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At the intersection of lifelong learning, aging, technology, and brain sciences: the future for Latin-America

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At the intersection of lifelong learning, aging, technology, and brain sciences: the future for Latin-America

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Content At the Intersection of Lifelong Learning, Aging, Technology, and Brain Sciences:
The Future for Latin-America
by
Alejandro Lara
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2021

© Copyright by Alejandro Lara 2021
All Rights Reserved

The Committee for Alejandro Lara certifies the approval of this Dissertation

Dr. Helena Seli
Dr. Anthony Maddox
Dr. Kathy Krop, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
The world, particularly Latin America and the Caribbean countries, are facing a
significant gap on the need to invest in their mature adult population to be better providers, be
better performers at organizational levels, and have better mental health overall.
This dissertation examines where lifelong learning, aging, technology, and brain sciences
intersect and whether, despite its challenges, it can be of positive benefit to many fact-finding
studies. The dissertation introduces the topic, defines the terms with which these subject deals,
and undertakes a literature review to outline the challenges and benefits of using this approach to
research and later implement it. The specific terms are all defined, and its approaches are
outlined in terms of their challenges and benefits. Finally, the researcher offers a conclusion and
eight recommendations for practice to the dissertation. The conclusion that was drawn was the
importance of considerable and sustainable investments in developing strategies to create
mechanisms, methodologies, and a solid and sustainable (at scale) path, to further explore the
need for the individual within the age of 40 – 60 years old, of the need for them to reskill,
reinvent themselves so they can empower themselves personally and professionally, and for
better mental health overall. Its use would yield positive benefits.
Furthermore, evidence would suggest that if individuals within the above age range
continued learning new knowledge, mental health-related incidences would reduce significantly,
which would help individuals and the burden for governments to spend.

v
Acknowledgements

To everyone involved…

Thank You

vi
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ..........................................................................................................................v
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................ ix
List of Abbreviations .......................................................................................................................x
Chapter One: Introduction ...............................................................................................................1
Background of the Problem .................................................................................................3
Importance of Addressing the Problem ...............................................................................5
Global Goal - Context and Mission .....................................................................................7
Stakeholder Groups ..............................................................................................................8
Stakeholder Group for the Study .........................................................................................9
Purpose of the Project and Guiding Questions ..................................................................10
Conceptual and Methodological Framework .....................................................................11
Organization of the Study ..................................................................................................12
Chapter Two: Review of the Literature .........................................................................................13
Aging Population Globally and Implications ....................................................................13
Potential Benefits of Formal Lifelong Learning Strategies for an Aging Population .......22
Best Practices Globally ......................................................................................................26
The Interdisciplinary Leadership Team: Knowledge, Motivation and Organizational
Influences ...............................................................................................................32
Conclusion .........................................................................................................................43
Chapter Three: Methodology .........................................................................................................44
Stakeholder Group of Focus ..............................................................................................44
Interview Sampling ............................................................................................................45

vii
Data Collection and Instrumentation .................................................................................47
Data Analysis .....................................................................................................................47
Credibility and Trustworthiness .........................................................................................48
Ethics ................................................................................................................................49
Limitations and Delimitations ............................................................................................50
Chapter Four: Findings ..................................................................................................................51
Participating Stakeholders .................................................................................................51
Findings for Knowledge and Skills....................................................................................54
Findings for Motivation Influences ...................................................................................73
Findings for Organization Influences ................................................................................80
Conclusion .........................................................................................................................92
Chapter Five: Recommendations for Practice ...............................................................................95
Themes and Related Recommendations for Practice.........................................................97
Recommendations Related to Motivation Themes ..........................................................100
Recommendations Related to Organizational Themes ....................................................102
Description of the Pilot Initiative .....................................................................................105
Recommendations for Future Research ...........................................................................106
Conclusion .......................................................................................................................107
References ....................................................................................................................................109
Appendix: Interview Protocol ......................................................................................................124

viii
List of Tables
Table 1: Stakeholder Goal 9
Table 2: Knowledge Influences and Types 37
Table 3: Motivation Influences and Types 39
Table 4: Organizational Influences and Types 43
Table 5: Participating Stakeholders* 52
Table 6: Assumed Knowledge Influences 55
Table 7: Themes for Key Principles and Concepts that Underlie Effective Lifelong Learning
Strategies for Adult Population 40+ 56
Table 8: Themes for Understanding the Process Involved in Design and Delivery of Lifelong
Learning Strategies 61
Table 9: Themes for Skills to Effectively Implement a Lifelong Learning Strategy in a
Developing Context 65
Table 10: Themes for Reflecting on Strengths and Challenges of Designing a Lifelong Learning
Action Plan 70
Table 11: Assumed Motivation Influences 74
Table 12: Themes for Seeing the Benefit of Mature Adult Learners Engaging in Formal Lifelong
Learning 74
Table 13: Themes for Belief in Capability to Support the Learning of Mature Adults via Lifelong
Learning 77
Table 14: Assumed Organizational Influences 80
Table 15: Themes for Promoting a Culture of Learning Among the Leadership Team 81
Table 16: Themes for Reaching Goals by Promoting Teamwork, Collaboration, and Trust 85
Table 17: Themes for Having the Resources Available to Develop a Pilot Program 87
Table 18 :Summary of Themes 93
Table A1: Interview Protocol 124

ix
List of Figures
Figure 1: Clark and Estes gap analytic framework 11
Figure 2: The World’s Oldest Countries, 2015 and 2050. 14
Figure 3: Population ages 60 and older over time. 15
Figure 4: Informal Employment in Latin America 17
Figure 5: Impact of Lifelong Learning 24
Figure 6: The Gap Between Young Population of Internet Users and Adults Above 65 30
Figure 7: Per Capita Income and Internet Access 31
Figure 8: Knowledge Themes and Recommendations for Practice 97
Figure 9: Motivation Themes and Recommendations for Practice 100
Figure 10: Organizational Themes 103

x
List of Abbreviations

ADEA Age Discrimination in Employment Act
CAF Development Bank of Latin-America
EPALE The Electronic Platform for Adult Learning in Europe
IADB The Inter-American Development Bank, and other related
ILT Interdisciplinary Leadership Team
LAC Latin-America and The Caribbean
NGO Non-Governmental Organizations
OECD Organization for Economic Co-operation and Development
UN United Nations
UNESCO The United Nations Educational, Scientific and Cultural Organization
UNPF United Nations Population Fund
WBG The World Bank Group
WHO World Health Organization

1

Chapter One: Introduction
The world population is aging with older adults living and working longer, raising
essential questions about acquiring new knowledge, and lifelong sustainable learning strategies
(Organization for Economic Co-operation and Development [OECD], 2019a). The aging
population is becoming a critical issue in many industrialized countries bringing significant
social and economic implications. The current world population of 7.4 billion is expected to
reach 8.5 billion by 2030, 9.7 billion in 2050, and 11.2 billion in 2100 (United Nations [UN],
2017). The population that is age 60 and older in the world is growing at a rate of about three
percent per year, with projected estimates of about 1.4 billion in 2030, 2.1 billion in 2050, and
could rise to 3.1 billion in 2100 (UN, 2017). This growth is of critical importance in how to
engage the growing aging population in human capital and lifelong learning strategies.
Governments have been called on to be more proactive in addressing these changing age
demographics by making them a top priority in their agendas and allocating funding to develop
and build enough infrastructure on the ground to fully support initiatives to benefit the aging
population and their continued productivity (Drucker, 2017). International development
organizations like The World Bank Group (WBG), The United Nations Educational, Scientific
and Cultural Organization (UNESCO), the Inter-American Development Bank (IADB), and
other related Non-Governmental Organizations (NGOs) have, on a limited basis to this point,
engaged in a dialogue on lifelong learning strategies with policymakers, academia, stakeholders,
civil society, corporations, and governments. A collaborative coalition between these
organizations can help develop a deep understanding of the importance of lifelong learning and
implications for building human capital and a knowledge economy, addressing the rising health
2

care needs and costs of an aging population, responding to rapid developments in knowledge and
technology, and contributing to the socio-emotional well-being of the mature-older adult.
Formal lifelong learning structures are essential because of the contemporary social
structure and the changes in human nature (Sarpkaya et al., 2018). Aging is a lifelong process
associated with both gains and losses across all life domains (Settersten, 2003). In the developing
world, the aging population problem is more latent, especially in Latin America and the
Caribbean (LAC) due to the lack of policies and resources available to tackle the growing aging
population (Figliuoli et al., 2018). With insufficient funds, limited political will and inadequate
administrative support, implementation of specific policies is lagging, and significant gaps still
exist between policy and practice (Quashie et al., 2018).
Existing research shows that the early life course conditions in which individuals are
born, live and work, exert significant influence on mid- and later-life health and well-being
outcomes (McEniry, 2013). The importance of prompt and formal lifelong learning interventions
targeting those of mature adult age between 40 and 60 years old is vital, not only to reduce
health-related incidences in the long term (Chai et al., 2019) and diminish the burden to
governments, but also to have a more promising future overall (Woo et al., 2017). If not invested
in, economies may be burdened by increased social protection expenditures, such as rising
pension and rehabilitation costs (Clements et al., 2012).
As such, the problem of practice addressed by this dissertation is the lack of investments
in human capital and formal lifelong learning strategies targeting a specific segment of the
population, mature-adults with ages between 40 and 60-years-old, and with specific importance
in Latin America and the Caribbean countries. While some countries, such as Finland, Ireland,
Wales, Singapore, and Australia, have increasingly seen lifelong learning at an adult age worth
3

public investment and as a way of improving health (Vemuri et al., 2014), such preventive
investments are rare, if not inexistent, in the developing world.
Background of the Problem
Numerous studies have suggested that it is imperative to keep the aging population
motivated and engaged in learning. As mentioned, the aging population globally with those 60
and older is growing at a rate of about three percent per year. Consequently, the need for
providing a learning platform for the mature adult becomes increasingly important. As stated by
Heavy et al. (2013):
(1) Corporations must prepare how to retain and engage mature workers. If not, they face
losing the institutional memory and knowledge from the most senior employees.
(2) Individuals benefit from being retrained so they can be in a better position
professionally and economically; and,
(3) Acquiring new knowledge keeps the brain healthier and can delay mental illnesses
and other health related problems at a later stage in life.
Lifelong learning is defined as the social and cognitive process that helps individuals
build on their knowledge, skills, motivation, and abilities throughout their lives (Talmage et al.,
2018). This process can be transformational for mature-older adults. Lifelong learning
approaches hold promise to retool older adults to keep them productive members of the
economy, help reduce incidences of physical and mental health problems (Alzheimer, dementia,
depression, mental illness), and contribute to rebuilding the neural networks (neuroplasticity) and
keeping the brain healthier (Baltes et al., 2010).
In Europe and elsewhere, there are significant investments in lifelong learning strategies.
According to the OECD, the leading countries like Sweden, Finland, Denmark, Estonia, and
4

Germany, to name a few, have productively invested in lifelong strategies, and continued human
capital development, to prepare their citizens for the 21st century (OECD, 2019b). At the same
time, in Latin America and the Caribbean, this investment has not taken place. Further, the rapid
population aging has several unique challenges in this context in health, labor supply, and
economic growth (Bloom et al., 2015).
This accelerated rate in the aging population is projected to increase from 11 to 25
percent over the next 30 years, almost half the time Europe took to grow by the same amount
(UN, 2017). While there are calls globally to increase lifelong learning opportunities and
recognize the benefits of lifelong learning, with some countries increasingly focusing attention
on this important approach (UNESCO, Institute for Lifelong Learning, 2009), Latin America and
Caribbean countries have not in any systematic way invested in lifelong learning. Regional
development organizations like The Inter-American Development Bank and other organizations
need to be looking for ways to efficiently invest in strategies and the best options for: (a)
promoting lifelong learning components in their education strategies, and (b) thinking of aging as
a lifelong learning and developmental process where the individual takes-on new challenges in
life, in line with one’s opportunities, challenges and limitations (Tikkanen & Nyhan, 2006).
If this problem of practice is not addressed, older adults will not be able to contribute in
productive ways to their own and their countries’ economic growth and prosperity, and Latin
American and the Caribbean countries will miss an essential public investment to improve not
only physical but mental health outcomes for their citizens (Quashie et al., 2018). The
macroeconomic and fiscal effects of an aging population on governments have been widely
evidenced, and a significative number of studies have shown the effects of aging on future
economic performance (Cutler et al., 2011). While there are financial, human capital, and
5

personal health and emotional costs associated with an aging population, there is evidence that
lifetime intellectual enrichment and learning can reduce these costs (Vemuri et al., 2014).
Research suggests the importance of implementing lifelong learning and early cognitive
training to prevent a mental decline in older adults, and early interventions in the adult age can
serve as a preventive tool to promote brain rewiring and neuroplasticity so that learning would
improve. It could also impact the decline of Alzheimer, isolation, and depression in older adults
(Hertzog et al., 2008). Further, there is evidence that different types of dementia cause different
types of damage to the brain and at different rates for different people (Ray & Davidson, 2014),
and lifetime intellectual enrichment appears to delay the onset of cognitive impairment and
dementia (Vemuri et al., 2014). For example, a study looking at people genetically predisposed
to Alzheimer’s Disease (Vemuri et al., 2014) showed that lifelong intellectual activities help to
delay the onset of this type of dementia. Today, there is broad scientific knowledge available to
help improve the cognition of all learners, and education is a powerful cognitive approach and
enhancer (Module, 2011).
These potential risks of not investing in lifelong learning for mature-age adults and the
potential benefits of investing are of critical importance given the aging demographics
worldwide and in Latin America and the Caribbean, in particular, and the lack of investment in
lifelong strategies there to date.
Importance of Addressing the Problem
It is crucial to solving the problem of a lack of investment in formal lifelong learning
opportunities for the aging population in the world for a variety of reasons. First and importantly,
we must acknowledge that the demographic shifts toward an aging population are a problem if
strategies are not put in place to engage them (Buffel et al., 2018).
6

Older adults are a more significant proportion of the world’s population than ever and
growing. The importance of timely interventions, including opportunities for continued learning
and productive economic engagement for older adults, is essential to reduce health-related
incidences, to diminish the burden to governments, and to allow all citizens to lead productive,
healthy, and active lives.
The global population of children younger than 15 is projected to increase by only 10%
by 2050, a consequence of falling birth rates (UNPF, 2012). It is also expected that the
percentage of working adults between the age of 16 and 64 will rise from 16% in 2010 to 33% in
2050, and the number of people aged 65 and older will triple by mid-century, from 531 million
in 2010 to 1.5 billion in 2050 (UNPF, 2012). Three major factors are driving this transition:
decreasing fertility, increasing longevity, and the aging of large population cohorts (Bloom et al.,
2015). With a growing aging population, if older adults do not remain engaged and productive,
comes a reduction in those contributing to economic growth as well as growing economic costs
related to health care and other needs (O'Connor, 2002).
The economic and social consequences of more significant numbers and increased
growth in an older adult population is seen in rich and emerging countries alike (Bloom et al.,
2010). While both the developed and developing world increasingly need to develop strategies to
address their aging populations and keep them engaged socially and economically, the
developing world, in particular, has not seen investments in strategies to solve the problem
(Olshansky et al., 2011). Investments in lifelong learning opportunities targeting ages between
40 and 60 hold the potential to successfully motivate the older adult age population to continue
engaging in formal learning and enable their productive contributions to their economies and
7

their health and well-being. A lack of investment in formal lifelong learning strategies will create
detrimental consequences to individuals, and an enormous fiscal burden at government levels.
Global Goal - Context and Mission
Related to the problem of practice of a lack of investment in formal lifelong learning
strategies in Latin America and the Caribbean for mature age adults, defined here as individuals
between the ages of 40 and 60 years old, the global goal guiding this study is: by mid-2022, an
Interdisciplinary Leadership Team (ILT) of members spanning from diverse organizations will
join to: (1) create the vision, mission, and the strategic action plan of a new Community of
Practice (CoP) for lifelong learning programs; and, (2) implement a lifelong learning pilot
program in Latin-American and the Caribbean. This initiative will be accomplished through a
partnership of employers in Latin America and the Caribbean, who will be providing potential
employability solutions by late 2021 to a pool of mature adult population who will engage in
formal lifelong learning opportunities.
Timely interventions are the driver for dynamic, sustained growth and poverty reduction
(World Bank, Human Capital Project, Gatti et al., 2018). Investments in education and health
(human capital) are critical as the nature of work evolves in the world, and one cannot function
without the other (Rueda, 2011). The global goal is related to making formal lifelong learning
education a top priority in communities’ agendas and providing the crucial investments to
educate its citizens adequately.
While education investments are significant in all stages of life, the adult-mature
population between 40 – 60 years old poses a gap in the community where not as much of the
attention has been given. For example, in the US, the Age Discrimination in Employment Act
(ADEA), protects individuals aged 40 or older. However, many entities including the Bureau of
8

