Page 46 - IJPS-9-3

International Journal of
Population Studies The right to lifelong learning

Table 7. Formal volunteer rates and hours by the Canadian baby boomer generation and the mature generation (2018)
Participation in formal volunteer activities Baby boomers, born 1946–1965, Mature generation born 1918–1944,
currently aged 56–75 years currently aged 76–103 years
Total population (thousands) 9348 3148
Number of volunteers (thousands) 3608 996
Volunteer rate (%) 39 32
Total hours volunteered (thousands) 552 221
Full-time, year-round job equivalents (jobs) 287,451 115,114
Average hours volunteered per year (hours) 153 222
Source: Hahmann (2018).

For instance, the Government of Canada used full-page is generally based on products and processes for a single
newspaper advertisements (covering the importance of age or single generation, for example, pre-schoolers.
exercise and avoiding internet scams) to reach them, which When needs are diverse in terms of content, timing,
is generally inefficient compared to targeted dissemination. methods, and purpose, as it is for working adults, ensuring
For this group, both accessible location and mode have appropriateness is a challenge. In the late-life population
to be considered. Private or public transportation to the segment, chronological age is a poor indicator of need.
learning location and a barrier-free learning venue would Furthermore, the group is extremely diverse in terms of
be essential. Although 82% of the people in this group have past education, life experience, intersectionality, cognitive
a valid driver’s license (Table 6), they may be reluctant to and sensory capacities, and needs, so a customization
drive if the options are located far away or at night. Remote strategy rather than client segmentation would be
learning may not be a reliable strategy for this group as practical. This means that the array of choices has to be
they may not have broadband internet or digital appliances. wide to meet the needs of the entire 7 million in later life.
Many of them have never learned digitally and may not have Taking gender as an example, it is well known that women
the required skills. Furthermore, a substantial proportion, live longer, which means that more women are likely to be
ranging from 20% of the generation in their sixties – 50% widowed and live alone than men, and their needs change
of those in their nineties, lives in collective dwellings. They with age. More women tend to have chronic conditions
may be captive to only offers in their institution and may such as osteoporosis (22%) and arthritis (54%) (Table 4),
not be able to engage in self-directed learning or have the both of which can affect mobility and the need for barrier-
skills for remote learning. free environments for both living and learning. Hence, it
is unsurprising that 10% more women live in homes that
The British Inquiry into the Future of Lifelong Learning have been adapted than men (26%, compared to 36% of
(Schuller & Watson, 2009) showed that <15% of people women). Perhaps due to their longer life expectancy,
over 75 take advantage of learning opportunities, based on 100,000 fewer women than men have driver’s licenses
research in the UK. Many older adults may find it difficult (Table 6). It is likely that older cohorts in this group
to participate in formal learning (Bjursell et al., 2017). In have less education and less income, too. Physical ability
general, older people with more education make an effort among both men and women could range from marathon
to engage in learning. Institutions such as Universities of runners to those with very limited mobility who spend
the Third Age serve an important role, but their clients most of their time in bed. For the latter, private tutoring
tend to be white, middle class, often women, and obviously or bedside consultation may provide information on topics
mobile enough to attend the institution (Formosa, 2019). such as bed exercises and palliative care. These gender
Access strategies for late-life learning may require that the factors could be considered in combination for an effective
same learning products may require a mix of modalities product. Regardless of prior knowledge or education of the
such as formal learning in institutions or community learner, a formal course would be appropriate if learning is
locations, learning opportunities brought into collective based on easy-to-understand progression using repetition
dwellings as well as some remote learning. and reinforcement (varying cognitive skills), relies on
discussion and sharing in a small group (the ability for
3.5. Appropriateness
reflection and integration), visual aids adapted in terms
The provision of learning opportunities must be appropriate of font size, sound quality, volume, and speed of scrolling
to the needs of this population segment to ensure uptake (sensory limitations), and have the possibility for self-
as well as positive learning outcomes. The learning system pacing (low stamina and concentration).

Volume 9 Issue 3 (2023) 40 https://doi.org/10.36922/ijps.339