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	<title>older adults &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Creating older adults technology training policies: lessons from community practices</title>
		<link>https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:24:00 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[policy formation]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[student experience]]></category>
		<category><![CDATA[student retention]]></category>
		<category><![CDATA[technology]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1538</guid>

					<description><![CDATA[Author/s: Michael Nycyk and Margaret Redsell Edition: Volume 47, Number 2, July 2007 Summary: Influencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important &#8230; <p class="link-more"><a href="https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/" class="more-link">Continue reading<span class="screen-reader-text"> "Creating older adults technology training policies: lessons from community practices"</span></a></p>]]></description>
		
		
		
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		<title>The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia</title>
		<link>https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:55:42 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[quality of life]]></category>
		<category><![CDATA[social]]></category>
		<category><![CDATA[social norms]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1365</guid>

					<description><![CDATA[Author/s: Roger Harris Edition: Volume 48, Number 3, November 2008 Summary: Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn &#8230; <p class="link-more"><a href="https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/" class="more-link">Continue reading<span class="screen-reader-text"> "The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia"</span></a></p>]]></description>
		
		
		
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		<title>Time and meaning in later-life learning</title>
		<link>https://ajal.net.au/time-and-meaning-in-later-life-learning/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:25:17 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[information technology]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[phenomenological perspective]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=471</guid>

					<description><![CDATA[Author/s: Helen Russell Edition: Volume 51, Number 3, November 2011 Summary: With an increase in life expectancy in modern complex communities, there will be a prolonged period, post-retirement, in which older adults will seek meaningful projects. Juxtaposed with the longer period after retirement is the realisation that life is nearing the end. This paper draws &#8230; <p class="link-more"><a href="https://ajal.net.au/time-and-meaning-in-later-life-learning/" class="more-link">Continue reading<span class="screen-reader-text"> "Time and meaning in later-life learning"</span></a></p>]]></description>
		
		
		
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		<item>
		<title>Promoting literacy for adults with intellectual disabilities in a community-based service organisation</title>
		<link>https://ajal.net.au/promoting-literacy-for-adults-with-intellectual-disabilities-in-a-community-based-service-organisation/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:19:26 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[intellectual disabilities]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[participation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=461</guid>

					<description><![CDATA[Author/s: Karen B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd Edition: Volume 51, Number 3, November 2011 Summary: Despite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Until recently, &#8230; <p class="link-more"><a href="https://ajal.net.au/promoting-literacy-for-adults-with-intellectual-disabilities-in-a-community-based-service-organisation/" class="more-link">Continue reading<span class="screen-reader-text"> "Promoting literacy for adults with intellectual disabilities in a community-based service organisation"</span></a></p>]]></description>
		
		
		
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