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Brink, Satya
Publications (10 of 29) Show all publications
Brink, S. (2023). Desirable environmental policies for an aging world​. In: : . Paper presented at International Perspectives on Climate Change Policy, Gerontological Society of America, December 12, 2023.
Open this publication in new window or tab >>Desirable environmental policies for an aging world​
2023 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]
  • Unless older people are part of the solution, societies cannot achieve their environmental policy goals. ​​
  • Innovative global policies are essential  to consult, develop and implement policies for people all over the world to work individually and collectively to protect  the environment.
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-63176 (URN)
Conference
International Perspectives on Climate Change Policy, Gerontological Society of America, December 12, 2023
Note

Workshop.

Available from: 2024-01-03 Created: 2024-01-03 Last updated: 2024-01-03Bibliographically approved
Brink, S. (2023). Model of environmental intergenerational learning extending to the later years. Ricerche di Pedagogia e Didattica, 18(2), 67-79
Open this publication in new window or tab >>Model of environmental intergenerational learning extending to the later years
2023 (English)In: Ricerche di Pedagogia e Didattica, ISSN 1970-2221, E-ISSN 1970-2221, Vol. 18, no 2, p. 67-79Article in journal (Refereed) Published
Abstract [en]

The existential threat of climate change can draw living generations together through lifelong learning for a cohesive response. People in their later years must understand environmental impacts on themselves and future generations. A useful model of environmental learning must work well for every generation. This policy paper has two objectives based on the value of combining the theory of Nature Relatedness and Nudge theory for a model of environmental learning. First, to examine if the theory of Nature Relatedness which measures the individual’s relationship with nature is appropriate. It categorizes the relationship into four categories: passive, aware, responsive, and active based on observable characteristics of knowledge seeking, favourable attitudes, personal behaviour, and social action. Second, to investigate if learning based on Nudge theory can advance the relationship with nature to result in behavioural change. This model provides a useful framework to design environmental learning by all generations.

Place, publisher, year, edition, pages
University of Bologna, 2023
Keywords
older adults, environmental relatedness, environmental learning, learning model, behavioural change
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-62563 (URN)10.6092/issn.1970-2221/15669 (DOI)2-s2.0-85173543705 (Scopus ID)POA;;907225 (Local ID)POA;;907225 (Archive number)POA;;907225 (OAI)
Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-10-23Bibliographically approved
Brink, S. (2023). The Longevity Dividend: Later Life, Lifelong Learning and Productive Societies. Cham: Springer
Open this publication in new window or tab >>The Longevity Dividend: Later Life, Lifelong Learning and Productive Societies
2023 (English)Book (Refereed)
Abstract [en]

Can society beneft from an ageing population? This book explains how current and future generations can beneft from the longevity dividend in the coming decades, using multidisciplinary and international evidence.

How? It depends on the strategic choices of countries. And if they act before the opportunity closes. Growing life expectancy will increase the active years of later life by 25 years or more, resulting in more than a quarter of the population aged over 65 years in many countries. The social, economic and cultural impacts of this phenomenon are massive as the population shifts from a youthful population to one with a large older population. This population structure includes a greater number of adults with knowledge and skills than before that can contribute to society compared to fewer adults living shorter lives. Their contributions can be economically and socially productive by increasing growth, reducing costs as well as advancing social progress. The longevity dividend is realized because the total contributions of societal and economic value increase because there are more citizens contributing during longer lives. The longevity dividend is the windfall gain in economic growth and social progress gained during this once only population shift. Society retains this gain and then continues growth from the peak benefitting future generations. The two ways to increase the dividend are to increase the total contributions that beneft society and to improve the quality of these contributions over the lifetime of citizens through lifelong learning. Increased contributions during the prolonged lives of the entire population result in a productive society. Informed countries will make deliberate choices to gain a greater longevity dividend during this one-time opportunity to beneft from greater life expectancy.

