected growing number of older persons in the ‘fourth age’ (Laslett 1989), the age of greater dependence, community care and nursing home settings are increasingly becoming a key facet of public policy initiatives. It is therefore difficult to overstate how population ageing is contributing to far-reaching changes in the wider social fabric. Education and learning are no exception, and never has the plea for a lifelong educational and learning framework been more urgent.
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Findsen, B., Formosa, M. (2016). Introduction. In: Findsen, B., Formosa, M. (eds) International Perspectives on Older Adult Education. Lifelong Learning Book Series, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-319-24939-1_1
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