DEVELOPING A LFELONG LEARNING PROGRAM: EMPOWERING SENIORS AS LEADERS IN LIFELONG LEARNING

Abstract

"Lifelong learning” has become a catchphrase in Western society, with people being urged to engage in it regardless of their age. What are the implications of a public policy of lifelong learning for senior citizens? What are the lifelong learning needs of seniors, who should provide the opportunities for learning, and what principles of learning should guide such opportunities? An empowerment model for assessing need and developing a lifelong learning program in the context of a seniors center is presented. On the basis of the philosophy of research as emancipatory education (Lather, 1991), a program was designed to train seniors as research associates and assist them in conducting a needs assessment of their peers. The focus of the program was on principles of (a) research, (b) program development, and (c) pedagogy designed to empower seniors as leaders in building a healthy learning community in the process of gathering information about the needs of the seniors in their community and where and how to serve them. Results of the program evaluation support the benefits of learning to these seniors’ mental, physical, and social health and the effectiveness of the program in developing lifelong learning skills and attitudes, with significant increases found in level of self‐esteem, ability to express ideas, and the feeling of being heard. Implications include the need to promote lifelong learning as a way of life for all seniors and to recognize the seniors center as a natural public forum for education.