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Uses primary and secondary evidence to examine key economic, political, social and cultural drivers, the growth of tertiary education, and demographic change. Assesses how policy and positive ageing rhetoric intersect with limited government investment in ACE and older learners’ education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fifty-years-of-learning-by-older-adults-in-aotearoa-new-zealand/592540/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fifty-years-of-learning-by-older-adults-in-aotearoa-new-zealand/592540.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper frame adult and community education (ACE) within the tertiary education context?","Question",{"text":112,"@type":113},"It locates ACE for older adults within tertiary education and situates the topic in the broader expansion and transformation of that sector over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major factors contributed to the growth and diversification of tertiary education in Aotearoa New Zealand?",{"text":117,"@type":113},"The paper discusses economic, political, social and cultural changes, including policy influences, demographic shifts, credentialism and professionalisation, and the expansion of managerialism and welfarism in education.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper conclude about the relationship between tertiary education growth and ACE growth?",{"text":121,"@type":113},"It argues that the growth of tertiary education has not been matched by a comparable growth of ACE, describing ACE history as complex and subtle and shaped as a social and educational movement as well as a sector.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592540,1792166416,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 57, Number 3, November 2017  \nFifty years of learning by older adults in Aotearoa New Zealand  \nRobert Tobias  \nUniversity of Canterbury, New Zealand  \n7KLVSDSHU UHÀHFWV RQ WKH KLVWRU\\ RIDGXOW DQG FRPPXQLW\\ HGXFDW LRQ 􀀋$&(􀀌 LQ $RWHDURD 1HZ =HDODQG ZLWK VSHFLDO UHIHUHQFH WR ROGHUSHRSOH¶V OHDUQLQJ􀀑 7KH SDSHU DGRSWV D FULWLFDOIUDPHZRUN DQG GU DZVon both primary and secondary sources. Key economic, political, VRFLDO􀀏 GHPRJUDSKLF DQG FXOWXUDOIRUFHV DUH GLVFXVVHG DORQJ ZLW K  \nWKH KXJH JURZWK LQ WHUWLDU\\ HGXFDWLRQ􀀏 WKH LQFUHDVLQJSUHVVXUHV RQ people to continue their education in later life, and the impact of social PRYHPHQWV RQ WKLV H[SDQVLRQ􀀑 7KLV JURZWK LQ WHUWLDU\\ HGXFDWLRQ KDV QRW EHHQSDUDOOHOHG E\\ D FRPSDUDEOH JURZWK RI$&(􀀏 DQG, DUJXH  \nWKDW WKH KLVWRU\\ RI$&( LV LQ IDFW PRUH FRPSOH[ DQG VXEWOH􀀏 ZLW KPDQ\\ GL̆HUHQW VWRULHV EHLQJ WROG􀀑 , WKHQ GLVFXVV WKH KLVWRU\\ RI ROGHUDGXOWV¶ OHDUQLQJ DQG UHSRUW EULHÀ\\ RQ VRPH $&( SURJUDPPHV ZKLFK have emerged over the years and some trends in government policy ZLWK VSHFLDO UHIHUHQFH WR WKH 1HZ =HDODQG 3RVLWLYH $JHLQJ 6WUDW HJ\\ and its implications for older people’s learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people’s learning.  \nFifty years of learning by older adults in Aotearoa New Zealand 441  \nKeywords: history, older people’s learning, adult and community  \nHGXFDWLRQ􀀏 1HZ =HDODQG $RWHDURD􀀏 SRVLWLYH DJHLQJ􀀑  \nIntroduction  \n7KLV SDSHU UHÀHFWV RQ WKH KLVWRU\\ RIDGXOW DQG FRPPXQLW\\ HGXFDWLRQ (ACE) in Aotearoa New Zealand from the 1970s to 1916, with special reference to the learning and education of older adults. The paper locates ACE within the context of tertiary education. It adopts a critical perspective (Bowl & Tobias, 2012) and draws substantially on my recent history ofACE (Tobias, 2016) as well as a wide body of primary and secondary sources including documents and reports from the New =HDODQG 2I¿FH IRU 6HQLRU &LWL]HQV 7H 7DUL .DXPDWXD􀀑  \nFor the purpose of the paper the focus is on learning by older adults GH¿QHG DV WKRVH 􀀙􀀘 \\HDUV DQG ROGHU􀀑 ,W LV LPSRUWDQW WR QRWH KRZHYHU WKDW DQ\\ GH¿QLWLRQ RI µROGHU DGXOWV¶ LV SUREOHPDWLF􀀑 $OWKRXJK FKURQRORJLFDO DJH PD\\ EH D VLJQL¿FDQW IDFWRU LQÀXHQFLQJ SHRSOH¶V OLYHV􀀏 OHDUQLQJ experiences and perspectives, and maybe a convenient marker of common historical experiences of successive cohorts, it is not a factor which determines people’s work, welfare or health status or their learning interests or capacities.  \nBackground  \n2YHU WKH SDVW ¿IW\\ \\HDUV ± IURP WKH 􀀔􀀜􀀚􀀓V WR 􀀕􀀓􀀔􀀙 􀀐 WKH VFRSH RI WHUWLDU\\ education in Aotearoa New Zealand has been enlarged and its shape transformed. This has occurred in response to a number of economic, political, social and cultural changes including growing inequalities XQGHU WKH LQÀXHQFH RI QHROLEHUDO SROLFLHV􀀏 DQG WKH ULVH RI VHYHUDO progressive social movements, particularly those associated with the MƗori renaissance (Tobias, 2016) .  \nThe period was also one of major demographic change. In common with many other countries, the number and proportion of people living to an ROGHU DJH LQFUHDVHG VLJQL¿FDQWO\\􀀑 %HWZHHQ 􀀔􀀜􀀛􀀗 DQG 􀀕􀀓􀀔􀀗 WKH QXPEHU RI people age 65+ doubled to reach 650,000 and the percentage of the total SRSXODWLRQ 􀀙􀀘 RU RYHU KDG ULVHQ IURP 􀀔􀀓 WR 􀀔􀀗 SHU FHQW 􀀋2I¿FH IRU 6HQLRU Citizens/Te Tari Kaumatua, 2015a; Statistics New Zealand) .  \n442 Robert Tobias  \nThe growth of tertiary education  \n2YHU WKH SDVW 􀀘􀀓 \\HDUV WKHUH KDV EHHQ D KXJH JURZWK DQG GLYHUVL¿FDWLRQin the provision of post-compulsory and tertiary education (Findsen, 2006). Several forces contributed to this. They included increased endorsement of education as a key factor in human resources GHYHORSPHQW 􀀋+5'􀀌􀀞 JURZLQJ GLYHUVL¿FDWLRQ DQG SULYDWLVDWLRQ RI HGXFDWLRQ􀀞 LQFUHDVLQJ FRPPRGL¿FDWLRQ RI HGXFDWLRQ􀀞 WKH FRQWLQXLQJ professionalisation of occupations & growing credentialism (Tobias, 199","cbCaikTNTn5FiTMt","https://ap.wps.com/l/cbCaikTNTn5FiTMt","pdf",110976,18,"English","# Introduction\n## Background\n## The growth of tertiary education\n## Overall trends in ACE","[{\"question\":\"How does the paper frame adult and community education (ACE) within the tertiary education context?\",\"answer\":\"It locates ACE for older adults within tertiary education and situates the topic in the broader expansion and transformation of that sector over time.\"},{\"question\":\"What major factors contributed to the growth and diversification of tertiary education in Aotearoa New Zealand?\",\"answer\":\"The paper discusses economic, political, social and cultural changes, including policy influences, demographic shifts, credentialism and professionalisation, and the expansion of managerialism and welfarism in education.\"},{\"question\":\"What does the paper conclude about the relationship between tertiary education growth and ACE growth?\",\"answer\":\"It argues that the growth of tertiary education has not been matched by a comparable growth of ACE, describing ACE history as complex and subtle and shaped as a social and educational movement as well as a sector.\"}]","Fifty years of learning by older adults in Aotearoa New Zealand | PDF",1792074791,45]