Elena Luppi

Education in old age: An exploratory study

The following work outlines an analysis of education initiatives aimed at the elderly. It examines the characteristics of the old aged learner, his/her ‘educability’ and the foundations for an educational approach for this age group. These theoretical assumptions form the basis of this research: an exploratory study into various educational and training environments offered to the elderly. The analysed approaches suggest characteristics and means of understanding the multiple facets of the research subject, whilst the research findings allow us to understand certain aspects of the educational contexts which the elderly learner encounters, in order to delineate a didactic approach for old age.

Autonomy and Citizenship in the Late Third Age.

The research presented in this paper is focused on the concept of active citizenship in the third age. This topic has been investigated within a group of elderly people in the second phase of the third age. The research was monitored by the social services of Bologna (Italy) in a support-care project. The results gathered led to considerations on educational actions to make elderly citizens more autonomous and more active. The results also provide indicators to assess and increase the third age services needed to allow the elderly to fully exercise their citizenship.

Investigating Elderly Care Contexts According to Stakeholders’ Needs

This chapter aims to present an innovative and participatory model for assessment, improvement of quality and innovation in residential facilities for fragile elderly people. Starting from a theoretical and practical reflection on the value of the care relationship in these organisations, this chapter focuses on innovating care practices in these organisations. In this model care is understood not only as a practice but as an attitude of the organisation: an approach to assistance which goes beyond the mere satisfaction of physical needs, looking at the person as a whole and working within a framework of constant promotion of their well-being. The chapter presents a method for innovating elderly care services through evaluation, self-evaluation and participatory planning. This method was developed through two case studies, the research design and tools of which are presented. The research is guided by an approach of Educational Evaluation [Scriven (The methodology of evaluation. Rand McNally, 1967; Evaluation thesaurus. Edge Press, 1981; Evaluation thesaurus. Sage, 1999)] and Action Research: the professionals are actively involved both during the definition of the quality standards and their relative evaluation. Some specific evaluation tools are developed, and the data gathered is constantly fed back to the professionals in order to stimulate their reflexive practice and foster innovation by improving the quality of care.