Titlebook: International Perspectives on Older Adult Education; Research, Policies a Brian Findsen,Marvin Formosa Book 2016 Springer International Pub

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Ilango Ponnuswami,Sonny Jose,Praveen Varghese Thomas

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Introduction,he 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 ex

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Argentina,ndicate that older adults’ education developed extensively in quantitative terms; this growth contributed to define a strategic overview of its mission in the social construction of active ageing. The main achievement is the change produced on representations about older adult, the recognition of th

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Australia, of adults depends not so much on their health as on a range of contextual and social factors, among which social engagement plays an important role in Australia. Our fundamental conclusion is that learning and social engagement can be mutually reinforcing at any age, and that health and wellbeing a

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Brazil,sts and demands that one generally finds at the latter stages of the life cycle process. This chapter addresses the context of education for older people in Brazil, highlighting its trajectory, development, current possibilities, and future prospects.

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Colombia, dilemmas are to be confronted, for the dignity to take place in a country that easily forgets its people. When checked the official records of Colombia and to hear some older citizens, hence the need to improve many of its programs, but in this particular case is necessary, in conjunction with univ

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France,of innovation practices in learning and training offers. Following a decline in education research in older adult education in the 1980s and 1990s, it is positive to note that studies in educational gerontology have taken a new impetus in recent years. There is, however, no doubt that more cooperati