Labor Statistics focus on trends for people older than 55 only, leaving out an important mature-
age segment of the population (Toossi, 2012). With demographic projections showing an
increase in this age group, this group needs to continue engagement with formal learning to
enhance their communities’ economic well-being as well as their health and well-being. Building
toward the global goal will require the participation of decision-making leaders from relevant
international organizations, academia, Non-Governmental Organizations (NGOs), governments,
and the corporate world.
Stakeholder Groups
The stakeholder groups that are critical to the success for the accomplishment of this
global goal include an interdisciplinary group of leaders, who have experience and knowledge
creating strategies for mature adult learners; employers in Latin America and the Caribbean, who
know the current and future skills and competencies needed in their fields; and the mature adult
populations in those countries, who know what formal learning strategies could help them keep
engaged and productive in their work and daily life.
The interdisciplinary group of global leaders engaged in formal lifelong learning
initiatives are an essential stakeholder group for reaching the global goal because they are the
decision makers in the process that can affect significant changes and are in the position to
influence related initiatives in global environments, and governments. This transformative group
will be able to vest their interests intellectually, socially, and financially to create and develop a
lifelong learning strategy in Latin-America and the Caribbean. The interdisciplinary leadership
team includes individuals spanning from the following organizations who can help achieve the
global performance goal from the design stage: NGOs, global multilateral organizations,
academia, governments, corporations. The second stakeholder group is business leaders in Latin
America and the Caribbean, an essential stakeholder group for reaching the global goal. They are
9

in the position to capitalize the human power, in this case, the adult population who are
motivated to seek new opportunities in the labor market. Lastly, the mature adult population in
Latin America and the Caribbean are the third stakeholder group for reaching the global goal.
These substantial populations are the identified individuals who are between 40 and 60 years old,
and who are seeking new opportunities in the labor market that would help them transition into
new challenging environments.
Stakeholder Group for the Study
The following are the stakeholder groups’ performance goals related to advancing formal
lifelong learning strategies in Latin America and the Caribbean.

Table 1
Stakeholder Goal
Global goal
By mid-2022, ILT members will be: (1) creating the vision, mission, and the strategic action
plan of the new Community of Practice (CoP) for lifelong learning programs; and (2)
implementing the pilot program in Latin-American and the Caribbean.
The interdisciplinary leadership team Employers Adult mature population
By November 2021, the
Interdisciplinary Leadership Team
(ILT) will inform the development
of a lifelong learning pilot initiative
that will be targeting a population
between ages 40 and 60 years old,
in one country in Latin America
and one country in the Caribbean.
By January 2022, a
partnership of
employers will be
established and will
provide potential
employability
solutions to the
identified segment of
adult population.
By February 2022, a
coalition of the adult
population segment will
be identified and be
engaged around formal
lifelong learning
opportunities.

10

While all stakeholder groups are essential to the accomplishment of the organizational
goal, the key stakeholder group for this study were the Interdisciplinary Leadership Team. This
team has the expertise to develop strategies and initiatives in developing contexts ahead. It is also
positioned to establish a collaborative team across the education, health, aging, technology, and
brain science’s domains from diverse organizations, and who will be promoting these initiatives
in Latin America and the Caribbean.
Purpose of the Project and Guiding Questions
The purpose of this field-based innovation study was to understand the knowledge,
motivation, and organizational needs to develop an action plan to further effective formal
lifelong learning strategies in current policies that specifically target the mature-adult population
ages 40 to 60-years-old, in Latin-America and the Caribbean.
The analysis focused on understanding the knowledge, motivation, and organizational
supports in early stages needed to develop a program of lifelong learning, considering the aging
population and lifelong learning strategies. There is a critical worldwide issue resulting in social
and economic implications if not addressed (Kydland & Pretnar, 2018). It also focused on how
evidence from the latest technologies and brain sciences can provide a platform to improve
learning outcomes within this population.
The primary research questions for this study were:
1. What is the knowledge, skills, motivation, and organizational needs related to developing
an action plan for formal lifelong learning strategies targeting a specific population
segment of mature adults aged 40 to 60 years old, in Latin America and the Caribbean?
2. What are the recommendations for building a pilot initiative for sustained lifelong
learning strategies targeting this population?
11

Conceptual and Methodological Framework
The theoretical framework used in this field-based innovation study was adapted from the
Clark and Estes’ (2008) gap analytic framework, utilizing evidence-based research in the
development of sound organizational solutions by first identifying: (a) people’s knowledge and
skills to achieve established goals; (b) their motivation to achieve the stated objectives; (c) and
organizational support needs in fulfillment of the purpose, “These three factors must be in place
and aligned with each other for successful goal achievement” (Clark & Estes, p.43, 2008).
In the case of a field study, this research engaged a group of interdisciplinary leaders
involved in lifelong learning strategies for mature age adults to understand the knowledge,
motivation and organizational needs to establish such procedures through a pilot initiative in the
Latin American and Caribbean context.
The methodological framework was a qualitative case study with qualitative data
collection. As suggested by Figure 1, Assumed knowledge, motivation, and organizational needs
to develop and implement lifelong learning strategies in alignment with the global goal was
generated based on personal experience and related literature. These presumed needs were
examined using interviews and document review. Then, research-based recommendations were
produced for future implementation.
Figure 1 Clark and Estes gap analytic framework

12

Organization of the Study
Five chapters were used to organize this study. Chapter One examined the background to
the problem addressed in this study, including global age demographic trends and research on
prompt early intervention strategies, specifically formal lifelong learning strategies needed to
address the aging population globally and in Latin America and the Caribbean. The global goal,
stakeholder groups of focus as well as the conceptual framework of a field-based innovation
study were also introduced.
Chapter Two includes a review of the current literature surrounding the scope of the
study, including topics related to lifelong learning, aging populations globally, and the potential
benefits of lifelong learning and best practices.
Chapter Three includes a discussion of the methodology guiding the study. Chapter Four
presents the data, and findings are assessed and analyzed. Chapter Five provides
recommendations based on data and literature for addressing formal lifelong learning needs
targeting specifically the age range of 40 to 60 years old as well as recommendations for an
implementation and evaluation plan to establish a pilot program in one country in Latin-America
and one country in the Caribbean.

13

Chapter Two: Review of the Literature
This study addresses the lack of investment in lifelong learning strategies for mature
adults ages 40-60 globally, and specifically in Latin America and the Caribbean. As background
to this problem of practice, this section includes a review of literature from four domains:
Lifelong Learning, Aging, Technology, and the Brain Sciences. Definitions, current state, and
rationale for lifelong learning are presented, and a research-based reporting on the latest trends
follows. Moreover, the methodological framework used in this study, Clark, and Estes (2008), is
discussed along with the assumed knowledge, motivation, and organizational structures needed
to establish formal lifelong learning strategies for mature adults in the context of Latin America
and the Caribbean.
Aging Population Globally and Implications
The older population continues to grow at an unprecedented rate globally. Today, the
population age of 60 and older in the world is growing at a rate of 3 percent per year, with
projected estimates of about 1.4 billion in 2030, 2.1 billion in 2050, and could rise to 3.1 billion
in 2100 (UN, 2017). This is due to a combination of falling birth rates globally and increasing
the health and longevity of global populations (UNPF, 2012). Critical action is needed, and
urgent priorities must be prepared on how to engage the aging population early in human capital
and lifelong learning strategies.
Trends in Population Aging Globally
People are living longer. According to Wan et al., and the U.S. Census Bureau (2016),
the aging population will continue to outpace younger generations. Countries in the developed
world, like Japan, Australia, Europe, and North America (US, Mexico, Canada), currently have
more than one half of the aging population in the world (Wan et al., 2016). Asian countries will
14

be experiencing the most considerable effect in the growth of the aging population, mostly in
Japan where the percentage of the population aged 65 and over in 2015 was 26.6 percent. Japan
is currently the oldest nation in the world and is projected to uphold this position through at least
2050 (Wan et al., 2016).
Figure 2
The World’s Oldest Countries, 2015 and 2050.

In the US, the aging population will grow at a slower rate, but projections show an
increase at a faster pace than most of the rest of the developed world. The older adult population
is projected to surge due to middle-aged demographic growth and life expectancy improvements,
affecting public pension and health expenditures (Kochhar & Oates, 2014; Wan et al., 2016).
The Director-General of the World Health Organization stated at the United Nation’s
Second World Assembly on Aging in 2002, “We must be aware that the developed countries
15

became rich before they became old, the developing countries will become old before they
become rich”.
Trends in Latin America and the Caribbean
Latin-American societies are still young but expected to accelerate in terms of the
proportion of those of over 65 years for the remainder of the century (NAS, 2001). The
population in Latin-American and the Caribbean over 50 years of age is growing (Cotlear, 2011).
As shown in Figure 3, this accelerated growth in the next ten years of the aging population,
especially in Asia and Latin America, will witness an increase of about 236 million people aged
65 and older throughout the world. Subsequently, from 2025 to 2050, the older population is
estimated to roughly double to 1.6 billion globally, whereas the total population will grow by just
34 percent over the same period (Wan et al., 2016).
Figure 3
Population ages 60 and older over time.

16

Latin American countries are at a decisive moment where a new rapid-aging era as the
demographic dividend (defined here as the period during which the dependency ratio
1
falls) is
coming to an end, and between 2020 and 2100 the increase in the dependent population will be
unprecedented (35.5%). Given the fall in fertility rates, this increase will consist of a steep
escalation in the old-age dependency ratio (population >64/population 15–64). As a result, it is
expected by 2100 that Latin America will be the region with the total share of the elderly
population (32 percent), higher than in advanced economies (27%; Figliuoli et al., 2018).
Potential Challenges Associated with an Aging Population
The challenges of an aging population are multifold if no action is taken at an early stage
to engage this population productively. These challenges can be magnified more in developing
countries where there is limited infrastructure, health care, and other resources availability.
Some of the challenges related to an aging population are related to increases in
government spending, misalignment with workforce needs, and individual health and quality of
life, which puts pressure on already burdened public and health pensions (Kochhar & Oates,
2014). As a result, developing countries, including Latin America and the Caribbean, are
prompted to develop fiscal sustainability strategies to make aging more manageable. Pension and
health care systems in LAC are making the region’s long-term fiscal position particularly
vulnerable to population aging (Figliuoli et al., 2018).
Aging and Increases in Government Spending
Aging populations can pose challenges to the fiscal and macroeconomic stability of
society through an increase in government spending on health-related areas, pensions, and social
benefits for the elderly (Bloom et al., 2015). The increasingly aging population globally is

1
The number of young and elderly people in a population divided by the total adult population.
17

bringing significant challenges in (a) increased expenditures on health and long-term care; (b)
shortages in labor force; (c) problems with income security for the elderly; and (d) unsuited
institutional and social settings for the aging populations. The need to increase investments in
education and training for this segment of the population becomes very important, which can
result in them becoming more efficient and productive (Bloom et al., 2015).
Pension systems in Latin America, in particular, face critical challenges. Only 45 percent
of active workers in LAC contribute to a pension system, and only about a third of the qualified
elderly population (over 65 years) is entitled to collect pensions from a contributory scheme (Da
Costa et al., 2011). Informal employment in many emerging economies contributes to the low
coverage of contributory pension. As shown in Figure 4, about half of the labor force in Latin
America is employed informally, with 42 percent in Brazil, 60 percent in Colombia, to 76
percent in Bolivia (Figliuoli et al., 2018).
2
Besides governments, accountability must be shared
by both current and prospective individuals, businesses, and organizations (Bloom et al., 2015).
Figure 4
Informal Employment in Latin America

2
ILO: International Labor Organization
18

Without continued opportunities for formal lifelong learning and employment into
older adulthood, the lack of pensions together with large increases in an elderly population
suggests future economic burdens on governments related to health care, income provision, and
social benefits for the elderly (Bloom et al., 2015).
Challenges Related to the Workforce
Workplaces are changing rapidly, calling for new skills needed to be continuously
engaged and productive high functioning team members of the workforce that make excellent
decisions, settle conflicts, communicate, and collaborate fluidly in tight schedules (Urciuoli,
2008). Employees, especially mature adults, will need to be continuously trained and retrained to
keep abreast with the new knowledge and technology, in which education, mainly formal
education, will play a significant role. Lifelong learning is a necessity to validate prior learning
to aim at a full development of the individual’s learning potential (Silva & Garcia, 2019). Future
workers need to be adaptable, flexible, and versatile (Longworth, 2019). The alternative,
according to Longworth (2019, p. 4), “is more and more unhappiness, social disorder,
deprivation, poverty and a breakdown of civilized and democratic structures.”
A rapidly aging population means there are fewer working-age people in the economy,
potentially leading to a shortage of qualified workers and making it more difficult for
organizations to fill in-demand roles. One solution is to continue to educate, retool and retrain
people as they age to remain productive members of the workforce (Silva & Garcia, 2019).
Economies that cannot fill needed jobs face unfavorable consequences that include: (a) declining
productivity; (b) higher labor costs; (c) delayed business expansion; and (d) reducing
international competitiveness (Soto, Llosa & Abbott, 1989). Leaders must have a clear
understanding of the current and shifting composition and potential impacts of the aging
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workforce and productivity. One of the main issues to address is the need for new leadership
mindsets about the right business models in an aging society (Streb et al., 2008).
Productivity’s potential for the most significant gains is due to improving the allocation
of resources and in accommodating new technologies, as Nelson and Phelps (1966) suggested,
where additional education is needed and will enhance the trainability of workers for more
complex work roles and higher positions. Formal education and higher levels of economic
development are also associated, as they increase the average labor productivity relative to any
given costs of formal employment. These circumstances suggest that formalization of lifelong
learning strategies will be essential over the 100-year horizon, as Latin American societies age,
urbanize and develop further (Figliuoli et al., 2018).
Lifelong strategies are critically important to coping with new employment patterns and
achieving the levels and types of competencies required by individuals and societies (UNESCO,
2015). The key will be to overcome the human capital level of motivation and adaptability for
workers to make a change.
Challenges Related to Individual Health and Quality of Life
In the past decade, adult education literature has grown considerably, with evidence of
the importance and benefits of lifelong learning for health and psychological well-being
(Narushima et al., 2016).
The process of lifelong learning helps to keep the brain working well, and as we continue
to live longer and longer, this is a benefit that is hard to ignore (Longworth, 2019). Lifelong
learning has profound implications for all parts of the system - not just the education systems in
the schools, colleges, and universities, but also the social, political, economic, and cultural
networks we have built up in our societies; the benefits to individual's health and well-being are
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significant as we age (Longworth, 2019). A challenged and stimulated brain is the key to a
healthy and vibrant later life. Being active and keeping the brain engaged in learning may help
stave-off mental and physical ailments and diseases (Di Giacomo et al., 2018). Older adults
demonstrate a decline in cognitive and sensory abilities. However, cognitive training has the
potential to reverse or reduce these age-related effects.
The Active Ageing Framework implemented by the World Health Organization (WHO)
decades ago has been adopted as a global strategy in aging policies, practices, and research over
the last decade. Lifelong learning, as suggested, however, has not been fully integrated into this
discourse. A recent survey conducted among a Canadian population of those aged 60 and above
within the Active Aging Framework showed that older adults' participation in the lifelong
learning process is positively associated with their psychological well-being, even within the
most 'vulnerable' population. Moreover, the results highlight that continuous participation in the
learning process helps them to stabilize their psychological well-being as learning allows them to
be independent and enables them to grow their capacity. Creation of a sense of fulfillment in life
is a crucial outcome of developing inclusive and active aging societies (Narushima et al., 2016).
Recognizing that the aging population makes up 15 percent of today's society in Canada
and is projected to increase by 110 percent in the next two decades, the Canadian government
has realized that they need to go beyond financing health care and social services. It has started
actively developing aging policies targeting the development of programs and infrastructure for
older adults. Some Canadian provinces have already explicitly incorporated lifelong learning into
their plans (Narushima et al., 2016).
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Challenges in Latin America and the Caribbean Context
The challenges and implications of the aging population in Latin-American and the
Caribbean are significant in both economic and fiscal scenarios. These countries are still quite
young but are projected to age rapidly. As a result, Latin-American countries may face more
significant challenges to afford adequate social protection schemes for the elderly, if priority and
early interventions are not on the table for governments in the region (Figliuoli et al., 2018).
There is a need in Latin America and the Caribbean for establishing the relationship
among the aging population, individual behavior and well-being, and societal responses, as well
as a requirement for identifying methodologies and technologies to collect, organize, and analyze
information designed to inform policy (Kinsella, 2015). According to the National Institute of
Science (NIS; Kinsella, 2015), these trends and challenges are taking place in a dynamic
environment and impact directly the already vulnerable aging population. Latin-American and
Caribbean countries are already facing elevated levels of poverty and inequality with enormous
segments of the older population living in unstable circumstances:
1. Health services and medical care systems are experiencing disruptions that may threaten
existing levels of access and quality of medical care.
2. Escalation of chronic diseases in most LAC countries while experiencing continuing high
rates of infectious conditions.
3. Very limited coverage to low-income earners and the more disadvantaged members of a
population in social security programs, and social safety nets. These social services are
being replaced by fully or partially privatized systems that often provide only very basic
services (Cotlear, 2011; Jackson et al., 2016).

