Australian Journal of Adult Learning - Volume 57 - The engagement of universities in older adult education in Aotearoa New Zealand

Oct 15, 2026

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The article examines how universities participate in older adult education in Aotearoa New Zealand, noting that such involvement has largely remained marginal within the broader tertiary education system. It argues that although past achievements in older adult education by universities are acknowledged, the current situation is restrained by a neo-liberal environment and tight funding. The study reviews the university functions and international initiatives such as the Age Friendly University concept, concluding with reflections on potential application in the New Zealand context.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Universities in Aotearoa New Zealand: Their functions

Australian Journal of Adult Learning Volume 57, Number 3, November 2017 The engagement of universities in older adult education in Aotearoa New Zealand Brian Findsen University of Waikato, New Zealand 7KLV DUWLFOH LQYHVWLJDWHV WKH HQJDJHPHQW RIXQLYHUVLWLHV LQ ROG HU DGXOW HGXFDWLRQ LQ WKH VSHFL¿F FRQWH[W RI$RWHDURD 1HZ =HDODQG􀀑 ,QLWL DOO\􀀏 the broader context of the tertiary education system and the place of XQLYHUVLWLHV ZLWKLQ LW DUH H[SODLQHG􀀑 1RW XQH[SHFWHGO\ DGXOW HG XFDWLRQ􀀏 and particularly older adult education, exists only on the margins of the V\VWHP􀀑 6LJQL¿FDQW DFKLHYHPHQWV LQ WKH SDVW LQ UHJDUG WR XQLYHU VLWLHV¶ FRQWULEXWLRQ WR ROGHU DGXOW HGXFDWLRQ DUH DFNQRZOHGJHG EHIRUH MXGJLQJWKH H̆HFWLYHQHVV RIFXUUHQW HQJDJHPHQW􀀏 XVLQJ 3HWHUVRQ¶V 􀀋􀀔􀀜􀀚􀀙􀀌 GH¿QLWLRQ RI HGXFDWLRQDO JHURQWRORJ\ DV D EHQFKPDUN􀀑 *OREDOO\􀀏 WKHUH DUH adventurous moves afoot to extend the vision and practices of universities WR HPEUDFH HOGHUV DV OHJLWLPDWHSDUWQHUV LQ OHDUQLQJ􀀑 7KH DUWLF OH H[SORUHVSRWHQWLDO HQJDJHPHQW E\ UHYLHZLQJ VRPH JOREDO H[DPSOHV LQFOXGLQ J DQ H[HPSODU\ ³ WUDGLWLRQDO´ SURJUDPPH􀀏 LQWHU􀀐JHQHUDWLRQDO OHDUQL QJ􀀒 education, an application of the Age Friendly University concept and WZR VROLG UHVHDUFK VWXGLHV RI ROGHU DGXOW HGXFDWLRQ FRQGXFWHG L Q VLWHV LQ (XURSH DQG $VLD􀀑 7KH DUWLFOH FRQFOXGHV E\ UHÀHFWLQJ RQ WKHS RVVLEOHDSSOLFDWLRQ RIWKHVH LQLWLDWLYHV LQ WKH 1HZ =HDODQG FRQWH[W􀀑 Keywords: university engagement, older adult education, ageing and learning, seniors’ learning, international adult education. The engagement of universities in older adult education in Aotearoa New Zealand 367 Introduction In investigating the engagement of universities in older adult education LQ D VSHFL¿F FRQWH[W 􀀋$RWHDURD 1HZ =HDODQG􀀌􀀏 WKHUH DUH VHYHUDO subsidiary questions to ponder. To what extent do the primary functions of universities as part of the wider tertiary education scene relate to the lives of older people in this country? Historically, has anything VLJQL¿FDQW EHHQ DFKLHYHG" :KDW LV WKH VWDWXV RIDGXOW HGXFDWLRQ LQ WKH university sector? What kinds of direct and indirect involvement of universities in third age learning exist? What should be the contribution of universities to seniors’ education? In this article I begin by explaining the broader context of the tertiary education system and the place of universities within it. Given the priorities of the New Zealand government for the tertiary sector, it is not unexpected that adult education, and particularly, older adult education, exists only on the margins. I argue that while there have EHHQ VRPH VLJQL¿FDQW DFKLHYHPHQWV LQ WKH SDVW LQ UHJDUG WR XQLYHUVLWLHV¶ contribution to older adult education, the present scenario is less positive, primarily due to a neo-liberal regime and concomitant parsimony. Yet, should the eight universities decide to (more fully) embrace a lifelong learning agenda, the potential for worthwhile education (both direct and indirect), in conjunction with seniors, is considerable. Globally, there are adventurous moves afoot to extend the vision and practices of universities to embrace elders as legitimate SDUWQHUV LQ OHDUQLQJ􀀑 ,Q VRPH FDVHV􀀏 WKHVH LQLWLDWLYHV PD\ EH PRGL¿HG for the New Zealand context, as has been the position historically, as reported by Dakin (1992). It is unfortunate but a reality that the primary motivator for future positive strategies from universities for older adults’HGXFDWLRQ LV ¿QDQFLDO ZKHQ XQLYHUVLWLHV UHDOLVH KRZ QHJOHFWIXO WKH\ KDYH been of a sub-population that is increasingly demanding of resources as past or contemporary tax-payers. Universities in Aotearoa New Zealand: Their functions The functions of universities need to be understood in the wider framework of the tertiary education system in Aotearoa New Zealand. Tertiary education is diverse, its meaning being broader than what is usually meant by “higher education”. The Tertiary Education Commission (TEC), the government’s arm for providing post- 368 Bria

FAQs

Why does the article describe older adult education as marginal in Aotearoa New Zealand?

Because adult education, especially older adult education, exists mainly on the margins of priorities and structures within the tertiary education system, despite some achievements in the past.

Which external policy priorities shape university strategic planning in the tertiary sector?

The article describes priorities of the Tertiary Education Commission (TEC) such as skills for industry, improving adult literacy and numeracy, strengthening research institutions, and growing international linkages.

What role do international initiatives play in the article’s outlook for New Zealand?

The article discusses global efforts to involve elders as legitimate learning partners, including ideas linked to the Age Friendly University concept, and considers possible modification for the New Zealand context.

Oct 15, 2026

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