Lifelong learning activities for older adults: a scoping review protocol

Karina De Lima Flauzino,Maraiza Oliveira Costa,Samila Sathler Tavares Batistoni,Henrique Manuel Pires Teixeira Gil,Meire Cachioni

doi:10.33448/rsd-v10i14.21947

Abstract

Objective: To map lifelong learning activities for the elderly to understand how this paradigm has been incorporated into practical actions. Methodology: A scoping review type survey will be conducted in the literature published in English in five databases between the period 1972 to 2020. The mnemonic PCC (Population, Concept and Context) will guide the search strategy, the selection and extraction process of the studies, which will be conducted by two authors independently. Peer-reviewed articles that present the conceptual notion of lifelong learning as the central theme of the study, the target audience of men and women aged 50 and over and the description of formal educational activities will be included for the analysis, non-formal and informal. The review will include articles with a qualitative, quantitative or mixed methodological approach. The evidence will be organized in a specific form containing bibliometric data and the main characteristics of the studies, as well as specific information to answer the objectives of this scoping review. Results: will be presented in descriptive synthesis accompanied by tables and diagrams.

Highlights

The lifelong learning paradigm suggests a new educational culture which integrates and complements different learning modes: formal, non-formal and informal
The propagation of the concept of lifelong learning can be justified by globalisation, the need for new knowledge skills, the emergence of new technologies as well as by demographic changes, in an attempt to meet the demands of a world in a constant state of change (UNESCO, 2014)
Lifelong learning only reappeared on political agendas in the 1990s, as represented in a second generation, being highlighted by the publication of the Delors Report, Learning: The Treasure Within, by UNESCO in 1996

Summary

Introduction

The lifelong learning paradigm suggests a new educational culture which integrates and complements different learning modes: formal, non-formal and informal. According to Delors et al (1996), education is a continuous process of political and social emancipation, which, in turn, directly impacts on the development of the individuals and their communities In this regard, the right to education for older adults is reinforced as they are recognised as learners with potential to develop themselves throughout their lives and to benefit from learning activities (Tam, 2018). The U3As have been spreading globally, developing different or adapted approaches from that originally put forward in France (Formosa, 2019) This is in accordance with Hu (2020), whose study highlights the importance of adjustments in the operational models of universities in order to meet the educational needs of older learners in progressively ageing societies. Identifying the challenges regarding the practice of lifelong learning for the older person

Methodology

Partial Considerations

Acknowledgments and Funding