Approaching Leadership from a Lifelong Learning Perspective: Best Practices at University Programs for Seniors

Approaching Leadership from a Lifelong Learning Perspective: Best Practices at University Programs for Seniors

Marga Vives (University of Balearic Islands, Spain), Carmen Orte (University of Balearic Islands, Spain), and Martí March (University of Balearic Islands, Spain)
Copyright: © 2015 |Pages: 25
DOI: 10.4018/978-1-4666-8589-5.ch011
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Lifelong learning is increasingly widespread in our society. Probably, the international increase of the elderly people, as a social group, could be a key factor. In its social dimension, ageing could be conceptualized in terms of real participation and contribution of the elders on several dimensions, as, currently, on the economic factor, where elders have become the most (and sometimes the only) economic pillar in their family. This chapter is focused on the development of the lifelong learning philosophy at the Universities, specifically on the University Programs for Seniors. We would like to reflect on different intervention models and on their principal features and quantitative and qualitative indicators, as educational strategies, student's and professors' expectations, systems of evaluation, cultural adaptations,...and the methodology of the systems of evaluation (internal and/or external qualitative agencies, interviews, discussion groups, mentoring,...) framed within the best practices.
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Organization Background

The Process of Building a Learning Society in the 21st Century

One of the great changes our society has seen in the last two centuries has been the progressive globalisation of access to education. However, the institutionalization of the right to education in all its different levels is one of the greatest conquests of humanity. It is a social conquest with an important expression and with the extension of education among the seniors' collective in a progressive and rapid process. In any case, it is a process that the learning society of the 21st century and the progressive emergence of a century of seniors will not only consolidate or lead us to a fresh approach to the real significance of education, its goals, length, institutionalization and final approach, but it will also imply a profound change in the legal and factual conceptualization of the older adults, their role and their input in our society. From this perspective, university programs for seniors will be analyzed, as well as the best practices in education among this collective and the future of lifelong learning, taking the role of the older adults in the learning society as a reference.

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