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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nystedt, Paul
    Jönköping University, Jönköping International Business School, JIBS, Economics. Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Björklund, Anita
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. ADULT. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping).
    Sternäng, Ola
    Jönköping University, School of Health and Welfare, HHJ, Institute of Gerontology. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping). Stockholm Centre for Health and Social Change (SCOHOS).
    Education level explains participation in work and education later in life2017In: Educational gerontology, ISSN 0360-1277, E-ISSN 1521-0472, Vol. 43, no 10, p. 511-521Article in journal (Refereed)
    Abstract [en]

    A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens? organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65?75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society.

  • 2.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Inclusion through Folk High School courses for senior citizens2020In: Educational gerontology, ISSN 0360-1277, E-ISSN 1521-0472, Vol. 46, no 2, p. 84-94Article in journal (Refereed)
    Abstract [en]

    The increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as ‘inclusion’ and ‘participation.’ Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants’ lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools’ senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants’ continued life-long learning.

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