Place, publisher, year, edition, pages
Cham: Springer, 2023. p. 218
Series
International Perspectives on Aging, ISSN 2197-5841, E-ISSN 2197-585X ; 39
Keywords
Longevity dividend from life expectancy and lifelong learning, Global population aging, Growing life expectancy, Productive later life, Enhancing the longevity dividend, International evidence on the longevity dividend, Policies for a greater longevity dividend, Investment in lifelong learning, Lifelong learning increases longevity dividend, Policies for larger societal contributions of greater value, New social contract
National Category
Educational Sciences Economic History
Identifiers
urn:nbn:se:hj:diva-63074 (URN)10.1007/978-3-031-35335-2 (DOI)978-3-031-35334-5 (ISBN)978-3-031-35337-6 (ISBN)978-3-031-35335-2 (ISBN)
Available from: 2023-12-18 Created: 2023-12-18 Last updated: 2023-12-18Bibliographically approved
Brink, S. (2023). The right to lifelong learning: Addressing policy challenges for late-life learning in Canada. International Journal of Population Studies, 9(2), Article ID 339.
Open this publication in new window or tab >>The right to lifelong learning: Addressing policy challenges for late-life learning in Canada
2023 (English)In: International Journal of Population Studies, ISSN 2424-8150, Vol. 9, no 2, article id 339Article in journal (Refereed) Published
Abstract [en]

Lifelong learning is essential to support optimum development, cope with life challenges, improve healthy autonomy and contribute to a just, sustainable, and prosperous society. The value of the legal right to lifelong learning is not well understood, tested, or applied, as lifelong learning is rarely extended to all people till the end of life. Education or learning was formally accepted as a human right under the Universal Declaration of Human Rights of 1948. Together with UNESCO Recommendation against Discrimination in Education (1960), these two international agreements ensure access, relevance, and equity of lifelong learning. Possible reasons for low compliance and slow implementation of lifelong learning to the end of life are discussed. Canada’s efforts can serve as a model for lifelong learning policies for later life because, as a federated country, it requires national and provincial laws to work together to achieve the same desired outcome for lifelong learning across thirteen different provinces and territories. Furthermore, for the first time, the 2021 Canadian census provided detailed data for the population aged 65–100 years, and it supports evidence-based policy development regarding for whom, when, what, when, where, and how lifelong learning outcomes can be provided nationally. A  combination of need and capacity is a better measure than determining eligibility by age 65–100 years, and the quality of learning should be based on responsiveness to specific needs and its relevance to learners in the last four decades of life. The needs for knowledge range from life management, personal growth, societal contributions, and legacy for the future. Learning options should be continuous, encourage individual choice, and rely on geragogy. To be equitable, learning in later life should be delivered in formal, nonformal, or informal means in residential and institutional settings.

Place, publisher, year, edition, pages
AccScience Publishing, 2023
Keywords
Late-life learning, Human rights, Disaggregated data, National policy
National Category
Learning Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-61056 (URN)10.36922/ijps.339 (DOI)2-s2.0-85162059951 (Scopus ID)GOA;;61056 (Local ID)GOA;;61056 (Archive number)GOA;;61056 (OAI)
Note

This article belongs to the Special Issue: Active Ageing and Educational Gerontology.

Available from: 2023-06-13 Created: 2023-06-13 Last updated: 2023-08-14Bibliographically approved
Brink, S. (2021). Formellt, icke-formellt och informellt lärande. In: Livslångt lärande - för välbefinnande, mångfald och delaktighet: (pp. 20-20). Jönköping: Encell - Nationellt centrum för livslångt lärande
Open this publication in new window or tab >>Formellt, icke-formellt och informellt lärande
2021 (Swedish)In: Livslångt lärande - för välbefinnande, mångfald och delaktighet, Jönköping: Encell - Nationellt centrum för livslångt lärande , 2021, p. 20-20Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, 2021
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-55419 (URN)
Available from: 2021-12-21 Created: 2021-12-21 Last updated: 2021-12-21Bibliographically approved
Brink, S. (2021). Lifelong learning in later life: Active aging through learning [blog post].
Open this publication in new window or tab >>Lifelong learning in later life: Active aging through learning [blog post]
2021 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

Introductory paragraph:

A meaningful life through active aging

Since you only live once, it makes sense to make life the best it can be.  The World Health Organization (WHO) suggests the strategy of active aging to achieve this goal.  

Series
EPALE
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-54733 (URN)
Note

Published 21 September 2021 on the blog EPALE. 