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Potential Benefits of Formal Lifelong Learning Strategies for an Aging Population
Lifelong Learning
It was suggested that “years have been added to life; now we must add life to years”
(Walker, 2012, p. 124). Lifelong learning is the process of acquiring and expanding knowledge
and skills throughout one's life to foster well-being. The learning process can be informal or
formal. This research study will address a formal learning approach.
Formal learning, according to Coombs and Ahmed (1974) is defined as something that
takes place in an "institutionalized, chronologically graded, and hierarchically structured
educational system" (p. 8). Informal learning, instead, can be defined as "any activity involving
the pursuit of understanding, knowledge or skill which occurs outside the curricula of
educational institutions, or the courses or educational workshops. This learning is based on daily
life experiences like peer groups, family, media, or any other influence in the learner's
surroundings (Schugurensky, 2000).
A strong case can be made for formal lifelong education and the development of a
learning society. Finberg and Faure (1975) argued that in the world of today, "studies can no
longer constitute a definitive 'whole,' handed out to and received by the student before he
embarks on adult life." since all that has to be learned "must be continually reinvented and
renewed." Lifelong learning is about the decisions one makes, and the problems one solves, in
everyday life (Lamb & Brady, 2005). The availability of knowledge and information in today's
society increases every day, and this means that our level of proficiency must keep up with the
pace (Laal & Salamati, 2012).
Today, lifelong learning is increasingly being discussed as a global imperative. Four
major international organizations have attempted to address lifelong learning at a worldwide
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level. UNESCO, OECD, EU, and the World Bank, each one of them substantially and
ideological different, have managed to work collaborative and have commonly identified the
importance of formal, non-formal, and informal learning of adults in the broader context of
lifelong learning (Lee & Jan 2018). More work must be done on the ground given the potential
benefits.
Potential Benefits of Lifelong Learning
The nature of work is changing day by day. The information and technological highway
are influencing individuals to adapt to 21st-century methodologies, and if we are not proactive in
upgrading our skills, we will soon be left behind (Levin, 2015). The knowledge-based economy,
new technologies, the development of quick technological changes, and globalization influence
the needs of the aging population's skills and competencies to improve, upgrade, and be
continuously enhanced. In Europe, especially in Scandinavian countries, this need has been
acknowledged and invested in for several years (Colardyn & Bjornavold, 2004). The need for
more flexible educational environments, investing in formal learning at all ages, is a necessity to
face a rapidly changing global society and workplaces (Laal, & Salamati, 2012). While there are
many benefits in investing in formal lifelong learning for mature adults, below is a discussion of
two of those benefits: economic benefits, both at the citizen and societal level, and individual
health, including neurocognition, and well-being benefits.
Economics Benefits to Lifelong Learning
Drucker (1992) suggested that lifelong learning will be more critical to our individual
lives, our community, and our society than ever before in the new economy, with the 21st
century named the Knowledge Society. It is increasingly important to be well-rounded, to have a
sense of perspective, and to be able to leverage a variety of learning experiences into generating
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new ideas and ways of doing things. There is enough indication of the economic benefits to
individuals and societies, and the positive impacts on a wide range of labor market outcomes,
including the enhancement of employment and career prospects; it will also enhance the
individual's performance and earnings, job satisfaction, commitment to work, and innovative
capacities (Desjardins, 2016). Embracing the acquisition of new knowledge in formal settings
and securing new qualifications results in individuals' educational status being upgraded, which
has a clear effect on their earnings, and these are considerably amplified once one takes account
of employment effects (Dorsett et al., 2010).
Europe is in the middle of a rapid economic and demographic shift. With this, lifelong
education is taking one of the top spots in governments' agendas. To successfully address the
changes, they are focusing on the development of lifelong learning guidance to help individuals
achieve their potential and "help them overcome personal, social, and economic barriers", which
Fields illustrated in Figure 5 below. This guidance aims to address Europe 2020 targets on
education, employment, and poverty and social exclusion (Field, 2011).
Figure 5
Impact of Lifelong Learning

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Note. Figure 5, from “Is lifelong learning making a difference? Research-based evidence on the impact of adult
learning,” by J. Field, 2011, Second International Handbook of Lifelong Learning, 887–897.
https://doi.org/10.1007/978-94-007-2360-3_54

Education generates economic “externalities” by raising the common stock of knowledge
available to all individuals and organizations. This phenomenon enhances the adaptability of the
workforce and increases its productivity impacting economic growth (Levin, 2015).
Neurocognition and Well-Being Benefits to Lifelong Learning
There is a global health concern about age-related cognitive impairment. Aging is
related to some changes in the brain that contribute to the decays in cognitive function observed
in older adults (Jackson et al., 2016). Mounting evidence suggests that aging and brain
degeneration are not mutually exclusive; all aged brains exhibit small distinctive alterations
linked to neurodegeneration, namely, progressive loss of structure, function, or several neurons.
Even though a decline in motor function is a common phenomenon that takes place during aging,
the evidence suggests that learning by acquiring new knowledge causes beneficial effects on
neural plasticity and cognition as it triggers the release of neurotrophins, which can increase
neurogenesis, synaptogenesis, and angiogenesis (Bloom et al., 2010). The latest brain imaging
technology has demonstrated that when individuals are engaged in acquiring new knowledge, the
sections of the brain responsible for these new skills become denser with neural tissue; this
process is known as neuroplasticity and depends highly on environmental stimulation (Dembo &
Seli, 2016). This suggests that continuous learning and brain stimulation has positive effects on
cognition as one ages.
In addition, there are several possible neurobehavioral training approaches, such as
strategy training, processing training, and multitasking training. These neurostimulation
techniques have been shown to lead to positive outcomes and have significant potential in
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overcoming the problem of declining cognitive abilities (Bryck, & Fisher, 2012). Furthermore, a
recent Harvard Medical School report suggests that in addition to brain stimulation, individuals
must have physical exercise, a balanced and nutritional diet, a way to better control one’s
emotions and be socially active. These, together, can help maintain brain function, by being more
efficient and adaptive, which translates into better performance. Challenging the brain to think in
new and more profound ways utilizing effective learning strategies (Dembo & Seli, 2016) will
help to promote health and well-being as people age.
Best Practices Globally
The importance of implementing best practices of formal lifelong learning strategies in
emerging economies such as Latin America and the Caribbean becomes more significant to fight
against poverty and to promote social inclusion. There is increasing attention being given to
lifelong learning strategies and growing acknowledgment that an investment here is imperative.
Many major world organizations such as UNESCO, OECD, and National Governments are
developing plans to introduce formal lifelong learning strategies within their scope of work. Not
only it is happening at a global level, but these discussions are also taking place in local
organizations, local governments, schools, and small companies that are beginning to take an
interest (Longworth, 2019). While investments continue to be limited in scope, there are some
models of best practices globally.
Models of Lifelong Learning
Lifelong learning is now being framed within a politico-economic agenda that
emphasizes highly developed human capital, in part to counteract the direct relationship between
income inequality and literacy inequality (Rubenson, 2006). While discussions around lifelong
learning strategies are growing, there are limited formal implemented strategies globally. The
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Nordic model is one of those formal strategies and has demonstrated an average of 53% higher
participation in lifelong learning relative to other International Adult Literacy Surveyed countries
that include well developed and industrialized states, such as US, UK, Australia, Canada, and
New Zealand (Rubenson, 2006). The Nordic model is characterized by high participation in
lifelong learning and low levels of income and literacy inequalities relative to other countries.
That is directly linked to a high equity standard and institutional framework that is in place to
support lifelong learning (Rubenson, 2006). Bastow and Martin (2003) stated that "The present
promotion of Lifelong Learning, with an emphasis on adult learning, signals a deconstruction of
welfare through a reconstruction of citizenship as the responsibility an individual has to an
economic agenda."
Within Europe, Norway stands out for its high level of participation in adult lifelong
learning. That is explained by a distinct labor market policy employed in the country, which is a
critical factor of economic stability and employment, and a publicly supported sector of adult
education. While lifelong learning may not directly help with the creation of jobs, it promotes
competencies to adapt to changing economic environments (Rubenson, 2006).
The human capital theory states that education links to the pace of socio-economic
development of individuals and society. In 2008, the European Union decided to implement a
socio-economic reform making lifelong learning one of the main priorities. In the process, they
have adopted a definition of lifelong learning, according to which, it involves "active citizenship,
social integration, self-realization, and labor market support." The decision was to make lifelong
learning a guiding principle in all forms of education for EU citizens, and it is followed by a
series of priority actions, including investments, to create a culture of learning, increased access
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to learning opportunities and dissemination of necessary skills by defining competencies
essential for the knowledge society (Marcinkiewicz-Wilk & Jurczyk-Romanowska, 2018).
To implement this model successfully, the Council of Europe established a Strategic
Framework - Education and Training 2020 to help coordination of the actions between various
members of the European Union. A set of specific priorities of adult education vision for 2015-
2020 includes governance (policy support), high-quality learning provision, flexibility and
access, and quality assurance. The Electronic Platform for Adult Learning in Europe (EPALE)
serves as a platform for the exchange of ideas and promotion of the methods of adult education.
Even though the degree of implementation of the lifelong learning program varies from country
to country, significant progress has been made as the Union sees adult education as a "road to
social and individual development" (Marcinkiewicz-Wilk & Jurczyk-Romanowska, 2018).
Technology as an Emerging Tool for Formal Lifelong Learning
There is no doubt that technology has set the path for development in the world. Changes
in technology affect what and how we learn, "and what and how we should learn" (Stiglitz &
Greenwald, 2014, p. 55). As technology relates to lifelong learning, Stiglitz, and Greenwald
(2014) argued that an individual cannot anticipate what they are going to need to know in twenty
years from now. Therefore, learning should be a work in progress, and a constant need to acquire
new knowledge to keep abreast with the latest technologies. As Stiglitz and Greenwald (2014),
suggested (p. 57), "the most important determinant of individual's learning is their capabilities,
their ability to learn, and the most important determinant is education; individuals have to learn
how to learn; development entails learning how to learn”.
The applications of technology differ depending on the resources and infrastructure
available in the given country. It is not just learning what increases the standards of living,
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according to Stiglitz and Greenwald (2014), what plays a crucial role are the decisions over time
from individuals, firms, and governments. The developed world has usually better accessibility
to technological resources, which is not the case for the developing world, in particular for Latin
American and Caribbean countries. What truly separates the developed world from less-
developed countries is "not just a gap in resources or output but a gap in knowledge" (Stiglitz &
Greenwald (2014).
Developed countries have invested heavily in technology already, mostly because other
externalities have been already covered (Stiglitz & Greenwald, 2014). These days technology is
needed to promote prosperity. The usage of technology can help the population be more efficient
in many fronts to include having better-educated citizens that will impact the country's
productivity positively.
One crucial aspect of technology is the accessibility of data and information in learning
environments. The use of the internet has transformed the way individuals access information
and learn globally, especially adult learners. The growing number of internet users in OECD
countries was about 60% in 2015 and grew by a third by 2019 among adult users (OECD,
2019b). Developments in mobile technologies allow users to access internet for communication
or personal computing reasons "on the go" daily. However, internet usage varies across countries
and regions. For example, 95% of the adult population in Denmark, Iceland, Luxembourg, and
Norway access the internet daily; however, the adult population in Chile, Japan, and Mexico
access internet infrequently (OECD, 2019).
The differences in internet usage closely correlate with age and education and often relate
to income levels. While younger generations are using internet similarly across OECD countries,
there are significant differences in the adult population. Figure 6 below, shows the gap between
30

young population of internet users and adults above 65 years old vs total percent of population
using internet in those countries is closer to the total population relative to countries.
Figure 6
The Gap Between Young Population of Internet Users and Adults Above 65

A survey conducted by Pew Research in 2014 (Figure 7) suggests that advanced
economies, such as North America and Europe, have the most internet access compared to the
rest of the world. The internet access in those advanced economies with the highest income
ranges between almost 70 percent to 95 percent of the population, while in emerging and
developing economies access to internet varies widely between 10 and 80 percentiles as income
levels drop.

