For the first time in modern history, organizations have been tasked with supporting employees spanning 4 generations. For reasons of health, economy, interest, and more, employees are delaying retirement while ever more new employees come on board — and the resulting mix is creating a new challenge for teams charged with organizational learning. Of course, while much is made of generational differences, people of every age tend to share more similarities than differences.
The Annual Adult Education Conference that was held on 23 and 24 October in Maribor intertwined interesting topics with three outstanding pinnacles. The third pinnacle event was a panel on the integration of elderly men into the community. The extensive programme and informative speakers were aptly maneuvered by Zvonka Pangerc Pahernik, MSc.
The day will be a particularly special occasion for the Vizcarra family because not one, but three generations of graduates will walk across the stage to receive their GED at the same time. Harbor Drive, San Diego. The ceremony will honor adult learners and will award diplomas and 6, certificates in more than 75 career areas including Cyber Security, Fashion Design, Child Development and Automotive.
One challenge in teaching is designing a learning environment for students who span multiple generations. The second post will look at the so-called generational differences between students of different ages. Some educational theorists propose that adult students learn in qualitatively different ways than do traditionally-aged students, and that we need to take these differences into account when we teach.
Now that the youngest Millennials are adults, how do they compare with those who were their age in the generations that came before them? Millennials have brought more racial and ethnic diversity to American society. Compared with previous generations, Millennials — those ages 22 to 37 in — are delaying or foregoing marriage and have been somewhat slower in forming their own households.
The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning.
John Field has received funding from the Economic and Social Research Council to study learning across the adult life course. He chairs Scotland's Learning Partnership, which represents adult learners across Scotland. Adult education has been through the wringer recently, with governments in all the UK nations making heavy cuts in what were already small and marginal services.
The main aim of project is to promote Intergenerational Learning IGL by bringing together and supporting sustainable, effective practice in the field and by facilitating the exchange of ideas and expertise beyond individual projects, and by creating a mechanism for practitioners to influence policy and practice. The project intends to contribute to the empowerment of disadvantaged seniors through the development of their readiness for self-directed learning. The overall aim of the project is to develop university modules for non-traditional students, especially senior citizens, providing an inter-generational learning setting.