As the population begins to age, the forecast is for an unpre-cedented large number of older adults in the United States and elsewhere (Kressley & Huebschamann, 2002). The U.S. Census Bureau (2008) predicted that by the year 2030, 19.6% of the population in the United States will be 65 and older; that is approximately 40 million people. With the average age today at 62 years (Gendell, 2001) and life expectancy at 78 years of age and rising (Minino, Heron, & Smith, 2006), older adults are able to enjoy their later years through their 80's and even into their 90's. For many people, one-third of their lifespan is spent in older adulthood (Fisher & Wolf, 2000). As the number of years increases, older adults are seeking more challenging and meaningful ways to spend their time and are actively seeking to identify interesting, fulfilling, and useful activities. The educational level of older adults has also increased. For example, in 1986 the median number of years of school for persons 65 years and older was 12.2 (Courtenay, 1989); however, in 2000 sixty five percent of adults age 65 and older had completed high school and 15.4 percent of adults age 65 and older had a bachelor's degree or higher (U.S. Census Bureau, 2000). In 2006, 72.8 percent of adults age 65 and older completed high school and 18.7 percent of adults age 65 and older had a bachelor's degree or higher (U.S. Census Bureau, 2006). The result of the increased educational levels among older people is one of the reasons for an increased interest in educational participation among older adults. Research has shown that prior educational participation is the best predictor of interest in and continued participation in educational activities (Merriam, Caffarella, & Baumgartner, 2007; Ventura-Merkel & Doucette, 1993). According to the National Center for Education Statistics 2007 report, 40.3% of adults age 55-64 participated in non-credit adult education activities and 21% participated in courses designated as personal interest. Adults age 65 and over had a participation rate of 22.9% for non-credit adult education activities and 18.8 % participation rate for courses related to personal interest. Developing educational programs for older adults who are highly educated and healthy is necessary in order to meet the learning needs for this specific group. One response to this demand for educational programs is the Learning in Retirement Organization (LIR). LIR began in New York City in 1962 as an educational program for retired professionals. Since that time, the organization has grown to include more than 260 for learning in retirement established at colleges and universities throughout the United States and Canada. Although each organization may differ in style, three basic premises define all such institutes for learning: a) the members develop and direct the intellectual life of their organizations, b) there is a well-defined organizational structure that distinguishes each LIR as a self-governing educational community of older learners and volunteers, and c) each organization is sponsored by a host college or university (Elderhostel, n. d.). This particular study focused on a Learning in Retirement program at a large land grant institution. This LIR was founded in 1994 with just a few interested members, but has grown to more than 500 members. Although the organization is sponsored by the University and is affiliated with the Program of Adult Education at the University, the organization is run exclusively by a board of directors and various committees made up of volunteers who are older adults themselves. Twice a year the curriculum committee modifies a list of course offerings to meet the needs of the members. The LIR offers approximately 20 courses each semester on topics ranging from Medieval and Renaissance Papacy, French Bistro Cooking, Strength Training, and Computer Skills. …
Read full abstract
Feb 12, 2015
Yoldyz N Ganieva + 7
Open Access
