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Third Age Learning
We engage strategically in projects that help a elder learners and elder teaching professionals through the partnership between the UNESCO Chair and the EdUHK Elder Academy.
Specific objectives are to support:
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teachers and social workers in their acquisition of knowledge and skills to integrate intergenerational components into their work;
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strengthening of research and knowledge transfer in the areas of transitions to retirement, andragogy and intergenerational learning;
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university-community collaboration and public policy initiatives, resulting in effective intergenerational partnerships that make a positive impact on children, youth, adult and older adult issues; and
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integration of elder skills and experience with the "Skills for Life" initiative through knowledge transfer projects.
The EDUHK Elder Academy also has two ongoing projects that are partnered with the UNESCO Chair. These are:
Community Engagement through Intergenerational Learning and Mentoring
This initiative provides opportunities for intergenerational learning between undergraduate students and elder learners, for example through a COC/CSL course, “Intergenerational Learning Through Service with the Elderly”, which aims to develop younger students’ professional knowledge of elder learning and education and to enhance their capabilities for working productively with elders. There is a scheme under development to facilitate the mentoring of younger students by the elders who will share their life experiences and knowledge.
Retirement as a learning process: a longitudinal qualitative study of retirees from two occupational groups in Hong Kong
This research project involves surveying and interviewing elders to gain an understanding of how quality of life and satisfaction are affected by retirement.
For more information please visit: https://www.eduhk.hk/elderacademy
Resources
Tam, M. (2018). Lifelong Learning for Older Adults: Culture and Confucianism. In Milana, M., Webb, S., Holford, J., Waller, R., Jarvis, P. (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and Learning (857-878). UK: Palgrave Macmillan.
Tam, M. (2017). Retirement and learning: A longitudinal qualitative approach. Educational Gerontology, online issue, 1-10.
Tam, M. (2017). Towards a cross cultural understanding of ageing and learning by senior adults in Hong Kong and Australia. International Journal of Lifelong Education, online issue, 1-13.
Tam, M., Boulton-Lewis, G., Buys, L., & Chui, E. (2017). Similarities and differences in views of ageing and learning in Hong Kong and Australia. Educational Gerontology, 43 (8), 393-403.
Boulton-Lewis, G., Pike, L., Tam, M., Buys, L. (2017). Ageing, loss and learning: Hong Kong and Australian Seniors. Educational Gerontology, 43(2), 89-100.
Boulton-Lewis, G., Tam, M., Buys, L. & Chui, E. (2016). Hong Kong and Australian Seniors: Views of aging and learning. Educational Gerontology, 42 (11), 758-770.
Tam, M. (2016). Editorial. Mini Thematic Issue: Learning and Well-being in Later Life. Current Aging Science, 9(3), 160-161.
Tam, M. (2016). Later life learning experiences: Listening to the voices of Chinese elders in Hong Kong. International Journal of Lifelong Education, 35 (5), 569-585.
Tam, M., Aird, R., Boulton-Lewis, G., & Buys, L. (2016). Ageing and Learning as Conceptualized by Senior Adults in Two Cultures: Hong Kong and Australia. In M. Tam (Ed.) Thematic Issue on Learning and Well-being in Later Life. Current Aging Science, 9 (3), 162-177.
Tam, M., & Chui, E. (2016). Ageing and learning: What do they mean to elders themselves?. Studies in Continuing Education, 38 (2), 195-212.
Tam, M. (2016). The Confucian view of lifelong learning: relevancy to the teaching and learning of older adults. In C.M. Lam & J. Park (Eds.), In C.M. Lam & J. Park (Eds.) Sociological and Philosophical Perspectives on Education in Asia-Pacific Region (193-204). Dordrecht, Netherlands: Springer.
Tam, M. (2014). A distinctive theory of teaching and learning for older learners: why and why not?. International Journal of Lifelong Education, 33(6), 811-820.
Tam, M. (2014). Understanding and theorizing the role of culture in the conceptualizations of successful ageing and lifelong learning. Educational Gerontology, 40(12), 881-893.
Tam, M. (2013). Intergenerational service learning between the old and young: What, why and how?. Educational Gerontology, 40 (6), 401-413.
Tam, M. (2013). Perceptions of successful ageing and implications for late-life learning. Studies in Continuing Education, 35(3), 281-298.
Tam, M. (2013). A model of active ageing through elder learning: The Elder Academy Network in Hong Kong. Educational Gerontology, Special Issue: Social Policy -- An Engine for Change in Research and Practice Modalities, 39(4), 250-258.
譚小玲（2013）：高齡學習與樂活晚年的模式：香港長者學苑網絡，中華民國成人及終身教育學會編著，終身學習行動策略，（197-210），台北市，師大書苑。
Boutlon-Lewis, G. & M. Tam (Eds.) (2012). Active Ageing, Active Learning: Issues and Challenges. Dordrecht, Netherlands: Springer.
Tam, M. (2012). Active ageing, active learning: Elder learning in Hong Kong. G. Boulton-Lewis, & M. Tam (Eds.), Active Ageing, Active Learning: Issues and Challenges (163-173). Dordrecht, Netherlands: Springer.
Tam, M. (2012). East-West perspectives on elder learning. Educational Gerontology, 38 (10), 661-665.
Tam, M. (2012). Lifelong learning for senior adults in Hong Kong: Policy and practice. International Journal of Lifelong Education, 31 (2), 157-170.
Tam, M. (2012). Active ageing, active learning: Policy and provision in Hong Kong. Studies in Continuing Education, 33(3), 289-299.
Tam, M. (2012). Elder learning in Hong Kong: Policies, programmes, provisions and issues. Educational Gerontology, 38(2), 107-113.
Partner Projects
Student Partner Project: Ms Wang, Qianrong
Understanding learning motivation in relation to life experience of older Chinese adults from a life-course perspective: a mixed-method approach
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