Elder learning in Hong Kong: Policies, programmes, provisions, and issues

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Abstract

This paper explores the notions of active ageing and elder learning in Hong Kong where a strategic approach to elderly education is applied by the government to encourage lifelong learning. The paper outlines the policy development and support for elder learning in Hong Kong in two distinct periods: pre-1997 and post-1997. The post-1997 period is marked by the retrocession to China and the establishment of the Hong Kong Elderly Commission to provide advice on policies and programs for meeting the challenges brought about by an ageing population. The pertinent needs for research are identified to review the effectiveness and adequacy of the policies and provisions for elder learning in Hong Kong. To determine whether such policies and provisions have achieved the desired outcomes, they must be subjected to rigorous evaluation. Only then can these policies and provisions claim to have achieved significant and important outcomes for Hong Kong. Copyright © 2012 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)107-113
JournalEducational Gerontology
Volume38
Issue number2
DOIs
Publication statusPublished - Feb 2012

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Hong Kong
Learning
learning
Policy Making
lifelong learning
development policy
China
Education
evaluation
Research
Population
education
Group

Citation

Tam, M. (2012). Elder learning in Hong Kong: Policies, programmes, provisions, and issues. Educational gerontology, 38(2), 107-113.