PRERETIREMENT EDUCATION: ISSUES IN NOMENCLATURE AND METHODOLOGY

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Abstract
In both training and research contexts, we encounter a growing assortment of terms used in the discussion of delivery systems for preretirement education. This educational activity and its attendant language have proliferated to the extent that some sorting is needed for the student, trainer, personnel development officer, researcher, and teacher. An essential question asks how delivery concepts do really differ from each other, not simply with respect to technical options, but decidedly with attention to such substantial matters as understandings of the preretirement participant‐learner, definitions of purpose, and specifications of differential leader‐training needs. In the spirit of that question, this writing (1) offers a framework of seven methodologically distinct delivery concepts visible in preretirement education today, (2) suggests their distinguishing qualities in terms of methodological principles and leader‐training issues, and (3) illustrates the more influential concepts with examples of established program models.

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