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Figure 7
Per Capita Income and Internet Access

Technology holds the potential to allow mature adults to engage in formal lifelong
learning and upgrade their skills regardless of their location continuously. It has become such an
essential part of learning, that allows for a higher, more individualized degree of interactivity in
order to customize the individual's learning experience based on their needs. Technology
provides new resources for learning that overcomes distance and time at relatively low-cost,
disrupting learning environments to include virtual reality, wearable devices, and augmented
technologies.
One significant advantage of using virtual reality is that it can be highly motivating. An
investigation by Mikropoulos et al. (1998) of the attitude of education students towards virtual
reality as a tool in the educational process, and towards virtual learning environments, found a
favorable attitude towards virtual reality in the educational process. Simulation can provide
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authentic and relevant scenarios, make use of pressure situation that taps users' emotions, and
force them to act, they provide a sense of unlimited options, and they can be replayed.
New technologies hold the potential for new forms of engagement in formal lifelong
learning for the mature adult population. As access to technologies improves in contexts such as
Latin America and the Caribbean, so does its use as an emerging tool for formal lifelong learning
opportunities.
The Interdisciplinary Leadership Team: Knowledge, Motivation and Organizational
Influences
This research field study used the Clark and Estes gap analysis as its framework to
understand the knowledge, motivation, and organizational needs to establish formal lifelong
learning strategies in Latin America and the Caribbean. The research explored these needs
through the stakeholder group of an interdisciplinary leadership team with capabilities in the
aging population, lifelong learning, technology, and brain science themes. This section
documents the assumed knowledge, motivation, and organizational needs to reach the
performance goal of creating the vision, mission, and strategic action plan of a new Community
of Practice for lifelong learning programs and implementing a pilot program in Latin America
and the Caribbean, with each assumed need to be understood further through this research effort.
Knowledge and Skills Influences
The Interdisciplinary Leadership Team (ILT) is a dedicated and selective team of
leaders with expertise in the aging population, lifelong learning, technology, and brain sciences
topics. Here, the discussion of the knowledge-related influences significant to the achievement of
creating a formal and comprehensive approach in lifelong learning strategies and methodologies
for mature adult learners, with a focus on Latin America and the Caribbean, was discussed. The
33

process of reviewing associated literature will embrace related knowledge needs to develop and
implement strategies to support formal lifelong learning effectively.
Empowering lifelong learning strategies are crucial because of the contemporary
social structure and the changes in human nature (Sarpkaya et al., 2018). To meet this objective,
through the Interdisciplinary Leadership Team (ILT), this research sought to understand better
and explored the knowledge needs to create a comprehensive approach to lifelong learning.
According to Clark and Estes (2008), there is a need to undergo an assessment determine if
stakeholders have the knowledge and skills to successfully reached their goals.
Krathwohl (2002) suggest that factual, conceptual, procedural, and metacognitive
knowledge are key to understanding the participant’s experience. Factual knowledge is
comprised of the essential elements that one must be equipped with to solve problems, including
terminology, definitions, and specific details. Conceptual knowledge is the correlation among
primary sections that enables them to function together, including categories, generalizations,
structures, and models. Procedural knowledge is “how to do something,” such as reasons for
using subject-specific skills or determination of when to apply applicable procedures. Lastly,
metacognitive awareness is the highest-level knowledge. It is one’s cognition: how one
manifests, reviews in retrospect, and foresees on one’s progress toward achieving one’s goals. It
is the knowledge of monitoring, controlling, and regulating.
The following examined the knowledge influences related to creating formal lifelong
learning strategies for the mature adult population.

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Knowing Key Principles and Concepts that Underlie Effective Formal Lifelong Learning
Strategies for the Adult Population Age 40+, Including Best Practices and Tools
The Interdisciplinary Leadership Team (ILT) members must understand the concepts that
need to underlie the design of effective lifelong learning strategies for the mature adult
population to be able to build effective and sustainable lifelong learning programs from
inception. The needs of acquiring new knowledge and learning of a mature-age-adult population
differ from other groups of learners.
Knowles and Holton (1990), pioneers in the study of adult learning, observed that adults
learn best when the following conditions are met:
1. they understand why something is important to know or do.
2. they have the freedom to learn in their way.
3. learning is experiential.
4. the time is right for them to learn; and,
5. the learning process is positive and encouraging.
The practical application of andragogy, defined as the process of helping adults learn, is a
crucial element for creating a sustainable lifelong learning society (Knowles and Holton,1990).
Adults learn best when learning is focused on them, not the instructor. As such, Dr. Knowles
(1990) proposed the following four principles to apply to adult learning:
1. the need for adults to be actively involved in their education.
2. adults’ experience is the basis for their knowledge.
3. adults’ learning interests focus mainly on topics related to their work and life; and,
4. adult learning is problem-centered, and not content oriented (Kearsley, 2010).
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This field research study explored the knowledge needed about key components and
principles that underlie effective mature adult lifelong learning to better design a sustainable
pilot program for formal lifelong learning for mature-aged adults in Latin America and the
Caribbean.
Having a Clear Understanding of the Process Involved in the Design and Delivering of
Lifelong Learning Strategies
This field study investigated the type of knowledge needs around the design and delivery
of formal sustained lifelong learning strategies. This includes the types of partnerships they call
on, the kinds of stakeholders who need to be involved, and an effective design and piloting
process. It included the discovery of innovative “policy mixes” (Atkinson, 1999) in
environments that anticipate what is expected to occur during the process of design and
implementation (Summers, 2016) of lifelong learning strategies.
Skills Related to Effectively Implement a Lifelong Learning Strategy in a Developing Context,
such as Latin America and the Caribbean
To design and implement strategies requires an understanding of the context in which
they will live. Accomplishing the goal of achieving a pilot lifelong learning program in Latin
America and the Caribbean requires an understanding of the developing context and takes
innovative methodologies, capabilities, knowledge, expertise, and experience of the team
members who need to have the appropriate skills to implement its strategy successfully in this
context (Kindström et al., 2013). Learning is a change in knowledge attributable to experience
(Mayer, 2011). A well-designed learning methodology can make it easier for individuals to
process information or perform a task (Kirschner et al., 2006).
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Future thinking begins with the current status and uses foresight to lay down a path to
meet estimated future needs (Schreiber, 2018). Opening up space for people to envisage possible
futures can be a “motivator for getting unstuck” (Ogilvy, 2006) by making possible new insights
into related patterns that could be reoriented to disrupt past trajectories and create alternatives
(OECD, 2019b). This study explored the knowledge needed to generate lifelong learning
programs designed in a way that would be effective and sustainable in the Latin American and
Caribbean region.
Reflecting on the Strengths and Challenges Related to Designing a Lifelong Learning Action
Plan
The ability and willingness to engage in a self-reflective process will position those
involved in developing and implementing strategies related to formal lifelong learning to
improve their performance in reaching the organization’s goal, based on a given situational
context (Krathwohl, 2002). It is essential to evaluate if the design process and next steps were
valuable in the preliminary exploration and reflect on whether they did or did not occur, and if
not, to ask oneself if new strategies or modifications to existing knowledge and skills should be
adapted appropriately (Shepherd et al., 2016). Results can encourage team members to support
their counterparts in improving their metacognitive awareness (Kallio et al., 2018). The
Interdisciplinary Leadership Team was asked about their use of reflection and its potential role in
meeting the global goal of formal lifelong learning strategies in the Latin American and
Caribbean context.
Table 2 illustrates the knowledge influences and knowledge types for the leadership team
to reach the goal of designing, creating, and implementing an effective adult-mature lifelong
learning program.
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Table 2
Knowledge Influences and Types
knowledge Influence Knowledge type
Knowing key principles and concepts that underlie effective formal
lifelong learning strategies for the adult population age 40+, including
best practices and tools.

Having a clear understanding of the process involved in the design and
delivering of lifelong learning strategies.

Declarative
(conceptual)

Skills related to effectively implement a lifelong learning strategy in a
developing context, such as Latin America and the Caribbean.
Procedural
Reflecting on the strengths and challenges related to designing a lifelong
learning action plan.
Metacognitive

Motivation Influences
Motivation, an internal state that initiates and maintains goal-directed behavior (Mayer,
2011), is perhaps the most critical state at an individual level to accomplish positive outcomes in
learning. Motivation has been considered a dominating factor that helps learners maintain
perseverance and achieve successful learning outcomes (Ambrose et al., 2010).
When learner’s motivation is inspired, learners show curiosity about the learning topic,
immerse themselves in the learning tasks, and seek strategies that enhance their learning
(Hodges, 2004). There are three related motivational processes underpinned by psychological
influences: (1) when people choose to pursue an organizational goal; (2) when people have
several goals and cannot focus on one; (3) when people want one goal, persist in pursuing it, but
have to decide on how much mental effort is needed to fulfill it (Clark & Estes, 2008).
Individuals need to apply sufficient mental effort to successfully achieve a goal, although the
effort required may vary depending on the difficulty of the goal, as well as the individuals’
knowledge, experience, and confidence (Rueda, 2011).
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Motivation can be impacted by a variety of internal and external factors (Rueda, 2011).
Two critical motivational factors are put forth for individuals to achieve their goal.
1. The usefulness of what they see and do. Utility value is the perceived usefulness of a goal
or activity to an individual’s personal goals (Eccles, 2006). If individuals do not view the
stakeholder goal as useful or achievable, they may not actively choose to work toward it.
2. The believe that they can achieve the goal. Self-efficacy is the belief that one’s actions
can produce the desired outcomes (Pajares, 2006).
This study explored the utility value and the self-efficacy of the ILT in developing formal
lifelong learning strategies.
Interdisciplinary Leadership Team Utility Value
Utility value is defined as the perceived usefulness of a task (Pintrich, 2003), or the task’s
alignment with personal goals and psychological needs (Eccles, 2006). Utility value focuses on
the benefits of completing a job rather than enjoyment of the task itself (Clark & Estes, 2008).
Individuals may not be enjoying the functions needed and related to the stakeholder goal, but if
they have confidence in reaching the goal, and that it will positively affect them, they could have
the motivation needed to pursue this goal. Attitude affects behavior intentions and has a
significant and positive effect on the perceived utility value of a behavior (Kruglanski et al.,
2015).
Each member of the Interdisciplinary Leadership Team plays a crucial role in identifying
new learning paths for adult learners. These affect the level of persistence and effort placed on
accomplishing their task (Dembo & Seli, 2016). According to Locke and Latham (1990), a job
without a goal is most likely for the individual to give it up. Understanding the utility value of
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the Interdisciplinary Leadership Team will help direct the focus and pursuit of goals to prepare
adult learners to acquire new knowledge to face today’s challenges, including employability.
Interdisciplinary Leadership Team Self-Efficacy
Self-efficacy refers to one's beliefs about accomplishing a task and can influence the
choice of activities, effort, persistence, and ultimately, performance (Schunk, 1995). Self-
efficacy is a crucial motivation concept, "which is the evaluation individuals make about their
abilities, and skills to complete a task" (Dembo & Seli, 2016, p. 287). People enter events with
varying levels of self-efficacy derived from prior experience, personal qualities, and social
support (Schunk, 1995).
This research sought to understand the self-efficacy of the interdisciplinary leadership
team as they work on lifelong learning strategies and the basis for it. To develop pilot lifelong
learning strategies for the mature adult age population in Latin America and the Caribbean will
require a team of experts who have the knowledge and motivation to effectively make an impact
on the individual, and on the ground. Table 2 below, shows the assumed motivational influences.

Table 3
Motivation Influences and Types
Motivation construct Assumed motivation influence
Utility value The Interdisciplinary Leadership Team needs to see the benefit of
mature adult learners engaging in formal lifelong learning.
Self-Efficacy The Interdisciplinary Leadership Team must believe they are
capable to support the learning of mature adults via formal
learning opportunities.

40

Organizational Influences
In any organization, if the processes and resources are not as effective as intended,
organizational performance may be impacted (Clark & Estes, 2008), and can be a significant
contributor to knowledge and motivational gaps (Rueda, 2011). A critical influence is
organizational culture. Organizational culture can be defined as a shared and learned worldview
of experiences, meanings, values, and understandings which inform people, and which are
expressed, reproduced, and communicated partly in symbolic form (Alvesson, 1987).
Organizational issues can contribute to motivational and knowledge gaps and are often
the root cause of performance problems (Rueda, 2011). Organizations are complex systems, each
with its own culture that develops over time from the core values, goals, beliefs, emotions, and
processes of its members (Clark & Estes, 2008). According to Schein (2009), culture can be
viewed as an organization’s personality. Cultural settings are visible features, such as policies
and resources, while cultural models are invisible features such as organizational values and
beliefs. This section looked at cultural models and settings essential to establishing a useful
model of mature adult formal lifelong learning strategies.
Promoting a Culture of Learning Among the Leadership Team
Promoting a culture of learning is not an easy task. Valuable assets like insights,
understandings, and practical know-how that people possess are vital resources that allow people
to function intelligently. Knowledge is an invisible or intangible asset, in which its acquisition
involves complex cognitive processes of perception, learning, communication, association, and
reasoning (Davenport et al., 1998; Epetimehin & Ekundayo, 2011). Argote and Ingram (2000)
argued that “individual members are powerful mechanisms for transferring knowledge because
they can transfer tacit as well as explicit knowledge. Further, individuals are more equipped to
41

adapt knowledge than other knowledge repositories, and adaptation is often required to move
knowledge across contexts” (pp. 150–169).
Organizational learning and promoting a culture of education is a crucial component of
continuous improvement and to an organization’s performance and ability to innovate (Schein,
2009). The nature of a lifelong learning program also requires not only to cultivate understanding
among oneself but also to encourage learners to acquire it on their own, to then facilitate the
learning process (Giannoukos et al., 2017). Good leadership plays a fundamental function in
implementing and sustaining knowledge-sharing and a culture that enables knowledge-related
activities.
Reaching Goals by Promoting Teamwork, Collaboration, Trust, and Support Among Team
Members
To establish the goal of a pilot program of mature adult formal lifelong learning strategies
requires a team working together collaboratively in a trusting and supportive environment.
Members must have diverse qualities and should build their authority on professional knowledge
and personal charisma (Giannoukos et al., 2017). Organizational culture reflects the systems and
structures through which people give meaning to their work and organizational life (Schein,
2009). An organization needs to promote a culture where its team members have a sense of
teamwork, collaboration, trust, and support. It is vital for the team members to perceive support.
Trust is critical in facilitating innovation (Giannoukos et al., 2017).
Organizational leaders can show support for stakeholders in outward ways that develop
momentum within the organizational culture in support of goal-achievement (Clark & Estes,
2008). Leaders need to show a sensitivity to the perceptions held by stakeholders within their
organizations since attitudes of support, or perceptions of a lack of support, can influence
42

performance (Schneider et al., 1996). Culture expresses itself in cultural artifacts, including
language. It also reveals the stories told by workers, customers, and leaders, and the symbols that
are used to communicate the values and purpose of the organization (Schein, 2009).
According to Chatman and Eunyoung Cha, (2003), an influential organizational culture is
created by a high level of agreement among team members, concerning what is valued, and with
a high level of intensity about these values. Good leaders can develop organizational cultures
that spawn participation and agreement, as well as innovation, care, and commitment, which are
essential for achieving quality (Martin, 1992). This study looked at how the international
leadership team members within their organizations have built a culture of collaboration and
trust to innovate in the area of lifelong learning.
Having the Resources- Time and Funding- Available to Develop a Pilot Program
Resources, such as funding for infrastructure and allocating time to make an impact, are
critical investments in the development of lifelong learning strategies. These are investments
related to lifelong learning for both the individual and the organization (Longworth, 2019).
According to the author, these investments are as important as skills and knowledge. Longworth
suggests that “a well-governed nation promotes certain values as an investment in social
cohesion and economic progress, and promotes those set of values within organizations, so they
invest in their human capital, and development.” This study looked at the investment needed in
time and funding resources to develop a lifelong learning pilot program in Latin America and the
Caribbean. Table 4 below illustrates the assumed organizational influences.

43

Table 4
Organizational Influences and Types

Conclusion
Education is the only sustained learning strategy to fulfill the needs of a population by all
means. By improving people’s skills, health, knowledge, resilience, motivation, and
organizational influences, they can be more productive, adaptable, flexible, and innovative. This
chapter provided a view of existing literature on aging, lifelong learning, technology, and brain
sciences. The chapter also provided a discussion on the Clark and Estes (2008) gap analytic
framework guiding this research, the assumed knowledge, motivation and organizational needs
to innovate in the area of formal lifelong learning strategies for the mature adult population,
specifically in Latin America and the Caribbean, and the need of investing in human capital in
response to rapid technological changes. In today’s environment, there is an increasing need for
individuals with higher levels of human capital, especially advanced cognitive and socio-
behavioral skills (WDR, 2019). Human capital is a central driver of sustainable growth and
poverty reduction; there is no more powerful transformative force that education (Kim, 2018).
The next chapter will detail the methodological framework that was used in this study to
understand these assumed influences on performance better.
Organizational
Influence
Assumed organizational influences
Cultural Model 1 Promoting a culture of learning among the leadership team.
Cultural Model 2 Reaching goals by promoting teamwork, collaboration, trust, and
support among team members.

