Abstract:

In Russia, the right of every person to free education at all levels at any age is guaranteed. However, elderly Russians rarely become students of higher and secondary educational institutions, which is due to the lack of traditions of formal education for the elderly. This creates the basis for hidden educational inequalities in age, confirming the presence of structural inequality in age (Riley), inscribed in social institutions, structures and attitudes (Calasanti), and actualizes the task of studying the educational needs and motivations of older people and the development of a "life long learning" system.

In 2021, within the framework of a scientific project (The reported study was funded by RFBR and EISR according to the research project No. 21-011-31683 "New self-organization practices and public initiatives to empower elderly people in Russian regions") we noticed that an important aspect of motivating the participation of older people in self-organization practices and public social support initiatives is the desire to communicate, be included, help people and constantly develop, learn new things and develop the knowledge, abilities and skills throughout their lives. Elderly people have a high educational motivation and potential, they themselves choose educational goals, formats and tools, that is, they act as a classic subject of "life long" education, but prefer to study mainly in informal practices or through self-education. Education in old age permeates various aspects of life (leisure, communication, creativity, social support, health preservation). Typical forms of educational activity are visits to fairs and forums, theaters, museums, exhibitions, participation in creativity and communication. The key importance in enhancing educational initiatives of older people belongs to the immediate environment and a developed social and educational infrastructure. In Russia, this infrastructure is provided by local governments, social service centers, cultural centers, employment centers, libraries, museums, as well as public organizations and local communities.

Educational activity in old age is a consequence of an active life position of the individual, confirming the consistency of "continuity theory" (Atchley), and is also stimulated by ideas about how to age "constructively", "well", "correctly", "successfully", which confirms consistency of the concepts of successful (Rowe, Kahn) and active aging (Lemon, Bengtson, Petersen). The informants noted the key role of the Soviet past and its system of social education, which forms the desire for learning, development and pro-social motivation. The role of high educational and professional status as a predictor of readiness for learning throughout life was revealed.

Life long learning is a key factor in increasing self-esteem and status, empowering older people, agency, realizing potential, integrating into society and smoothing economic, social and cultural inequalities (Richards).

Keywords:

Elderly people, constructive aging, lifelong learning.