LIFELONG LEARNING IN NIAGARA - IDENTIFYING THE EDUCATIONAL-NEEDS OF ARETIREMENT COMMUNITY

The impact of increasing numbers of retirement communities throughout North A merica, and specifically the Canadian province of Ontario, has led to the examination of the educational needs of this community-bas ed, age-segregated population. A needs assessment of retirees resident s in Heritage Village, a retirement community located in the Niagara. region of Ontario, was conducted to explore the specific educational i nterests of this particular population. In addition, the most suitable educational approaches, environments, and learning mediums of residen ts were examined. Five focus groups, each having approximately 6 parti cipants, were conducted with residents. Groups were organized accordin g to maturity (young or old), residential history (within or out of re gion), and marital status (married or single/windowed). Most participa nts were found to be interested in education for leisure and personal development, the fatter specifically around health maintenance and qua lity of life. The educational approaches that were most comfortable wi th participants centered around adult learning theory. Because transpo rtation was a problem for some participants, on-site learning in the H eritage Village club-house was suggested by many. Experimental learnin g within a social environment, such as a field trip, was a popular med ium discussed, whereas computer learning was seen as less attractive. What is clear is that residents understand their learning needs and de livery systems within the context of the larger retirement community w ith which they identify through affiliation. Strategies to appropriate ly plan and implement older adult educational programs specific to an elderly population living in a retirement community are discussed.