Cultural Setting 2 Having the resources- time and funding- available to develop a pilot
program.
44

Chapter Three: Methodology
This field study analysis focused on the Interdisciplinary Leadership Team’s knowledge,
motivation, and organizational influences to innovate in the area of formal lifelong learning
strategies for an aging population. This understanding will be used to inform the development of
a lifelong learning pilot initiative that will be targeting a population between ages 40 and 60
years old in Latin America the Caribbean. It also converged on how evidence from the latest
technologies and brain sciences can help in providing a platform to improve learning outcomes
within this population.
The primary research questions for this field study were:
1. What is the knowledge, skills, motivation, and organizational needs related to developing
an action plan for formal lifelong learning strategies targeting a specific population
segment of mature adults aged 40 to 60 years old, in Latin America and the Caribbean?
2. What are the recommendations for building a pilot initiative for sustained lifelong
learning strategies targeting this population?
Stakeholder Group of Focus
An Interdisciplinary Leadership Team of experts was the stakeholder group of focus for
this qualitative field study. This was a key stakeholder group to understand the knowledge,
motivation, and organizational needs to promote formal lifelong learning to benefit the targeted
population of mature adults between 40 and 60 years old in the Latin-American and Caribbean
region.
For this purpose, interviews were conducted in the field to consider the design and
viability of a pilot program. In many ways this Interdisciplinary Team of Leaders can be thought
of as a community of Practice (CoP), focusing on a common need or interest through different
45

areas of expertise, disciplines, and lenses. The literature discussed knowledge and communities
in the context of situated learning (Maxwell, 2013). Dewey and Vygotsky emphasized the
importance of learning theory (Kozulin, 2007), and Miao et al. (1999) supported the need for
collaboration and interaction among learners.
Setting and Participant Selection
The particular interdisciplinary leaders engaged in issues related to lifelong learning
strategies who participated in this study were experts in:
• Aging - AARP (American Association of Retired Persons), Washington, DC office.
• Brain Sciences – Georgetown University, and USC Neuroscience/Brain Institute
Departments; Brain and You, Arlington, VA; The Society of Neuroethics, Mexico.
• Human Capital – Human Development and Education Global Practice units, World Bank
headquarters in Washington, DC.; International Labor Organization (ILO).
• Lifelong Learning – UNESCO, Lifelong Learning Institute (Hamburg, Germany).
• Technology - Microsoft Vector (San Francisco, CA office); IBM Education; Aalto
University; Vrije Universiteit Brussel, Brussels, Belgium.
The knowledge, motivation, and organizational influences underpinning this community
of practice’s work in aging and lifelong learning will inform, (a) creating the vision, mission, and
the strategic action plan for lifelong learning programs in Latin America and the Caribbean; and
(b) implementing a pilot program in this context.
Interview Sampling
A non-probability purposeful sampling was used. Patton (2002) suggested that purposeful
sampling is best suited to studies seeking in-depth knowledge of a phenomenon. The strategy for
the sampling was based on semi-structured qualitative interviews with leading experts spanning
46

from fields in aging, lifelong learning, technology, human capital, and brain sciences, whose
expertise were in the creation of scalable projects at macro and regional levels. The experts
identified were also from organizations related to these domains. The rationale for this approach
was to learn from knowledgeable, executive-level leaders and experts in their fields, where the
most significant learnings can be drawn (Johnson & Christensen, 2015; Merriam & Tisdell,
2016). There were 4-5 individuals interviewed from each of the domains above (aging, lifelong
learning, technology, brain sciences) to establish 17 interviews, enough for saturation to be
achieved (Merriam & Tisdell, 2016).
Criterion One
The Interdisciplinary Leadership Team stakeholder group was selected due to relevance
regarding the research questions and the phenomena receiving focus (Johnson & Christensen,
2015). The Interdisciplinary Leadership team members were identified as leading experts in their
fields with more than 15 years of experience, and who had the diverse expertise needed to
adequately design and promote new lifelong learning programs, with a focus in Latin America
and the Caribbean. This team of leaders had the expertise relevant to the research questions and
the overall global goal since they were involved somehow in lifelong learning strategies globally,
and their performance had a significant impact on goal achievement.
Criterion Two
A group made up of 17 people were interviewed, whose expertise together made it
possible to gain comprehensive information regarding formal lifelong learning strategies. This
small group size selection was extensive enough to get the data needed and allowed me enough
time with the participants to learn more about the phenomena in a deep and meaningful way
(Sandelowski, 1995).
47

Criterion Three
Participants were available to complete an approximately 60-minute interview.

Data Collection and Instrumentation
The intended objective was to understand the knowledge, motivation, and organizational
influences (Clark & Estes, 2008) of the participants through interviewing. In person interviews
were conducted with the selected participants from October 2019 to January 2020. The prepared
interview questions included a set of open-ended questions related to the assumed KMO
influences outlined in Chapter 2 (See Appendix A). Qualitative studies often utilize interviews as
a means of collecting data (Merriam & Tisdell, 2016). The discussion intended to provide me
with information that could not be directly observed and facilitate understanding of interviewee
perspectives (Patton, 2002). A detailed exploration of personal experience and event
interpretation can be provided through the use of interviewing (Weiss, 1994).
Data Analysis
A semi-structured interview format was in place. This semi-structured approach allowed
for more open-ended questions and room to ask probing follow up questions as necessary
(Bogdan & Biklen, 2007; Merriam & Tisdell, 2016). The rationale was to allow additional
questions to clarify and further expand specific issues. In this way, I had better control over the
process, in case of need to clarify particular concerns. One of the few disadvantages was that the
interview took longer than expected to complete. Data analysis began during data collection,
including note taking following each interview and coding to help organize and designate
information across occurring themes. Coding in this way helped more easily retrieve specific
pieces of data (Merriam & Tisdell, 2016). Upon approval, interviews were recorded and then
48

transcribed. Maxwell (2013) emphasized the need for and importance of reading and thinking
about interview transcripts, writing memos, and developing coding categories related to the data
in a timely fashion.
Credibility and Trustworthiness
It was vital to ensure the credibility and trustworthiness of this research. Reliability can
be ensured by collecting data from people with different perspectives as well as conducting
follow-up interviews with the same people to go over the findings for accuracy (Creswell, 2014;
Merriam, 2009). Emerging results were discussed with the ILT members when needed. These
processes ensured that the data presented was valid, reliable, and consistent (Creswell, 2014;
Merriam, 2009).
Interviewers know that the outcomes of any qualitative studies can impact people’s lives,
which makes credibility and trustworthiness crucial issues to consider (Merriam & Tisdell,
2016). An accurate interpretation of the study findings can impact the perceived validity of a
study (Maxwell, 2013). Additional explanations for the study results can occur, and researchers
need to know strategies to address multiple interpretations of the data (Maxwell, 2013).
I ensured comprehensive data by taking detailed notes and recording interviews, upon
interviewee approval. I self-reflected on biases as the data were analyzed and interpreted. Careful
attention to detail in design is a way a researcher can increase trust in the study (Merriam &
Tisdell, 2016). Confidentiality of all data collected was maintained to safeguard data
trustworthiness. Data was stored on a password-protected computer with access only available to
me. A process of member checks allowed participants to check for accuracy to rule-out any
misinterpretations and errors in reporting findings (Maxwell, 2013). I was the data collector, and
49

great care was taken to share any biases, relationships, assumptions, and worldview elements
involved (Merriam & Tisdell, 2016).
Ethics
Qualitative studies focus on understanding and meaning to answer the research questions.
Stakeholders participating in these individual interviews were informed that there was no harm
by participating in the research. In addition to clarifying their voluntary role, participants were
reminded that they could withdrew at any time (Glesne, 2011; Merriam & Tisdell, 2016; Rubin
& Rubin, 2016). Ethical choices are essential to emphasize due to the personal nature of the
information shared and the need to ensure the confidentiality of study participants (Glesne,
2011). Participants who chose to take part in this study received information about the overall
process. Since this study included human subjects, forms containing literature related to the
protection of human subjects were on hand at the beginning of the study process (Krueger &
Casey, 2009). Informed consent via an information sheet assured participants that involvement
was voluntary, withdrawing from the study could occur at any time without any penalty, and all
information would be kept both secure and confidential (Glesne, 2011).
The study was submitted to the University of Southern California Institutional Review
Board (IRB) to ensure participant safety and per rules and guidelines regarding protections of
welfare and rights of study participants. Participants were informed about the purpose of the
research and my role as a doctoral candidate at the University of Southern California.
Participants were also informed that any information obtained during the interviews would be
reported anonymously and solely used for the research study. Participation incentives were not
provided to avoid any perception of coercion.

50

Limitations and Delimitations
Patton (2002) wrote that “the fundamental principle of qualitative interviewing is to
provide a framework within which respondents can express their understandings in their own
terms” (p. 48). It is necessary to recognize the limitations and delimitations within the scope of
this research study, fundamental in the data gathered through the collected interviews. These
limitations are, for the most part, constructs outside of my control. This includes how the
interviewees answered the questions presented and the straightforwardness in their responses.
These limitations were partially addressed by assuring confidentiality in data collection and
conducting member checks.
Delimitations, on the other hand, are based on intentional choices the research made,
meaning that they are elements within the research study over which I have control. For
example, a delimitation is the decision to interview particular stakeholders, and the limited
number of interviews conducted. These were choices made by me based on time and resource
constraints of the study, and the burden placed on the participants.

51

Chapter Four: Findings
The goal of this field study was to understand the knowledge, motivation, and
organizational needs to innovate in the area of formal lifelong learning strategies for an aging
population. This understanding will inform the development of a lifelong learning pilot initiative
targeting a population between 40 and 60 years old in Latin America and the Caribbean. It also
converges on how evidence from the latest technologies and brain sciences can help provide a
platform to improve learning outcomes within this population.
As such, the primary research questions for this field study are:
1. What is the Interdisciplinary Leadership Team’s (ILT) knowledge, skills, motivation, and
organizational needs related to developing an action plan for formal lifelong learning
strategies? The intended targeting a specific population segment of mature adults aged 40
to 60 years old in Latin America and the Caribbean?
2. What are the recommendations for building a pilot initiative for sustained lifelong
learning strategies targeting this population?
Participating Stakeholders
A group of recognized global experts was identified based on their knowledge in lifelong
learning and related fields to contribute their expertise and insights to advance lifelong learning
strategies in Latin America and the Caribbean. The rationale was to interview individuals who
could provide diverse disciplinary and institutional perspectives on lifelong learning for mature
adults aged 40 to 60 and who have hands-on experience working in more advanced developed
countries and the developing world.
52

This Interdisciplinary Leadership Team (ILT) included in this study had expertise in the
aging population, lifelong learning, technology, and brain sciences. Table 5 describes the
participants in the study.
Table 5
Participating Stakeholders*
Academia
A1 Professor of
Technology
Aalto University Helsinki, Finland
A2 Professor of
Artificial Intelligence
Brussels University

Brussels, Belgium
A3 Professor of
Economics
George Mason
University
Fairfax, VA, US
A4 Professor Business
School
Georgetown University Washington, DC,
US
Corporate
C1 Senior Group Vice-
President
Development Bank of
Latin America, (CAF)
Lima, Peru
C2 Chief Strategy &
Transformation
Officer
Ernst and Young, LLC San Jose, Costa
Rica
C3 Head Economic
Research
McKinsey and
Company
Buenos Aires,
Argentina
C4 Senior Managing
Partner, Strategy &
Innovation
IBM Austin, TX, US
Multilateral /
International
Organizations
M1 Senior Skills and
Employability
Officer
International Labor
Organization, ILO
Geneva,
Switzerland
M2 Senior Education
Policy Specialist
Organization for
Economic Co-operation
and Development,
OECD
Paris, France

M3 Senior Programme
Specialist
UNESCO, Lifelong
Learning Institute
Hamburg, Germany
M4 Global Education
Practice Manager
The World Bank Group Washington, DC,
US
M5 Senior Mental Health
Officer
World Health
Organization, WHO
Geneva,
Switzerland

53

Non-Profit
N1 CEO Estonian Lifelong
Learning Association
Tallinn, Estonia
N2 Chair & Founder HunDred Helsinki, Finland
N3 CEO Lifelong Learning
Association
Helsinki, Finland
N4 Associate Director National Education
Association (NEA)
Washington, DC,
US
Additional
Context
A
C
Data collected from
Additional
Interviewees
Diverse Organizations Several Countries
Note. The participants allowed their identities to be included here. The pseudonyms (e.g., A1,
A2…) will be used in the discussions that follow to facilitate reporting out.

Seventeen global leaders formally participated in the study, which involved a one-hour,
on-site interview. It is these leaders whose responses form the findings presented below.
Additional interviews were held to provide further context and background on lifelong learning
initiatives from a broad base of global participants and perspectives. Their responses are touched
on occasionally throughout this chapter.
A semi-structured interview was used to ask the same questions in the same sequence to
all interviewees. Follow-up questions were used, as needed, to clarify responses (Patton, 2002).
The rationale in selecting this approach was to use a conversational style that would allow
individual perspectives to emerge while keeping the interview sessions systematic and focused
(Patton, 2002).
In addition, a neo-positivist orientation was used toward minimizing bias and collecting
valid, high-quality data (Merriam & Tisdell, 2016). The interview protocol included an
explanation of the study's purpose and planned use, an assurance of privacy and confidentiality
for the Interviewee, a request for permission to record the session, an opportunity for the
Interviewee to ask questions, and a reminder that the Interviewee could stop the interview at any
point. The detailed interview protocol is included in Appendix A.
54

This qualitative data analysis exemplifies an understanding of themes and concepts that
arose across subjects. The findings discussed below are presented by the assumed knowledge and
skills, motivation, and organizational needs articulated in Chapter 2. Thus, the chapter begins
with the knowledge findings before moving to the motivation and then organizational needs
findings.
The chapter concludes with a summary of crucial findings before turning to
recommendations for practice in Chapter 5.
Findings for Knowledge and Skills
This section presents knowledge-related influences significant to developing and
implementing lifelong learning strategies for mature adult learners as discussed by the global
interdisciplinary team of leaders. This team was comprised of experts who participate in the
study in aging, lifelong learning, technology, and brain sciences and whose expertise comes from
diverse industries, such as academia, non-profit, corporate, multilateral, and international
organizations.
Knowledge is a crucial factor in the Clark and Estes (2008) framework to address human
and organizational performance problems. Knowledge can be understood through the categories
in Anderson and Krathwohl (2001), a framework reflecting four dimensions of knowledge:
factual, conceptual, procedural, and metacognitive. Factual knowledge is defined as discrete with
isolated content elements. Conceptual knowledge is rather complex, with organized forms of
language. Procedural knowledge explains how to do something, and metacognitive knowledge is
the awareness of and knowledge about one's cognition. This study focused on particular
conceptual, procedural, and metacognitive knowledge assumed to be relevant to developing
formal lifelong learning strategies, as discussed below.
55

Table 6
Assumed Knowledge Influences
Knowledge Influence Knowledge Type
Knowing key principles and concepts that underlie effective formal
lifelong learning strategies for the adult population age 40+,
including best practices and tools.

Having a clear understanding of the process involved in the design
and delivering of lifelong learning strategies.

Declarative
(Conceptual)

Skills related to effectively implement a lifelong learning strategy in
a developing context, such as Latin America and the Caribbean.

Procedural
Reflecting on the strengths and challenges related to designing a
lifelong learning action plan.
Metacognitive

Knowing Key Principles and Concepts That Underlie Effective Formal Lifelong Learning
Strategies for the Adult Population Age 40+, Including Best Practices and Tools
Conceptual knowledge comprises the relationships of the essential elements and the
subject area's principles, theories, and structures (Krathwohl, 2002; Rueda, 2011). The
Interdisciplinary Leadership Team members discussed knowledge of critical fundamental
principles and concepts that must underlie the design of lifelong learning strategies for the
mature adult population to build effective and sustainable lifelong learning programs from
inception. As shown in Table 7, these included knowing the importance of keeping current and
engaged in learning, knowing how adults learn, the critical role of connecting new information
with prior knowledge, and building a growth mindset from an early age.

