Ernest Chui, PhD, EdD Associate Professor Elderly learning in Chinese communities – China, Hong Kong, Taiwan and Singapore Ernest Chui, PhD, EdD Associate Professor Department of Social Work and Social Administration The University of Hong Kong

Elder learning ~ active aging Ageing population  how best to mobilize the older population to become a social resource, instead of taking it as a problem or burden  ‘active aging’ / ‘productive aging’ Research has confirmed the merit and function of continued learning in promoting active ageing  

4 Chinese communities China, Taiwan, Hong Kong and Singapore – 4 case studies (Chinese = 74% of Singaporean population)   population aged 65 and above: Hong Kong 13% Taiwan 10% Singapore 9% (9.9% in Chinese population) China 8%

Chinese cultural heritage Chinese cultural lineage  legislations and policies that embody traditional normative principles that promote respect and care for the elderly. China, Taiwan and Singapore - legislations mandating children to support their parents

Government policies – respect older people China: Chinese National Committee on Ageing (1999) Taiwan: Working Group on the Promotion of Elderly Welfare (2007) Singapore: Inter-Ministerial Committee on Ageing Population (1999); Committee on Ageing Issues (2004); Eldercare Master Plan (2001) Hong Kong: Elderly Commission (1997)

Late starter in elder learning Taiwan, Singapore and Hong Kong ~ ‘Tigers’ in economic development; named as ‘productivist’ or ‘developmental’ states: social welfare = supplementary to economic development; education = contributory to economic development. Yet heavy investment on education only limited to young people lifelong learning for elderly people has been a late starter in social policy

 favourable to promoting elder learning Chinese communities = Confucian cultural heritage - high emphasis on learning: instrumental functions of occupational pursuits regarded as indispensable for becoming a virtuous person  favourable to promoting elder learning

Motivations in elder learning underlying motive of elderly people (or people in general) in undertaking lifelong learning: ‘intrinsic’ (‘expressive’ and ‘achievement’) ‘extrinsic’ (‘social’ and ‘instrumental’) ‘compensatory’ motive ~ older women ~ patriarchal influence

mode or nature of lifelong learning Formal informal non-formal

Thank you