TOWARD UNDERSTANDING THE PARTICIPATION OF OLDER ADULTS IN CONTINUING EDUCATION

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Abstract
The graying of North America presents a unique set of issues that no society has yet had to come to terms with. Throughout history the young have outnumbered the old. We are now reaching a period where the number of adults who supply the tax base and support both the very young and the very old is decreasing, whereas the proportion of older adults is increasing rapidly. This raises issues that impact directly on the economic, political, and educational beliefs and practices of society. The impact on adult education is already being felt. There is a growing demand by older adults for more education. This is reflected in the specialized programs offered by universities and colleges, government and industry, and voluntary and religious organizations (Waskel, 1991). Increasing numbers of older people are enrolling in tuition‐waiver programs (Perkins & Robertson‐Tchabo, 1981), elderhostel programs (Romaniuk & Roma‐niuk, 1991), and adult‐education programs in general (Heisel, Darkenwald, & Anderson, 1981). The demand and the need for continuing‐education programs for the older population is likely to increase significantly. It is incumbent on adult educators, as both researchers and practitioners, to discover more about older learners and the best ways to meet their needs. To further the process, this study synthesizes research that relates to older adults’ participation in continuing‐education programs and develops a conceptual model to help explain that participation.