11: Lifelong Learning: An Andragogical Approach to Education for the Aging Population

Given current aging trends, considering lifelong learning is essential for shaping our future societies. Lifelong learning extends beyond adult education and training—it is a mindset and habit people adopt as a personal responsibility. People are living longer and healthier lives in some parts of the world. Longer lives require planning. An aging society may impact economic growth and sustainability, family dynamics, resources for older citizens, and international relations. Therefore, all sectors of society must work to develop a better model of lifelong learning. Knowles’ (1973, 1995) eight process elements of andragogy include: (a) preparing the learner, (b) setting the climate, (c) involving learners in mutual planning, (d) diagnosing learning needs, (e) forming learning plans, (f) designing learning plans, (g) carrying out learning plans, and (h) evaluating outcomes. Additionally, Knowles’ (1990) six assumptions about adult learners include: (a) the need to know the reason for learning, (b) learner concept, (c) experience, (d) readiness, (e) orientation, and (f) motivation. To ensure educational; success, andragogical theory emphasizes self-directed, collaborative, and personally relevant to the learner. This chapter highlights education about aging—not only vital for baby boomers reaching retirement but society as a whole.