56

Table 7
Themes for Key Principles and Concepts that Underlie Effective Lifelong Learning Strategies for
Adult Population 40+

Need to Build an Understanding of the Importance of Adult Engagement in Continuous
Learning
All interviewees expressed knowledge about the importance of keeping current and
engaged in learning throughout one's lifetime from their different disciplines and perspectives.
For example, Interviewee A4, based on his 30 plus years of experience in academia,
perceived that "the world is getting technologically more intensive and with greater intensity, the
role of technology is not limited to daily work life but becomes everyday life." A4 continued that
without an associated education, our mature adult population will be falling behind. Therefore,
the need to promote sustained lifelong learning strategies promptly will be (is now) one of the
most urgent needs today.
Further, interviewees suggested that while developed countries are already facing
challenges with the needs and wants of the aging population, this will soon be exacerbated in
developing countries. As A4 stated, we already need to think how dramatically the world will
change, where most will live beyond 100 years old, and most are probably going to work, given
that they need to work or want to work, into their 80s. The need to keep current and engaged in
acquiring new knowledge is critical today and will remain in the future.
Themes
Need to build an understanding of the
importance of adult engagement in
continuous learning
The critical role of connecting new
information with prior knowledge
Need to design learning based on how adults
learn
Importance of teaching a growth mindset from
an early age
57

Therefore, people will have to be re-scaled all the time, and speed of change accelerates
now faster than five or 10 or 15 years ago. Interviewee A3, a leading global expert and a
professor of economics, spoke about the proliferation of disruptive technologies, "We are in a
situation now where people need to reinvent themselves every three to five years essentially
reinvent themselves every three to five years. So the notion of lifelong learning needs to reflect
that." In addition, an economist (AC) from a corporate world with more than 40 years of
experience globally based his perspective on issues in Latin America and pedagogical
transformations happening in the world, stating, "Latin America is not only aging, but it is also
aging faster than ever before." He described the issue in Brazil that the country is aging at a
speed that is five times faster than France.
Lifelong adult learning will become a part of a strategy for any government and the set of
institutions that allow a country to function well. A4 continued that like primary education,
We did not always know that primary education is essential. And then, about 100 years
ago, we began to realize that. We realized it was important for every human being,
though it was not always accepted. As far as lifelong learning, it has also always been out
there but not always accepted either. We still do not realize that lifelong learning or adult
education is critical.
A4 continued, in five or ten years from now, “we will acquire a deep awareness of it, and
there will be new technology developed or adopted to aid in this process. People will not be able
to retire or not need jobs, and there will be a mismatch”. So, lifelong learning is becoming much
more of a part of a necessity, not just a possibility.
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Interviewee M1, with expertise in labor markets and employability globally, related the
importance of knowledge about lifelong learning connections to global labor markets, economic
development, and well-being. She stated,
Out of all age groups we usually see in labor markets worldwide, the forty-plus is the last
one to worry about. People have to work virtually until they die in many of the poorer
countries. Here is where this becomes a big issue. Labor market access becomes more
difficult for this segment of the population when we know we lose a job and do not easily
find a new one. This is when we see many people working far below their competencies,
and so this is where it becomes problematic.
Later, Interviewee M1 continued, "From our perspective, I am not aware that we ever
worry about international employment policy or any employment policies covering the 40 to 50
age group. Only recently, we started to worry about those getting older, and the reason why we
worry about it is, of course, the aging societies that we see everywhere." M1 discussed the need
to invest in the future of the communities where the adult population lives. Speaking on long-
term and short-term investments, she recommended investing in skills and competency
development that has implications for personal health, the economy, and productivity in the labor
market.
Need to Design Learning Based on How Adults Learn
Further, in terms of key principles and concepts that underlie effective lifelong learning
strategies for mature adults, several interviewees discussed the need to understand principles and
strategies explicitly related to how adults learn. Interviewee A3, for example, expressed a dearth
of use of this knowledge, stating, "Do we know across higher institutions the kind of approaches
and how adults learn differently from undergrads or the particular subject matters that are going
59

to be more relevant to them? We have to develop a commonly accepted set of approaches, both
in terms of format, outreach, content, pedagogy, and what it means." Interviewees further
suggested that to design a lifelong learning strategy suitably, one needs to look at several ways to
educate at different ages. For example, as stated by interviewee A3, "We cannot just give a book
that was designed for young students to a 50 plus person." The Interviewee further suggested the
need to do skills assessment to analyze the types of populations and the types of demand for
various educational provisions at different ages.
The Critical Role of Connecting New Information with Prior Knowledge
Several interviewees also discussed the importance with adult learners of connecting new
information with prior learning. As suggested by Interviewee A3, "One of the findings is that
lifelong learning does exist. People acquire skills from an early age, maybe until they are 40 or in
their mid-40s. After that, they profit from the experience, but they do not acquire new skills."
Speaking about the process of identifying the learning needs for adults and understanding how
best to connect new information to prior knowledge, Interviewee A1, an experienced professor
from a leading university in Europe (Aalto), said: "When I think about that age group, many of
them had an education back then, or even if not, they developed the skills in the professional
life." His point was that they already have a solid background that can be heavily utilized to
bring their expertise on board.
A leading expert in lifelong learning strategies at a non-profit organization in Finland,
N1, had additional views on the best practices and tools, stating, "There are many dimensions or
levels that should be developed together by using systems thinking." He proposed a different
learning strategy to address the adult population. He called it "Learning Social," which means
that there are different lifelong learning players, including governments with educational
60

policies. The policies of these different players should support the proposed education system as
a whole. N1 suggested that these are the fundamentals of the Finish education system, where
everyone finds their potential throughout their lifetime. This approach also gives opportunities to
learn in informal education settings and use various instruments or services available. Non-
formal education-based content is essential to support the development of individual
competencies. These elements of learning are forming the systemic view of life learning.
Importance of Teaching a Growth Mindset from an Early Age
Interviewee N2 from one of the leading global non-profit organizations that invests
heavily in child and youth education emphasized the need to approach lifelong learning
differently. Having decades of experience providing learning strategies, the Interviewee noted
when asked about the fundamental principles and concepts that underlie effective formal lifelong
learning strategies:
That is a massive question, and one can be approaching it from many angles. For
example, what is the goal of lifelong learning? What is the goal of education in general?
Why do we want to keep those people? Do we want to keep them in the workforce, or do
we want to keep them happy? Is the primary goal the financial advantage, or the life in
general? The essence, the key in all, is thinking skills or mindset, meaning, and approach
to life. What do we expect from life? The way education has been working, especially in
the global south, is that the more we study, the more likely we are to have a good
occupation. Right now, that kind of guarantee does not exist anymore anywhere in the
world. We think that is a huge change. In sum, in designing effective lifelong learning
strategies in Latin America and the Caribbean, the ILT emphasized the stakeholders
understanding the importance of the mature adult population keeping current and
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engaged in learning, knowing how adults learn, and knowing the critical role of
connecting new information with prior knowledge. The emphasis should be on finding a
way to teach children at an early age the essence of a growth mindset. As AC stated, I can
operate no matter what happens is a critical issue to address. The question is how to
create an education system that can enhance this kind of thinking? This would help
enable people between 40 and 50 who need to retool to instead of feeling hopelessness, to
understand that people at their age have possibilities to find a new job or a job that
requires a different skillset. The same kind of job they had before may not exist, however,
as the world is evolving, it is full of opportunities.
Having a Clear Understanding of the Process Involved in the Design and Delivery of
Lifelong Learning Strategies
The Interdisciplinary Leadership Team was asked further about the process involved in
the design and delivery of lifelong learning strategies. Some key themes that arose through these
discussions, as presented in Table 8, include the importance of creating a community in the
design, including adult learners, and ensuring the process recognizes the creation of learning that
looks different than it has in the past.
Table 8
Themes for Understanding the Process Involved in Design and Delivery of Lifelong Learning
Strategies

Themes
Importance of creating a community in the
design and delivery
The process needs to recognize the creation of
learning that looks different than it has in
the past
Adult learners need to be included in the
design process

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Importance of Creating a Community in the Design and Delivery
Participant AI suggested that process of designing and delivering lifelong learning
strategies involves creating a community. The professor revealed, “I am always for community
building, but also a truly interdisciplinary community effort.” He shared that their alumni
programs started focusing on the alumni impact initiative not too long ago, and around 130
people joined it. As part of that process, “We ensured that the participating individuals were
included in interdisciplinary teams, five people total from different fields in business engineering
and a few others from design.” During the interview conversation, AI also pointed out that it is
essential to make people aware that they are learning because they may not realize it when they
are learning informally.
Several members of the ILT also spoke about how the process of design and delivery will
need to look different than it has in the past. A2, for example, reflected on the evolution of
technologies and the future, the production process, and the relationship between education and
labor-related qualifications to do jobs, “It seemed to be one kind of a relationship,” he said, “the
fastest type when a person completed certain training and was ready to operate, and any related
learning was mostly learning by performing the job itself.” This model remains appropriate for
the production processes associated with the second industrial revolution, learning through
repetition and performance on standardized tests.
Process Needs to Recognize the Creation of Learning That Looks Different Than It Has in the
Past
However, A2 suggested that it will no longer be the predominant way of doing things,
causing implications for education and lifelong learning, in particular. Instead of merely storing
information in ways of doing things, education will need to move towards a never-stopping
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learning process because the nature of production processes changes all the time. Anyone
working with those processes must relearn, refit, retrofit their skills and knowledge over time.
Education is becoming a way of learning to learn, rather than learning how to do things, leading
to several pedagogical changes.
A2 stated that this needs to be clearly understood in terms of the process involved in the
design and delivery of lifelong learning strategies as,
It is no longer a process of training in repeating and memorizing, but a process of
learning how to study, finding new sources of information, potentially leading to a
theoretical breakthrough. To get there, one needs a person capable of developing a vision,
a perception of how things are related and how things change, or someone who can
change one of the components of the process, which is learning in essence.
Interviewee M3 also shared his learning from the UNESCO approach to the process of
developing lifelong learning strategies. He shared his learning experience when he was working
in Thailand. The approach of UNESCO in assisting developing countries in designing and
developing their lifelong learning strategies was to provide learning opportunities to institutions
and policymakers. He explained that he places high importance on community-based learning
and considers it fundamental when thinking about the aging population.
Several interviewees agreed that the strategy is to train the individuals and think about the
community workforce education and lifelong learning. It could also be based on how the
companies or startups provide opportunities to learn together and enables the idea to create
interactive learning environments.
M3 stated, whenever there is an interaction, they create an opportunity to learn. Next,
they create the learning space either by using digital platforms or tools, with the newest
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technology, and physical environments, where people can meet and learn, which enables
learning from both the formal education and this informal learning, the working life.
Adult Learners Need to be Included in The Design Process
Further, in reflecting on the process involved in the design and delivering of lifelong
learning strategies, Interviewee N4, an experienced individual in educational environments at a
non-profit level, stressed the need to have individuals knowledgeable with a clear understanding
of the process involved when designing a comprehensive and sustained lifelong learning
strategy. There are several moving parts, and future participants of the program should be
involved, he said. Many times, programs and projects were designed targeting people who were
not present at the design stage, and most social movements that have lasted are because the
people who were impacted the most were at the table deciding what their future would be. N4
stated, “We cannot design a lifelong learning program for mature adults, and none of them are in
the space,” and, “How can we design a learning training program for the retired population if we
are not one of them?”
In sum, the process of designing and delivering lifelong learning strategies needs to
recognize that learning strategies and techniques for mature adults have to be drastically
different. When we reflect on the lifelong learner program, we must think about the person who
is running it, how to skill up, and how adults learn. The process of designing lifelong learning
strategies has to emphasize community building and involve mature adult learners and those with
experience in mature adult learning and design thinking.

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Skills Related to Effectively Implementing a Lifelong Learning Strategy in a Developing
Context, such as Latin America and the Caribbean
To further examine the knowledge and skills needed to pilot a lifelong learning initiative
for mature adults in the Latin American and Caribbean context, the ILT participants were asked
about needed procedural knowledge to implement a lifelong learning strategy in a developing
context. These discussions led to a few overarching themes, as presented in Table 9.

Table 9
Themes for Skills to Effectively Implement a Lifelong Learning Strategy in a Developing Context

The Need of Deep Knowledge and Skills to Address a Culture of Ageism
When interviewee N4, a leading expert in educational settings, was asked for advice on
effective implementation of lifelong strategy in a developing region context, he expressed the
need to begin a deep analysis, targeting those who have leadership development strategies
looking at ways to amplify or lift ageism systemically. According to N4, “The notion that people
work 25 or 30 years, and then they should be put out to pasture, to then retire automatically, is no
longer the case,” but, unfortunately, this construct and way of thinking are, in his opinion,
pervasive.

Themes
The need of deep knowledge and skills to
address a culture of ageism
Implementation will require culturally relevant
approaches
Communication and messaging around adult
learning will be vital
The strategy should develop digital and non-
digital ways for adult learners to acquire
new skills
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Implementation Will Require Culturally Relevant Approaches
Moving this to an organization, interviewee N4 said that while he could not speak
globally, he assumed that ageism was happening globally, including Latin America. He thought
that the first area to address was how we support ageism in our cultures today, “Culture is one of
those things that is difficult to measure. However, there are a few ways to begin to assess
organizational cultures and what it is producing.” Interviewee N4 suggested that to implement a
lifelong learning strategy, “An organization has to look within its culture and ask a few
questions, ‘Do we truly value all learners? Are we participating in ageism? Do we hold beliefs as
a part of our culture that peoples, after they work 25 or 30 years, are ‘done with their time?’”
Communication and Messaging Around Adult Learning Will be Vital
Interviewee M2 discussed how skills related to implementing a lifelong learning strategy
include communication and convincing others of the need to make learning relevant to the day-
by-day life of older individuals. When talking about individuals in 40- to 60-year-old range from
developing economies, M2 stated, “They may not have received the same amount of exposure to
technology and fast-moving technology platforms that are why making them aware of the
changes that are coming, and how those changes affect their daily lives, particularly in work
environments, may help them to remain employable over time.” Similarly, another expert at the
OECD said, “We should change the whole term lifelong learning to lifelong doing because the
best way to learn is to do and then analyze, ‘I am doing something to increase the capacity to
operate even in difficult times.”
An interviewee AC, a learning practitioner from an international organization who has
decades of designing and implementing training in human resource development globally,
emphasized the skills to implement lifelong learning strategies to prepare for challenging times.
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AC suggested, the best approach to start with is:
1. ensure that we understand where people are coming from and remember that exposing
people to things does not necessarily guarantee that they understand them,
2. ensure that people understand and put this new information into their context because it is
easier for them to make it relevant and therefore gain a greater understanding of the topic;
and,
3. adjust the skills to the more culturally appropriate tasks for someone in the developing
world as in Latin America. Class materials approaches and examples have to be adjusted
for that.
Participant N2, on reflecting on skills for effective implementation, emphasized the need
to make the change meaningful and stressed returning to the success stories to make people
excited, engaging in “emotional storytelling.” The strategy is to know that the lifelong learner
needs to honestly believe and trust that this learning will lead to something great and valuable.
While it sounds easy, “none of this is simple,” he emphasized. Further, to implement a learning
strategy in the developing world, Interviewee N2 noted that one needs to keep in mind that
learning new skills or obtaining subject-matter knowledge in those countries may shift
individuals’ careers. This is the first opportunity for many to open up entirely new career
opportunities as people have fewer opportunities there than in the developed world. Many poor
communities have limited education to start with and obtaining new knowledge may be a life-
changer for them. N2 stated, “It would be a wrong approach if we design and implement learning
strategies for adult learners if thinking that those are only for them to do work in something
related after that.” N2 continued to emphasize that there is also an assumption that we should be
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helping and giving away the know-how to others in developing countries like Africa or Latin
America because we come from the global north.
However, it might be powerful the other way around as well. He revealed the idea of
having radical innovations that could change the world. The developing world has nothing to
lose; hence they have more flexibility in their thinking. Countries of the developed world (e.g.,
the US or Finland), on the other hand, may have much more at stake because more infrastructure,
in which investments have been already made, is involved in the process. Hence, it is harder to
make a change.
Thus, there is a need to be more open-minded and ambitious to ideas or learning
innovations coming from countries in the global south, encouraging to think globally and see that
the know-how they have might be valuable on the global scale as well. Perhaps, it would be
transferable to other countries like Finland, for example, N2 added. Interviewee A3 expressed
similar ideas in noting that the world has converged, and, on a skill level, we should not assume
that there will be any significant differences between skills needed in the developing world
versus developed.
Several interviewees discussed the need for skills relying on distance learning to
effectively implement a lifelong learning strategy in a context such as Latin America and the
Caribbean. A3 expressed, “One potential strategy and that would apply to both worlds would be
to rely on distance learning.” He mentioned that distance learning has many advantages, but
some people believe there is no substitute for face-to-face communication and education, which
is true in the Latin American and Caribbean contexts. To mitigate this type of resistance, he
presented an alternative of a hybrid model, to have a classroom that includes both distanced and
in-person modes.
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The Strategy Should Develop Digital and Non-Digital Ways for Adult Learners to Acquire
New Skills
Lastly, A1 presented that when he was thinking about the potential learning strategies in
the past, he investigated different forms of thinking, beyond critical thinking, to a point where
adult learners can understand how to communicate using digital or non-digital ways to acquire
new skills and skills to be learned for mature citizens. Interviewee AC expressed that a formal
lifelong learning strategy is reachable in Latin America, but it matters a lot that the opportunities
for lifelong learning are available through universities’ online courses and distance certification.
This way, adults can keep learning in their spare time without accommodating the rigid
schedules of traditional schooling. Therefore, the availability of distance learning today, he
stressed, must be a priority.
The interviewees expressed the need to implement a lifelong learning strategy in Latin
America effectively; simply because they need one; they have no choice. In terms of skills
related to effectively implementing a lifelong learning strategy in a developing context, such as
Latin America, a few themes appeared, including the need to address a culture of ageism, the
importance of communication and messaging around adult learning, creating culturally relevant
approaches, and developing digital and non-digital ways for adult learners to acquire new skills.
Reflecting on the Strengths and Challenges Related to Designing a Lifelong Learning
Action Plan
The ability and willingness to engage in a self-reflective process position those involved
to improve their performance in reaching an organization’s goal (Krathwohl, 2002). The
interdisciplinary leadership team was asked to reflect on their involvement in lifelong learning
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strategies and strengths and challenges related to designing a lifelong learning action plan. Some
themes from that reflection are included in Table 10.
Table 10
Themes for Reflecting on Strengths and Challenges of Designing a Lifelong Learning Action
Plan

