ที่มา:วิทยาสารเกษตรศาสตร์ สาขา สังคมศาสตร์

หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Educational Concepts for Developing Active Aging in the Elderly)

ผู้เขียน:ดร.ระวี จูฑศฤงค์, ผู้ช่วยศาสตราจารย์

สื่อสิ่งพิมพ์:pdf

Abstract

A new paradigm for developing older adults to become involved in active aging and to be able to solve dependency problems in an aging society advocates lifelong learning and education. According to a review of the literature, the educational concepts for developing active aging include the development concepts of 1) lifelong learning, 2) educational gerontology, 3) learning city/society, and 4) aging city. The processes and purposes of each concept need to be connected to one another based on a holistic approach in order to develop fully active aging both at an individual and societal level. However, a learning city is recognized as an essential element in creating a learning society and serves as an appropriate learning strategy in the Thai context. Therefore, the author proposes a Learning City concept as the main concept toward promoting and developing active aging in Thailand.

Article Info

Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 034, Issue 3, Sep 13 - Dec 13, Page 471 - 490 |  PDF |  Page

ที่มา:วิทยาสารเกษตรศาสตร์ สาขา สังคมศาสตร์

หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The Scenario of a Learning City Model Based on the Lifelong Learning Concept to Develop the Active Aging of Thai Elderly)

ผู้เขียน:ดร.ระวี จูฑศฤงค์, ผู้ช่วยศาสตราจารย์, Archanya Ratana-Ubol, Pan Kimpee

สื่อสิ่งพิมพ์:pdf

Abstract

This article presents the results of qualitative research, applying the future studies concept of future research techniques. The research aimed: 1) to analyze and synthesize the phenomenon of a learning city based on the lifelong learning concept for the development of active aging both in Thailand and foreign countries; 2) to create the scenario of a learning city model based on the lifelong learning concept for the development of Thai active aging within the next decade (2013-2023) and set up the strategies to put the learning city model into practice; and 3) to examine and evaluate the learning city model. The research was conducted using document studies, good case studies, scenario planning, group discussion, and scenario evaluation using an evaluation form. It was found that the learning city model included 5 essential elements: 1) principles of a learning city involving lifelong learning and a community based on development to support the elderly to empower themselves in terms of health promotion, social participation, and security promotion through learning activities and to integrate learning of intergenerational relations; 2) elements of a learning city including learners, learning organizers, body of knowledge, learning activities, learning atmospheres, learning networks, knowledge management, strategies, public policies and development targets, committees, and a national lifelong learning network; 3) learning processes of a learning city consisting of non-formal and informal education; 4) operational processes of a learning city based on community-based development; and 5) the strategies of putting a learning city model into practice which comprise specifying public policies and knowledge management to integrate into a national learning network and allocating resources for learning city development based on the lifelong learning concept for active Thai aging to create personnel, community, and the network at the national level.

Article Info

Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 036, Issue 2, May 15 - Aug 15, Page 357 - 370 |  PDF |  Page