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New Zealand

  • Brian Findsen
Chapter
Part of the Lifelong Learning Book Series book series (LLLB, volume 22)

Abstract

This chapter analyses the domain of learning in later life in (Aotearoa) New Zealand. After describing the broad social context of the country, the chapter analyses the plight of older people in anticipation of examining the concept of lifelong learning and what constitutes (older) adult education. Special emphasis is given to derivative and indigenous perspectives of adult learning, given the country’s bi-cultural heritage. In addition, the landscape of tertiary education and accompanying policy considerations are described as older adults, at least in a more formal context, sometimes learn within these parameters. Importantly, though, it is recognised that most learning for older people occurs in informal and non-formal environments. Hence, workplace learning and self-directed activities are also briefly surveyed. As an example of an innovative older adult provider, the Rauawaawa Trust in Hamilton city, consisting of Maori elders, and its holistic educational programme are analysed, particularly in relation to the institution’s engagement with the University of Waikato. The main challenge ahead is to encourage greater participation of members from marginalized older people’s groups to develop their own learning/education opportunities.

Keywords

New Zealand Older adulthood Indigenous education Lifelong learning University engagement 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Te Whiringa School of Educational Leadership & Policy, Faculty of EducationUniversity of WaikatoHamiltonNew Zealand

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