Elderly Education Participation Barriers

The coming of aging society and more enhancement of self-awareness of older people bring favor condition and chance for Older Adult Education to develop. In China, Older Adult Education that has been energetically propelled by government has been focused for several years and got rich fruition and experience. Increasing the number of the learners, attracting more and more older people, letting more and more older people share the goodness of education are the wishes that the teaching staff have. However, the elderly will be countered some kinds of barriers in the course of participating in education. Therefore, helping the elderly acquaint with the barriers and conquer them is an importance task and an urgent researching project. In this paper, you can understand this question through two sections: First, you can have a whole point in the barriers through theories analysis. Second, you will see a small investigation in a group of older people who have participated in a certain organized learning.The main contents of the thesis are as follows:In the first chapter, we need to make a common understanding to some basic concepts. What is agedness? How the society treat the persons who has entered into the stage called agedness that may be imposed on a person when he was 60? Whether education can bring about the desired effect on the elderly or not? Has the conventional notion that people have on education for older adults a negative or active influence?Chapter II talks about the investigative basis. It includes three aspect's theories. They are: Social Participation Theory of Older Adults, Education Participation Theory of Adult and the outcomes of some psychological experiments. All these are the reasons why we call for the elderly participating into educational activities, and they can give us confidence to conquer kinds of barriers.Chapter III introduces us some kinds of barriers on the basis of researches that have carried out by foreign scholars. Then author generalizes seven conclusions about barriers that will be used in the later research. In this part, defects on the research on barriers of the elderly participating into education in China will also be put forward. Now, we get foll ready to begin the following research.Chapter IV describes the results of the questionnaire. In order to make this part clear, the data will be illuminated from five aspects: the traits of informants; related concepts of informants; practical situation of informants; related dispositional choice of informants; the relativity between the older people's context and different types of barriers.Chapter V puts forward conclusions and suggestions. Four types of barriers are analyzed. They are cognition barriers , organization barriers , personal barriers and association barriers. At last, author presented four countermeasures to deal with the problem.In the last part, author self-reflect the content , the method and the conclusions of the research, then supply some important questions that have been overlooked in the thesis into the further research's frame.