Lifelong learning activities for older adults: a scoping review protocol

Authors

DOI:

https://doi.org/10.33448/rsd-v10i14.21947

Keywords:

Lifelong learning; Older adults; Later life learning; Educational activities; Scoping review.

Abstract

Objective: To map lifelong learning activities for the elderly to understand how this paradigm has been incorporated into practical actions. Methodology: A scoping review type survey will be conducted in the literature published in English in five databases between the period 1972 to 2020. The mnemonic PCC (Population, Concept and Context) will guide the search strategy, the selection and extraction process of the studies, which will be conducted by two authors independently. Peer-reviewed articles that present the conceptual notion of lifelong learning as the central theme of the study, the target audience of men and women aged 50 and over and the description of formal educational activities will be included for the analysis, non-formal and informal. The review will include articles with a qualitative, quantitative or mixed methodological approach. The evidence will be organized in a specific form containing bibliometric data and the main characteristics of the studies, as well as specific information to answer the objectives of this scoping review. Results: will be presented in descriptive synthesis accompanied by tables and diagrams.

References

Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616

Aspin, D. N., & Chapman, J. D. (2000). Lifelong learning: Concepts and conceptions. International Journal of Lifelong Education, 19(1), 2–19. https://doi.org/10.1080/026013700293421

Brink, S. (2017). Learning in Later Years in the Lifelong Learning Trajectory. Journal of Intergenerational Relationships, 15(1), 14–25. https://doi.org/10.1080/15350770.2017.1260391

Cooper, S., Cant, R., Kelly, M., Levett-Jones, T., McKenna, L., Seaton, P., & Bogossian, F. (2019). An Evidence-Based Checklist for Improving Scoping Review Quality. Clinical Nursing Research. https://doi.org/10.1177/1054773819846024

Daudt, H. M. L., Van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13(48), 1–9. https://doi.org/10.1186/1471-2288-13-48

Dehmel, A. (2006). Making a European area of lifelong learning a reality? Some critical reflections on the European Union’s lifelong learning policies. Comparative Education, 42(1), 49–62. https://doi.org/10.1080/03050060500515744

Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., … Nanzhao, Z. (1996). Learning: the treasure within. Report to Unesco of the International Commission on Education for the Twenty-first Century (highlights). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000109590

Elfert, M. (2015). UNESCO, the faure report, the delors report, and the political Utopia of lifelong learning. European Journal of Education, 50(1), 88–100. https://doi.org/10.1111/ejed.12104

Faure, Edgar; Herrera, Felipe; Kaddoura, Abdul-Razzak; Lopes, Henri; Petrovski, Arthur V.; Rahnema, Majid; Ward, F. C. (1972). Apreendre à être. Fayard, UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000132982?posInSet=1&queryId=e9762211-ab69-4f34-87cd-8c6abee7a56c

Findsen, B., & Formosa, M. (2011). Lifelong Learning in later life: a handbook on older adult learning. Rotterdam: Sense Publishers https://doi.org/10.4135/9781446269916.n22

Formosa, M. (2019). Universities of the Third Age. In Encyclopedia of Gerontology and Population Aging (pp. 1–6). https://doi.org/10.1007/978-3-319-69892-2

Hu, H.-M. (2020). Facing an Aging Society: Taiwan’s Universities in crisis. Gerontology and Geriatrics Education, 41(2), 233–241. https://doi.org/10.1080/02701960.2018.1428576

ILC-Brasil. (2015). Envelhecimento Ativo: Um Marco Político em Resposta à Revolução da Longevidade. Rio de Janeiro: ILC-BR. Retrieved from http://ilcbrazil.org/portugues/noticias/active-ageing-a-policy-framework-in-response-to-the-longevity-revolution/

Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 1–9. https://doi.org/10.1186/1748-5908-5-69

Lockwood, C., Santos, K. B., & Pap, R. (2019). Practical Guidance for Knowledge Synthesis: Scoping Review Methods. Asian Nursing Research, 13, 287–294. https://doi.org/10.1016/j.anr.2019.11.002

Peters, M. D. J., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence-Based Healthcare, 13(3), 141–146. https://doi.org/10.1097/XEB.0000000000000050

Peters, M., Godfrey, C., McInerney, P., Baldini Soares, C., Khalil, H., & Parker, D. (2017). Chapter 11: Scoping reviews. In E. Aromataris & Z. Munn (Eds.), Joanna Briggs Institute Reviewer’s Manual (4th ed.). Retrieved from https://reviewersmanual.joannabriggs.org/

