Canadian Journal of University Continuing Education
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The Role and Impact of Continuing Education on Rural Revitalization: A Case Study
No full textThis article presents the findings of a study that explored the role and impact of continuing education on rural revitalization. A community development approach, academic expertise, and a university’s resources were used to assist the citizens of Montmartre, Saskatchewan, to establish Centre 48, an arts and continuing education centre. Courses provided by Centre 48 gave townspeople and people from the surrounding area opportunities to explore new interests and to develop new social networks; in turn, the social capital gained by establishing and operating Centre 48 gave rise to new economic ventures. The results of this study illustrate how university continuing education units can contribute to capacity building in rural communities and how such social capital-building projects can serve as a catalyst for economic development
Older Adults in Lifelong Learning: Participation and Successful Aging
No full textThis article examines the relationship between the participation of older adult learners in educational activities and successful aging. In partnership with seniors’ organizations, focus-group interviews were conducted on seniors’ involvement in learning and their perceptions of its influence on successful aging. Successful aging is defined in terms of health, life satisfaction and happiness, and physical and cognitive functioning (Menec, 2003). The study was exploratory, but the results suggest that participation in educational activities has positive effects on successful aging and potentially contributes to both physical and psychological well-being. Connections are also made to activity-theory studies (Menec, 2003), lifespan theory (Baltes, 1997; Heckhausen & Schulz, 1995), and adult education studies on older adults (AARP Survey on Lifelong Learning, 2000; Thompson & Foth, 2002; Withnall, 2002). The authors conclude by suggesting a framework for thinking about older adults’ participation in learning activities and successful aging
Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practice in Canada
No full textThe recognition of prior learning (RPL/PLAR) has been on the margins of Canada’s educational and economic scene for many years. A series of recent developments across Canada prompted this writer to reflect on whether a combination of forces may be moving RPL toward its “tipping point.” In examining this possibility, the article situates the issue educationally, socially, and economically. A developing societal and educational trend is identified and the use of the portfolio as an appropriate response tool is considered. Concluding remarks highlight anticipated and existing areas of resistance to moving the RPL agenda forward