Utilizing Technology Is a Vital Part of a Lifelong Learning Action Plan
Interviewee A2, a professor from Brussels University, emphasized the importance of the
utilization of technology as part of a lifelong learning action plan with establishing the link with
technology, particularly with Artificial Technology (AI), as critical. Similarly, A1, explained that
interdisciplinarity should be the essential requirement in designing a learning strategy and action
plan. Interviewee A1 described that when students are involved in expanding their knowledge
utilizing the latest technologies, the type of learning outcomes are tremendous, and that should
be a part of an action plan – making sure that the latest technologies are incorporated and
available at least in a particular form and shape to any participant. At the interviewee’s
university, they have been working with augmented, mixed, and virtual reality, with the vision to
create spaces and fill them with relevant information that helps people understand the value of
complex decisions and their impact on the future.

Themes
Utilizing technology is a vital part of a
lifelong learning action plan
Understanding the high costs of not investing
in lifelong learning
A lifelong learning action plan must include
multiple channels for learning

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A Lifelong Learning Action Plan Must Include Multiple Channels for Learning
While several interviewees reflected that online learning should be one of the channels
for learning, they also noted that other channels are also needed. For example, A3 stated,
“Everything I have seen suggests that online learning cannot fully reach its intentions. There
have been many experiments in different places. No one elicited the same results from distance
learning as we normally do when the students are present in the university, interacting with
others and interacting with the professor.” He shared a recent experience where a fully online
approach had a hard time sustaining the class’s students’ interest. Hence, professors started
experimenting with a model that involved face-to-face learning, online experiences that were
student-led, and having some class time outside of the classroom. In the end, the learning
outcomes were achieved, but they were achieved in an environment where people felt stimulated.
Those types of examples need to be considered when designing an action plan.
Interviewee N3 reflected on the experience in Finland where the government has invested
in lifelong learning through the Finnish lifelong learning foundation that is 150 years old. It has
been one of the critical government programs in Finland, which can be explained from a purely
economic perspective. There are no natural resources that Finland can rely upon. Their natural
resources are the competencies of people. There have been many ways to invest in lifelong
learning, and the government’s role has become vital in this system.
Understanding the High Costs of Not Investing in Lifelong Learning
By contrast, another interviewee, AC, reflected on the lifelong learning strategies in the
Latin-American region, stating, “We do not yet have levels of quality in education to have
policies and methodologies targeting the population to learn for the rest of its life. We are way
far from that.” Regarding the education of most adults in the region, he stated, the mentality that
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is still seen today is “I go to school, I manage to graduate from it, and now I no longer return to
school.” Consequently, there is a mismatch between the demand for skilled labor supply and the
education obtained in many parts of the region. While Interviewee A3 stressed the need to think
about costs when designing an action plan, he reflected that training, education, skills
development, and upgrading all cost money, especially large-scale projects. However, not to be
discouraged, he stated, the cost of doing nothing is higher, and we should keep this in mind,
“How can we grow with a poorly educated workforce? It is impossible.”
In sum, in reflecting on the strengths and challenges related to designing a lifelong
learning action plan, the ILT suggested the need to incorporate technology and online learning
into the plan, but not to underestimate the need for face-to-face and interdisciplinary interactions
to keep the adult learner engaged. Interviewees also discussed the need to have government
policies and methodologies targeting their population to learn for the rest of their lives,
something that is not commonly found in the Latin American region or mentality.
Synthesis of Findings for Knowledge Influences
The global interdisciplinary leadership team interviews sought to understand the
knowledge and skill needs to create formal lifelong learning strategies and methodologies for
mature adult learners, specifically in Latin America and the Caribbean. The findings from the
interviews led to a number of themes to inform the future design of a lifelong learning pilot
initiative targeting a population between 40 and 60 years old in Latin America and the
Caribbean. The knowledge and skill themes highlighted the need to build understanding of the
importance of continuous learning, design learning based on how adults learn, create a
community around the design and delivery and include adult learners in the design process,
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effectively communicating and messaging the benefits of lifelong learning and developing a
lifelong learning action plan that includes multiple channels for learning.
Findings for Motivation Influences
In addition to knowledge and skills, motivation, an internal state that initiates and
maintains goal-directed behavior (Mayer, 2011), is critical to accomplish positive outcomes. This
study explored the utility value and the self-efficacy of the Interdisciplinary Leadership Team
(ILT) in developing formal lifelong learning strategies. Utility value is defined as the perceived
usefulness of a task (Pintrich, 2003) or the task’s alignment with personal goals and
psychological needs (Eccles, 2006) and, as such, influences motivation to accomplish the task.
Utility value focuses on the benefits of completing a job rather than enjoyment of the task itself
(Clark & Estes, 2008). Self-efficacy refers to one’s beliefs about accomplishing a task and can
influence the choice of activities, effort, persistence, and ultimately, performance (Schunk,
1995). Self-efficacy is the evaluation individuals make about their abilities and skills to complete
a task (Dembo & Seli, 2016).
As Hodges 2004 suggested, “When learner’s motivation is inspired, learners show
curiosity about the learning topic, immerse themselves in the learning tasks, and seek strategies
that enhance their learning.” The Interdisciplinary Leadership Team was asked about their
motivation and the motivation needed to develop strategies related to lifelong learning.
The following assumed motivation influences were discussed in Chapter Two.

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Table 11
Assumed Motivation Influences
Motivation Construct Assumed Motivation Influence
Utility Value The Interdisciplinary Leadership Team needs to see the benefit of
mature adult learners engaging in formal lifelong learning.
Self-Efficacy The Interdisciplinary Leadership Team needs to believe they are
capable to support the learning of mature adults via formal learning
opportunities.

The Interdisciplinary Leadership Team Needs to See the Benefit of Mature Adult Learners
Engaging in Formal Lifelong Learning
The Interdisciplinary Leadership Team shared their insights on the benefits of mature
adult learners engaging in formal lifelong learning that could serve as motivating influences in
the development of a lifelong learning strategy targeting a population between ages 40 and 60
years old in Latin America and the Caribbean. Some of the themes that were generated from
these discussions are presented in Table 12.
Table 12
Themes for Seeing the Benefit of Mature Adult Learners Engaging in Formal Lifelong Learning

Themes
Importance of quantifying the value of the
public and private sector investing in
lifelong learning strategies for those ages
40-60
Need to promote benefits from the perspective
of individuals of participating in lifelong
learning
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Importance of Quantifying the Value of the Public and Private Sector Investing in Lifelong
Learning Strategies for Those Ages 40-60
While looking at the benefits of mature adults engaging in lifelong learning, interviewee
A3 shared a potential approach from economics, "We have a model of endogenous growth,
where growth is driven by human capital. Human capital expands when people increase their
schooling. It means that there will be a more comprehensive tax base for the government in the
future as education increases." The interviewee suggested the learning benefits could be
quantified. Like quantifying the tax consequences, growth consequences could be quantified or
modeled. Similarly, social welfare consequences could be quantified as there are models of well-
being that can be designed outside or inside the economics scope. A3 suggested that quantifying
the benefits could be an excellent motivator for placing relevant importance on lifelong learning.
N2, from a non-profit organization, expressed a similar sentiment about motivation from a
societal perspective, stressing the importance of money as motivation. N2 suggested the
importance of making the connection between lifelong learning and monetary benefits, "Money
is our value in the society; it is an incentive. Sometimes, it takes a better position in society,
which is not directly monetary but related. If we feel that this education does not lead anywhere,
there is no way to increase motivation." From the perspective of Interviewee M1, some degree of
motivation is there already, however, there is a need to have evidence of benefits that someone
who engaged in lifelong learning or training received, so others can be motivated to follow. "It is
cheaper to invest in the life course of a person than at the last minute when this person is much
older," and, as such, M1 suggested that motivation comes when there is a certainty that an
individual can be further engaged in a working environment.
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Need to Promote Benefits from the Perspective of Individuals of Participating in Lifelong
Learning
In addition to suggesting at the societal or organizational level what might motivate
leaders to invest in lifelong learning, the ILT suggested the importance of leaders understanding
what might motivate an individual to engage in lifelong learning as they design a lifelong
learning strategy. According to Interviewee AC, we need to know the targeted audience's level of
motivation before designing and delivering training. It is an essential aspect. There has to be
personal motivation, no matter what governments, Non-Governmental Organizations (NGOs), or
other institutions may do, and whether we have to do it to keep our jobs. When we have personal
motivation, the local government and other organizations can play a role in getting the program
moving. N2 suggested thinking about what is critical for people in the targeted age population of
40-60 years old, "Is it credible that they will become top coders in the world? They will have to
compete with prominent digital natives who are in their 20s. So, we have to find the slot they
would enjoy, and society would have a clear gap." In other words, to increase motivation, one
should concentrate on the value of the incentive because motivation will not work without value.
N4 furthered this thought in expanding on the non-monetary incentives to the individual
of lifelong learning as strong potential motivators that need to be made prominent, "It makes all
the sense in the world. That 80-year-old will live another decade or so, if not longer. And not
because of the investment; they have been around people engaged and learning, making a
significant impact on the individual." This undoubtedly benefits both the individual and the
community.
A few interviewees also emphasized other motivating factors to individuals related to
lifelong learning, including mental health. Interviewee M5, an experienced mental health
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specialist, indicated that a significant motivating element is to learn along with others. He also
indicated that cognitive decline with age should motivate individuals engaged in lifelong
learning initiatives. It would help if the prevention of mental health problems were articulated in
the early stages to motivate. Interviewee N2 also suggested looking at teachers, many in their
40s-50s, as they need to be motivated and be part of the lifelong learning strategy and continue to
reinvent themselves.
In sum, the ILT interviews highlighted how motivation to invest in formal lifelong
learning strategies and engage in them can be harnessed by focusing on societal benefits of
lifelong learning and personal benefits.
The Interdisciplinary Leadership Team Needs to Believe That They are Capable to
Support the Learning of Mature Adults via Formal Lifelong Learning Opportunities
Self-efficacy is a crucial motivation concept, "which is the evaluation individuals make
about their abilities, and skills to complete a task" (Dembo & Seli, 2016, p. 287). Self-efficacy
can be derived from prior experience, personal qualities, and social support (Schunk, 1995).
This research sought to understand the self-efficacy needed to work on lifelong learning
strategies and engage in them. To develop pilot lifelong learning strategies for the mature adult
age population in Latin America and the Caribbean will require a team of stakeholders who have
the motivation to effectively make an impact on the individual, and on the ground. The table
above provides two themes related to self-efficacy from the ILT.
Table 13
Themes for Belief in Capability to Support the Learning of Mature Adults via Lifelong Learning

Themes
Build self-efficacy through an
interdisciplinary approach and joint work
and planning
Begin with a pilot initiative to build self-
efficacy
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Build Self-Efficacy Through an Interdisciplinary Approach and Joint Work and Planning
In supporting the self-efficacy for learning for this segment of the population, the
discussions raised a few provoking viewpoints. Interviewee N2, a global nonprofit leader,
discussed that "there is no learning without attention unless we find learning meaningful and
exciting." The critical question he posed is, "How do we create the maximum attention for
people who are 40 plus? How do we make them feel excited to study to lead to progress?"
Designing lifelong learning strategies must have the internal motivation component, even if
learning something new may not lead to a job.
Another interviewee pointed to the importance of an interdisciplinary approach to
building self-efficacy. With longer life expectancy and changes in how we conduct ourselves in
our work, Interviewee A3 discussed the need for a mindset change and a paradigm shift to think
across disciplines and ways to communicate between them, rather than having profound
knowledge in a narrow field, as those days are coming to an end. This interdisciplinary approach
could allow greater confidence for those engaged in designing and supporting lifelong learning
efforts and those who participate in lifelong learning. A3 emphasized the need to work across
highly interdisciplinary teams, enterprises, products, and services.
C4 and others discussed how efficacy needs to be promoted at multiple levels through
joint work and planning. As far as the public sector, C4 expressed how a synchronized joint plan
is needed that will govern the motivation. In addition, political motivation is fundamental, and it
must be interconnected with public opinion. Therefore, everything needs to be synchronized.
Begin With a Pilot Initiative to Build Self-Efficacy
This Interviewee recommended creating a pilot program for this system, a minimum
viable program created in a small region. They stated it is essential to start small and form a
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liaison between the private and public sectors and build efficacy of all involved. If done
correctly, C4 felt it would attract politicians and corporations.
ILT participant C3 also discussed the need to work across sectors and build efficacy on
multiple levels explaining that motivation also comes through joint participation of the public
sector with the private sector. The public sector must influence, promote, and support the private
sector to implement this type of project. The lifelong learning project will require a significant
effort to be appropriately organized, articulated, and defined with all corresponding milestones to
set it for success. As related to Latin America and the Caribbean, the public sector has not taken
ownership of lifelong learning, so there is a need for other leaders to push lifelong learning to a
good start.
Synthesis of Findings for Motivation Influences
The interviewees emphasized the need for stakeholders to be motivated enough to be in a
position for learning and producing. Interviewers discussed how self-efficacy could be built
through an interdisciplinary approach and joint work and planning toward a lifelong learning
strategy. The emphasis was on starting small, building liaisons, and through careful planning
building the efficacy that they can support the learning of mature adults via lifelong learning
opportunities.
The next segment will address the assumed needs and influences at an organizational
level to build formal lifelong learning strategies for mature adults in Latin America and the
Caribbean.