Peterson, J., Pearce, P. F., Ferguson, L. A., & Langford, C. A. (2017). Understanding scoping reviews: Definition, purpose, and process. Journal of the American Association of Nurse Practitioners, 29(1), 12–16. https://doi.org/10.1002/2327-6924.12380

Talmage, C. A., Hansen, R. J., Knopf, R. C., Thaxton, S. P., McTague, R., & Moore, D. B. (2019). Unleashing the Value of Lifelong Learning Institutes: Research and Practice Insights From a National Survey of Osher Lifelong Learning Institutes. Adult Education Quarterly, 69(3), 184–206. https://doi.org/10.1177/0741713619834651

Tam, M (2018). Lifelong Learning for Older Adults: Culture and Confucianism. In M. Milana et al (Eds.) The palgrave international handbook on adult and lifelong education and learning (Part III. pp. 857-878). London: Palgrave Macmillan https://doi.org/10.1057/978-1-137-55783-4

Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., … Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850

UNESCO-Institute for Lifelong Learning. (2014). Learning Cities International Conference. Lifelong learning for all: Inclusion, prosperity and sustainability in cities. Conference Report 21–23 October 2013, Beijing, China. (p.68). Hamburg: UNESCO-UIL.

UNESCO-Institute for Education. (1999). Glossary of adult learning in Europe (p. 130). p. 130. Retrieved from http://uil.unesco.org/adult-education/glossary-adult-learning-europe

United Nations Educational Scientific and Cultural Organization. (2013). Glossary of Curriculum Terminology (pp. 1–65). pp. 1–65. Retrieved from www.ibe.unesco.org

United Nations Educational Scientific and Cultural Organization. (2014). Technical Note Lifelong learning. UNESCO Institute for Lifelong Learning. Retrieved from http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/UNESCOTechNotesLLL.pdf

United Nations Educational Scientific and Cultural Organization. (2019). 4th Global Report on Adult Learning and Education: leave no one behind: participation, equity and inclusion. UNESCO Institute for Lifelong Learning. Retrieved from http://uil.unesco.org/adult-education/global-report/fourth-global-report-adult-learning-and-education

United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. In A/RES/70/1. Resolution adopted by the General Assembly on 25 September 2015 Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld

Valdés, R., Pilz, D., Rivero, J., Machado, M. M., & Walder, G. (2014). Contribuições conceituais da educação de pessoas jovens e adultas: rumo à construção de sentidos comuns na diversidade / Organização de Estados Ibero-americanos e Instituto da UNESCO para a Aprendizagem ao Longo de Toda Vida. Goiânia: Ed. UFG. Retrieved from http://confinteabrasilmais6.mec.gov.br/images/documentos/contribuicoes_conceituais.pdf

Wang, M., Yuan, D., & Weidlich, M. (2017). Do the demands of the global forces shape local agenda? An analysis of lifelong learning policies and practice in China. Asia Pacific Education Review, 18(2), 219–226. https://doi.org/10.1007/s12564-017-9485-6

World Health Organization. (2002). Active ageing: a policy framework. Retrieved from https://www.who.int/ageing/publications/active_ageing/en/

Yamashita, T., López, E. B., Stevens, J., & Keene, J. R. (2017). Types of Learning Activities and Life Satisfaction among Older Adults in Urban Community-Based Lifelong Learning Programs. Activities, Adaptation and Aging, 41(3), 239–257. https://doi.org/10.1080/01924788.2017.1310583

Zhu, Y., & Zhang, W. (2019). Active learning for active ageing: Chinese senior immigrants’ lifelong learning in Canada. Educational Gerontology, 45(8), 506–518. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=gnh&AN=EP138830481&lang=pt-br&site=ehost-live

Downloads

Published

29/10/2021

How to Cite

FLAUZINO, K. de L. .; GIL , H. M. P. T. .; BATISTONI , S. S. T. .; COSTA , M. O. .; CACHIONI , M. . Lifelong learning activities for older adults: a scoping review protocol. Research, Society and Development, [S. l.], v. 10, n. 14, p. e143101421947, 2021. DOI: 10.33448/rsd-v10i14.21947. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/21947. Acesso em: 14 nov. 2024.

Issue

Section

Note Preview