Available from: 2021-09-24 Created: 2021-09-24 Last updated: 2022-01-16Bibliographically approved
Brink, S. (2021). Model of Environmental Learning for People 75+ Based on the Theory of Relatedness. In: : . Paper presented at 11th conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Bologna, Italy, 2021, 21-22 October.
Open this publication in new window or tab >>Model of Environmental Learning for People 75+ Based on the Theory of Relatedness
2021 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-54933 (URN)
Conference
11th conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Bologna, Italy, 2021, 21-22 October
Available from: 2021-10-25 Created: 2021-10-25 Last updated: 2021-10-25Bibliographically approved
Bjursell, C. & Brink, S. (2021). Serial intergenerational learning: Turning absence to presence of grandmothers and mothers in our lives. In: : . Paper presented at 11th conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Bologna, Italy, 2021, 21-22 October 2021.
Open this publication in new window or tab >>Serial intergenerational learning: Turning absence to presence of grandmothers and mothers in our lives
2021 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Intergenerational learning is concerned with the learning that occurs between people of different generations.  It connects generations through learning by interaction between people. In this paper, we will extend intergenerational learning to include the interaction with past generations as an idea which enriches our current lives. More concretely, we will explore the influence of previous family generations, even after their deaths, to inform our own life worlds, serially, through theirs. We had previously written about a grandmother as well as a mother in private texts. The concept of biographical learning, introduced by Peter Alheit, has been central in adult education research and will constitute a framework for analysis in this paper as it concerns biographies. Through our narrative approach we extended “learning within the lifespan” to beyond it by linking lifetimes to retrospectively examine the effects of historical context on individual experience of aging meaningful to successive generations. From research on older adults learning, we know that the interest in history, in ancestry and for family members tends to increase with age. Based on a general interest for ancestors, we wanted to understand more about a) why we chose to write about a particular relative, b) how this person has influenced our own lives and our view of family history, and c) what this could add to current theories about intergenerational learning, older adults learning and biographical learning. The Alheit framework will guide an analysis of the two stories in order to explore the biographies as a combination of autobiography and biography spanning generations, but the perspective of the story is that of the author even though the content is about the (grand)mother. This holds the potential to deepen the understanding of the meaning of previous lives in our own.

Keywords
Intergenerational learning, Older adults learning, Biographical learning, Narrative
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-54938 (URN)
Conference
11th conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Bologna, Italy, 2021, 21-22 October 2021
Available from: 2021-10-25 Created: 2021-10-25 Last updated: 2021-10-25Bibliographically approved
Brink, S. (2021). Speak for yourself [blog post].
Open this publication in new window or tab >>Speak for yourself [blog post]
2021 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

Preamble: Epale readers are becoming fully aware of the importance of functional literacy as a basis for Adult Learning, but somehow it seems that when we discuss literacy we forget it has to do with two connected skills i.e. reading, writing and speaking. In the framework of her blog series Satya Brink's final piece addresses speaking. 

Series
EPALE
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-51450 (URN)
Note

The third blog post in a series of three blog posts. Published 1 January 2021 on the blog EPALE. 

Available from: 2021-01-12 Created: 2021-01-12 Last updated: 2022-01-16Bibliographically approved
Brink, S. (2020). 75 years and over in the middle of the COVID-19 pandemic [blog post].
Open this publication in new window or tab >>75 years and over in the middle of the COVID-19 pandemic [blog post]
2020 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

Historically high human longevity has resulted in a large population segment aged 75 to 100 in developed countries when the COVID-19 pandemic started in 2020.  Since this later life phenomenon is unprecedented, the characteristics of this stage, its role and its status in society are still being socially constructed.  However, the pandemic is affecting the public perception of the age group 75 and over as frail, unproductive, consuming valuable health resources and unfairly economically privileged resulting in their being undervalued and misrepresented in public discourse. Thus, the value of life is becoming age dependent and ageism more acceptable.  Whether their role and status in society will be altered or enhanced will depend on the social construction process during the months of recovery, so this paper promotes a nuanced discussion to more fairly consider impacts that were specific to them, either in character or in intensity as well as their societal contributions during the pandemic. How countries individually and collectively manage the post pandemic recovery will determine if the later life stage will be impacted negatively or if they will share equally in positive generationally sensitive recovery outcomes. 

Series
Social Canada
Keywords
Later life 75-100 years; COVID-19 pandemic; Impacts on 75 years and over
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-50802 (URN)
Note

Published October 5, 2020 on the blog Social Canada.

Available from: 2020-10-08 Created: 2020-10-08 Last updated: 2022-01-16Bibliographically approved
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