Chahrak N. Theory and Practice of Older Adult Education in the USA (1962-2015)

Українська версія

Thesis for the degree of Doctor of Science (DSc)

State registration number


Applicant for


  • 13.00.01 - Загальна педагогіка та історія педагогіки


Specialized Academic Board

Д 26.053.01


The thesis substantiates for the first time the process of formation and development of older adult education in the United States of America (1962-2015) as a consecutive change of organizational forms of both separated and affiliated institutions, the features of their subordination, financing, management schemes, elaboration and correction of the content of educational programs depending on social-economic, social-political development of the country, and progressive transformation of educational policy at the federal and local levels. The developed periodization was represented in a unity of three main stages: 1962-1971, 1972-1990, 1991-2015. The preconditions were revealed for the formation and development of older adult education in the United States of America, which are differentiated by increasing in social-economic, social-political changes and educational-forming features in the chronology of their advancement, starting from the early 1950s till the first decade of 2000s. The analysis of aging theories and the theories of old age was carried out. It enabled to distinguish biological, psychological, social and pedagogic theories of general direction among them; to find out (on the basis of practically implemented institutions of older adult education) that the American models of older adult education (Institute for Learning in Retirement, Lifelong Learning Institute) were founded on the ground of integration of European (British and French) models with the following acquired features: affiliation with university; widespread involvement of listeners, teachers, various specialists and students in planning and creating learning programs and holding training courses. The learning process combines training, volunteering, leisure and tourism. Based on the selected chronological stages, the features and leading tendencies (prolonged, short-term and repetitive) of theory and practice of older Americans education were determined. The interpreting of the structure and functions of older adult education; characteristics of older adult education (education of the people of the third age) as a social institution; terms as for updating of forms and methods of older people learning have acquired further development.

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