Evaluation of Third Age Learning in Hong Kong: Why and How?

Autor/in	Tam, Maureen
Titel	Evaluation of Third Age Learning in Hong Kong: Why and How?
Quelle	In: Educational Gerontology, 44 (2018) 11, S.724-731 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2018.1555208
Schlagwörter	Foreign Countries; Older Adults; Adult Education; Educational Gerontology; Program Evaluation; Educational Policy; Role of Education; Lifelong Learning; Well Being; Aging (Individuals); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Geragogics; Geragogik; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; Bildungsauftrag; Life-long learning; Lebenslanges Lernen; Well-being; Wellness; Wohlbefinden; Aging; Altern; Hongkong
Abstract	Facing the challenges of a fast-growing ageing population -- amidst the worldwide trends of declining birth rates and longer lifespans -- the Hong Kong government has since two decades ago developed and implemented policies and plans for senior adults in Hong Kong to engage in third age learning, both formally and informally. This paper first argues for a critical need to evaluate the efficacy, adequacy and value of the policy and provision of third age learning in Hong Kong. It then discusses the choice between the functionalist approach and the critical educational gerontology (CEG) approach for a critical evaluation of the content and purpose of education for older adults. In this paper, CEG is conceived to be more comprehensive and robust than the functionalist approach that focuses primarily on learning for self-fulfillment and adjustment to older age. More broadly though, CEG views third age learning from a sociopolitical perspective and takes into account the empowering and liberating nature of learning for and by senior adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01