Organizational Strategies for Providing Foreign Language Education Services to Adults Over 45: International Practices and Approaches

Abstract

Organizing educational services for people over the age of 45 is essential for their personal development, economic participation, social inclusion, and mental well-being. International and local legislation supports these initiatives, aiming to provide equitable and inclusive educational opportunities for all ages and to use the benefits of these people being fruitfully involved in the economic and social life of a country. The article aims to examine the strategies for providing educational services to adult learners (citizens over the age of 45) in different countries (European countries, the USA, Australia, China, Ukraine, Brazil, and Japan), with a focus on whether this process is integrated into social services and formal and informal education systems within the framework of the concept of lifelong learning. The methods included literature review on databases such as Google Scholar, JSTOR, and ERIC; comparative analysis of educational policy documents; case studies and reports from different nations; meta-analysis; field observations; and others typical to the field of comparative education and general education. They were utilized to provide a comprehensive and well-rounded analysis of how different countries organize and implement foreign language education services for adults over the age of 45. The findings reveal that the approaches to providing foreign language education for adults over 45 varies widely across different countries, reflecting each nation's unique historical traditions, cultural values, and current societal needs. This diversity in practice can be categorized into four main groups: services provided by social services; formal education systems; informal education systems; and self-organized services to present the prevailing approach to providing foreign language education for individuals over 45 in each country. The study concludes that the provision of foreign language learning services for individuals over 45 varies significantly across countries, reflecting diverse historical traditions, cultural attitudes, and current needs. Whether through social services, formal education systems, informal educational channels, or self-organization, each country’s approach highlights the importance of adapting educational services to meet the needs of an adult population seeking continued personal and professional growth.