In many countries across the Asia Pacific region, people are adapting to the new demographic shift, but there is nonetheless much concern. This book documents the various educational approaches rendered by both public and private sectors to enable elderly individuals in their own countries to re-engage in society more inclusively, to stay longer in the labour market, and to become less dependent on the state or their families. In order to produce active, healthy, and productive aging citizens, the experiments showcased by this book highlight how adaptive action is needed across many policy areas, with emphasis on shaping structural differences in the composition and organisation of higher education systems that can better foster lifelong learning among elderly citizens. The book is a great venue to underline the interplay of the theory and practices of vastly complex challenges.
In the coming decades, challenges and risks associated with rapid population ageing will be paramount in Asia-Pacific. Examining key trends, dilemmas and developments with reference to specific nations, the book draws conclusions and policy recommendations that apply to Asia-Pacific as a whole. Individual chapters focus on the impact of population ageing, along with urbanization and industrialization, on the lives of people in the region. The book shows how leaders in Asia-Pacific – political, community and others – need to respond to changes in family and social structures, disease pathology, gender roles, income security, the care of older citizens and the provision of social and health welfare.
This comparative resource charts the interface between the University of the Third Age (U3A) movement and active ageing, and in doing so, offers a comprehensive and thorough understanding of what U3A means in different geographical and sociocultural contexts. After first providing introductory chapters to introduce the U3A movement and active ageing in global perspective and tracing the origins of U3As in France, the book sets off charting the international development of U3As in both European and Asian-Pacific contexts. Deliberately, the book moves away from the dominant Anglo-centric US- and UK-rooted analyses of U3As to account for contexts of different political ideology, sociocultural values, geography, and degrees of urbanisation and industrialisation. Lastly, it thematises foreseeable issues, concerns, and predicaments that the global U3A movement faces while meeting the challenges and seizing the opportunities presented by active ageing. The chapters’ comparative perspectives encompass: Origins and development: The Francophone model of U3As The development and characteristics of U3As in European and Asian-Pacific geographies From social welfare to educational gerontology: U3As in China, Russia, Taiwan, Malaysia and South Korea U3As in Italy, Spain and Sweden: A dynamic, flexible, and accessible learning model Late-life learning for social inclusion: U3As in Poland, Iceland, United Kingdom, and Malta The U3A movement in Australia: From statewide networking to community engagement Cross-cultural perspectives on U3As: The case of Thailand The University of the Third Age and Active Ageing boasts welcome contributions to the scholarship on the different histories, structures, and challenges posed by national U3As. Readers from a variety of backgrounds and research interests including gerontology, geriatrics, active ageing, older adult learning, comparative education and educational technology will find this a necessary and valuable resource in better understanding a globalised U3A world. "The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives contributes to the deep well of histories, experiences, structures, accomplishments and problems of national U3As. It emerges as a tapestry of extraordinary research that offers to guide the U3A movement as it soon enters its fiftieth year of existence." - Prof. Stephen Katz. Trent University
This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field.
The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.
Owing to rapid economic development and the onset of population ageing, social work has become a major means of delivering social services and relieving and preventing social problems at an individual, family, and community level in East Asia. In addition to this, the number of activities undertaken by social welfare NGOs has risen a great deal throughout East Asia, resulting in a greater demand for professional social workers. With governments across the region having discovered the beneficial effects of professional social work for both social integration and social harmony, there is now greater support for the development of this academic discipline and profession. This groundbreaking volume explores the current state of development of social work provision across the region. It is the first book of its kind to investigate current and future trends, as well as the challenges and pitfalls of social work - one of the fastest-growing professions in East Asia.
The Springer International Handbook of Educational Development in Asia Pacific breaks new ground with a comprehensive, fine-grained and diverse perspective on research and education development throughout the Asia Pacific region. In 13 sections and 127 chapters, the Handbook delves into a wide spectrum of contemporary topics including educational equity and quality, language education, learning and human development, workplace learning, teacher education and professionalization, higher education organisations, citizenship and moral education, and high performing education systems. The Handbook is grounded in specific Asia Pacific contexts and scholarly traditions, using unique country-specific narratives, for example, Vietnam and Melanesia, and socio-cultural investigations through lenses such as language identity or colonisation, while offering parallel academic discourse and analyses framed by broader policy commentary from around the world.
Christs instruction to his disciples was to witness to others about his plan of salvation. This may be relatively easy when it involves our contemporaries and peers. But when we are working with people from a different cultural background or belief system, it can be difficult or seemingly impossible. In Worldviews and Christian Education, editors W. A. Shipton, E. Coetzee, and R. Takeuchi have brought together works by experts in cross-cultural religious education. The authors and editors have a wealth of personal experience in presenting the gospel to individuals with various worldviews that differ greatly from those held by Christians who take the Bible as authoritative. They focus on the beliefs and issues associated with witnessing to seekers for truth coming from backgrounds as diverse as animism, Buddhism, Confucianism, Hinduism, Islam, Marxism, Taoism, and postmodernism. The emphasis is on educational settings, but the sensitivities highlighted and lessons learned are applicable to situations outside this area. Leaders, pastors, teachers, and laypersons will find valuable conceptual models, practical ideas, and bibliographic references presented here. Worldviews and Christian Education challenges all readers to be faithful to the biblical worldview and to approach everyone with sensitivity, so that, like the apostle Paul, they may reach some.
In the broadest sense, The Well-Being of the Elderly in Asia is a study of social change and of anticipating future social change. It examines the effects on the current and future elderly of the rapid demographic transition that has occurred over much of Asia, accompanied in many countries by equally dramatic social and economic transformations. Policymakers in Asia have been aware of these trends and their potentially deleterious consequences for a decade or more, and have sought to fashion appropriate policies and programs that anticipate and mitigate their effects. Accordingly, any study of the sociodemographic trends and their impact must be examined in the light of policies put in place and under development.