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Findings for Organization Influences
Learning and promoting a culture of education are crucial components of continuous
improvement and an organization, field, or country’s performance and ability to innovate
(Schein, 2009). We need to find out what people care about and their core values and then talk
about them. Why is it vital to invest in lifelong learners? There is a tangible return on
investment, and it is often connected to the vision for those in decision-making positions and
how this investment will advance that vision.
The following assumed organizational influences to develop lifelong learning strategies
for mature adults in Latin America and the Caribbean were discussed with the Interdisciplinary
Leadership Team, as illustrated in Chapter Two.

Table 14
Assumed Organizational Influences
The themes related to each of these assumed influences, based on interviews, are
presented below.
Promoting a Culture of Learning Among the Leadership Team
Developing a lifelong learning program requires not only cultivating understanding and
encouraging adults to acquire learning on their own, but facilitating the learning process
Organizational
influence
Assumed organizational influences
Cultural Model 1 Promoting a culture of learning among the leadership team.
Cultural Model 2 Reaching goals by promoting teamwork, collaboration, trust, and
support among team members.

Cultural Setting 2 Having the resources- time and funding- available to develop a pilot
program.
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(Giannoukos et al., 2017). Leadership plays a fundamental role in implementing and sustaining
knowledge-sharing and a culture that enables knowledge-related activities. As shown in Table
15, Interviews with the ILT suggested that promoting a culture of learning among a leadership
team developing lifelong learning strategies is essential and involves both formal and informal
networks where knowledge can be shared.
Table 15
Themes for Promoting a Culture of Learning Among the Leadership Team

Promoting a Culture of Learning is Essential and Involves Both Formal and Informal
Networks of Knowledge Sharing
When asked about the importance of creating a culture of learning among the leadership
team and how would they go about creating one, Interviewee N4 stated that building a learning
culture among the leadership where knowledge, creation, innovation, and creativity are valued is
critical. That will ensure the leadership team and what they are creating is not stagnant. For that,
it is important to be opened to do things in a new way. It is essential to search for ways to
continue learning and doing better, and it is not just about the accumulation of knowledge.
Formal learning is needed to scale up this learning opportunity. N4 also suggested that it is
essential to have leaders shepherding informal networks where the knowledge gets shared, be it
tacit, implicit, or explicit. It is leaders and knowledge managers who must map all of that.
The need for formal and informal networks of learning was also suggested by
Interviewee C1, who spoke of the policies and politics involved in developing lifelong learning
Themes
Promoting a culture of learning is essential
and involves both formal and informal
networks of knowledge sharing
Avoiding competition in learning
environments to promote the creation of
learning communities that work together
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strategies. C1 mentioned that while politics is critical to move this initiative, as it has to be
supported by policies, not everyone in political circles is ready to talk about lifelong learning
strategies. Also, this initiative requires a long strategy that will last years, but that is beyond the
typical political terms. It will depend on who is in power, and the power changes faster than the
tangible outcomes of this initiative can be seen. A new government often turns down initiatives
from the previous government. That is a significant obstacle. Interviewee C1 also added that, "It
will be good knowing how to frame this story every time someone new comes to power."
N4 added that there is an urgent need to have more well-trained and skilled people from
the private sector perspective, including in the manufacturing sector. This sector employs more
skilled people than any other in Latin America. Interviewee N4 provided two ways to address
lifelong learning from the leadership strategies perspective. One in a given country is to find a
champion in the public sector that is open to the buy-in to this strategy and will help develop and
combine it with another champion. This other champion would come from the private sector.
Those sectors could form a brand-new company or an association. The convergence of public
and private sector strategies, through formal and informal learning networks, are essential to
champion the initiative together.
Avoiding Competition in Learning Environments to Promote the Creation of Learning
Communities That Work Together
During our interviews, the ILT expressed many viewpoints on lifelong learning
strategies, and sometimes the opinions differed, but in many cases, they complemented each
other. For example, interviewee A1, from AALTO, a leading research and technological
university in Finland, stated that to promote a lifelong culture, in their view, society should focus
on avoiding competition in learning environments and the creation of communities that work
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together. It is the role of communities to build and create trust within their network and move
away from competitive settings. This way, people's ideas, especially grassroots ideas, will get a
voice. In other words, it has to be a bottom-up approach.
However, to attract investments in lifelong learning, according to OECD interviewee M2,
there has to be a common understanding of the economic and social benefits of such programs.
This is how one can sell a proposition and persuade stakeholders. Only this will drive people and
money participation because leadership is always focused on the financial implications of any
decisions they have to make, as M2 suggests, this is the reality of the world. Failure to articulate
key outcomes, especially when it comes to productivity and unemployment, using their language
will not bring any results. In other words, a business-like approach is critical. Similarly, AC
stated, "It comes to digging deep in people making decisions that have financial implications. To
bring decision-makers to the table, we need to ensure we can articulate the outcomes in financial
terms."
Interviewees were also asked what they see as needed leadership strengths to successfully
promote a pilot program in lifelong learning in Latin America and the Caribbean. While no
interviewee argued against the need for a business-like outcome-driven approach to making
lifelong learning mainstream, interviewee N3 from the Lifelong Learning Association in Finland
expressed that the fundamental approach to bringing life-long learning to mainstream levels is
implementing its proposition into practice at all leadership levels. Leaders must be under
continuous development, and they must interact with each other across the globe and share their
learning culture. This way, they will genuinely lead the creation and development of human
capital on a global scale.
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Interviewee N4 stated further the need for organizational leaders to create learning
organizations with a culture of learning. He recognized that one of the most critical factors to
successful organizational strategies today is to have a sustainable vision for the future. According
to this view, organizations of the next decade or two will need to be operating as learning
organizations. The leaders will need to guide their employees to be skilled in specific tasks, but
they will be engaged in knowledge work as knowledge workers/lifelong learners. This is an
inevitable trend, but to get there, organizations need to have healthy environments where
individuals can comfortably say, "I do not know." This is a pivotal moment that will lead to a
significant change, and leaders should encourage individuals to be continuously curious. N4
continued that this idea goes beyond typical professional development that offers a week-long
training for a particular skill, and that is it. Instead, to make a shift to lifelong learning, we need
to train people to be curious continuously about the world, their position in the organization, and
how that work connects to the mission of vision and core values. This is where leadership plays a
critical starting role. Their ability to articulate the vision, motivate continuous learning, and
never-drying curiosity will make the wheel spin. Then it will become a shared vision embraced
by all. In other words, the goal should not be about skills attainment for individual benefit but
about creating an environment and culture of lifelong learning, where everyone shares and is
driven by an ongoing process of learning to impact.
Interviewee N2 in Finland brought up an interesting point that while the role of the leader
is critical to changing the learning culture, “leaders often do not have that motivation in their
blood themselves”. So, it comes down to a question: "How do we teach lifelong learning among
leaders to spearhead these initiatives?" The essential piece is to understand that the world is
changing massively and at a very high speed, and those who are not changing with it will
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inevitably become obsolete. Those who understand it "can make an impact on lifelong learning
culture in the following ways: While keeping a close eye on significant shifts across the society
happening globally, they need to communicate these changes down the line; at the same time,
they must serve as an example of how one applies that knowledge to themselves; and, lastly, they
must create a sense of confidence in the people and their ability to become a part of that change
and drive the change."
Reaching Goals by Promoting Teamwork, Collaboration, Trust, and Support Among Team
Members
All interviewees agreed that it is not a question that lifelong learning is essential, and no
one questioned its benefits. However, many acknowledge that it is not easy to promote this
culture and the most effective way to do that. Three themes emerged from interview participants
as presented in Table 16.
Table 16
Themes for Reaching Goals by Promoting Teamwork, Collaboration, and Trust

Creating Excitement About Short- and Long-Term Benefits of Lifelong Learning Programs
A leading HR expert in organizational management from the OECE, AC, suggests that
effective promotion starts with creating excitement around the short-term and long-term benefits.
That, they suggest, has a good chance of getting people engaged. Those involved should share
their stories about how lifelong learning helps them in navigating their lives. Interviewee N3, an
Themes
Creating excitement about short- and long-
term benefits of lifelong learning programs
The importance of being inclusive for better
decision making
Lifelong learning lies in the hands of
educators

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experienced lifelong learner who leads a significant lifelong learning association in Europe,
located in Finland, exemplified the importance of promoting and supporting sustained lifelong
learning. In Finland, policymaking is based on the full participation of the actors sitting at the
table with leaders of related institutions and representative education leaders at a government
level. Therefore, teamwork and collaboration among the leadership team participants, based on
trust, are critical to have positive outcomes and speedy decision making. All relevant institutions
are invited to participate in the decision-making process since there are lifelong learning courses
or programs at higher or vocational education and other training centers. Therefore, it is
imperative to hear discussions with those providing the foundational work and engage them in
leveling learning policies.
The Importance of Being Inclusive for Better Decision Making
Interviewee N3's vision to support lifelong learning is to get all employees involved in
the strategy process in their companies. The setting of organization-wide goals should involve
strategic engagement at a team level. People should set goals together. This way, its clearer what
kinds of competencies are needed, including training. The learning process should also start with
teams that form a learning community that would tailor learning to the needs of their team and
organization as a whole.
Lifelong Learning Lies in the Hands of Educators
Interviewee N4 pointed out that the success of lifelong learning lies in the hands of
educators. Society needs to pay much more attention and invest in training educators. This
training should evolve. It cannot be static, and it should account for global economic changes
and trends. The idea that learning should continue beyond school time has not been heavily
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served before. That is where attention is needed, according to N4, "We have to start infusing
these ideas into our formal education systems, even before college."
Organizations, in his opinion, should also have learning strategies that focus not on just
upskilling the workforce but allowing them to learn new skills and move up. It is all about the
careful design of career pathways. "Is there mapping to a knowledge management strategy when
we talk about career development in our organizations?" asked N4. The creation of a learning
culture is about early intervention as well. Therefore, it is critical to touch upon it in the entire
curriculum, as N4 stated, "We need to talk about the purpose of learning early to have significant
results."
Having the Resources, Time, and Funding, Available to Develop a Pilot Program
Resources, such as funding for infrastructure and allocating time to make an impact, are
critical investments in the development of lifelong learning strategies. Interview participants
were asked what kinds of resources they thought would be necessary to develop a pilot program
in the Latin American and Caribbean context and, in particular, the kind of time and funding
resources that would be needed. The interviewees responses generated themes included in Table
17.
Table 17
Themes for Having the Resources Available to Develop a Pilot Program

Themes
Consider placement of pilot program and
place of greatest need
Start small, investing in creating small
learning communities with a circular, self-
sustained approach
Investment of resources need to include
continuously monitoring results of a pilot,
starting small and then moving to scale
Understanding the context in which the
lifelong learning strategy will be adopted
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Consider Placement of Pilot Program and Place of Greatest Need
The interviewees spoke about how resources, timing, and funding for developing a pilot
program would depend on the particular segment of the audience chosen for the pilot. Goals
would also need to be tailored to that specific segment. They suggested taking examples from
other similar studies and programs enacted and using them as a proxy to predict the impact and
understand what resources would need to be invested. In terms of policymakers, the interviewees
emphasized that they need to realize that the cost of not doing anything about education for skill
upgrading for a 40-plus year old in particular, is a considerable loss.
According to interviewee C1, a leading economist, who has been working on global
issues as a part of a multilateral Latin-American organization (CAF), and from the perspective of
the corporate environment, "There are significant investments that need to be in place.
Unfortunately, this is where governments in Latin America are failing. We are well behind in
terms of per capita income, in terms of development, investments needed in infrastructure, public
services, education, and health." In his view, there are enormous gaps that must be overcome to
face even more significant economic challenges than the region is facing today. There is an
urgent need to raise productivity in developing countries, and governments must be part of this
conversation. This will help identify the priorities and benefits of potential policies in the short,
medium, and long term. It would be hard for an economy to shift if these priorities are not in
place. This step should precede the development of lifelong learning projects. When this has
been put in place, C1 suggests that the strategy for lifelong learning programs should be
developed at a rural governments' level, as this pilot project is more critical to begin in that
population segment.
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Interviewee A2, a technology expert and professor at a leading European academic
institution, believes that "It is hard to find focus in lifelong learning strategy because this process
is so diverse in itself." The strategy should start with the definition of scope and context. Then he
points to the need to have a community manager responsible for building stakeholder networks
and partnerships. Budgeting strategy is also crucial in developing a pilot program.
Investment of Resources Need to Include Continuously Monitoring Results of a Pilot, Starting
Small and Then Moving to Scale
Several interviewees spoke of the need for a pilot to closely monitor results. In N4's
opinion, it is essential to plan that those resources running the program will also be continuously
monitoring results. There should be a process that allows pilot program management to tailor the
approach to best serves the audience's needs while achieving the program goals. According to
N4, "It is about starting small and showing gains over time" by population segment to reach
critical mass later.”
Start Small, Investing in Creating Small Learning Communities with a Circular, Self-
Sustained Approach
Similarly, A2 stated that the key is to invest in creating small learning communities with
a circular, self-sustained approach, "Start small and then see how to scale" was stated as his best
advice. Several interviewees also spoke about needed to change the mindset of people around the
need for lifelong learning to translate it into funding. According to A2 this could involve
investing in a team that can run workshops with companies, universities, and Non-Governmental
Organizations (NGOs) to spread the idea and start changing their mindset on how they view
learning, "Work with them on a lifelong strategy to make it exponential." A2 stated that the path
is not an easy one, but it is an opportunity. Others spoke of the need for the importance of
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lifelong learning to be recognized within the private sector, similar to how leave is recognized, to
support this education with financing and policies. Without the mindset or the infrastructure for
lifelong learning, this will translate into a budgeting challenge.
Interviewee N3 emphasizes that while building the pilot, close attention must be paid to
the stakeholders' desires, attitudes, and goals to ensure the program is tailored to the people
involved. Everyone has to have the opportunity to be involved in the process overall. Similarly,
A3 said he would focus on making sure lifelong learning project participants can dream big and
share their dreams with the community. Then, he would involve those people in content
development to bring those dreams to reality.
An interviewee from Finland, N3, complemented these views by adding his unique
perspective on target age for lifelong learning initiatives. He stressed that it should not be a
complete process focusing strictly on one group versus another. He proposes to mix different age
groups for cross-learning. Younger age groups have the newest knowledge but not the
experience. The effective way, according to N3, would be "to interact across and learn from each
other." That could also positively affect motivation because no one would feel they are
marginals. Instead, it would be a way of enhancing each other’s power.
Understanding the Context in Which the Lifelong Learning Strategy Will Be Adopted
The perspective from interviewee NI from Estonia included an important insight in
discussing Estonia’s lifelong learning strategy adopted back in 2014. He discussed understanding
the context in which the lifelong learning strategy will be adopted and the context of Estonia. In
Estonia, decisions are rapidly brought into practice due to the country’s advantages, such as a
relatively small piece of land and small population size, “So, if we want to make changes or try
out something new, we can implement it fast and see quick results, which is the key successful
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projects.” Estonia takes full advantage of such conditions, and the country’s government can
plan 15 years into the future. This way, they manage to avoid changes in the political
environment on programs already in progress.
While those conditions do not exist in Latin America and the Caribbean, some
interviewees suggested many of the questions are the same regardless of the context in which a
lifelong learning strategy is to be implemented. Interviewee N2, for example, asked, “How do we
effectively teach them in the short run, and how do we implement the outcomes faster?," and
stated that conversations around program funding are not any different from funding for other
projects. It is all about what we want to achieve and whether the program is scalable regardless
of geography. N2 continued, "We have to devise the whole program from the starting point of
replicability, meaning that this can be implemented again in a sustainable funding model.” If it is
not a repeatable model, there is no future.
Synthesis of Findings for Organizational Influences
Interviewees discussed how organizations have complex cultures and beliefs. It is crucial
to be inclusive and work together to promote initiatives directed to benefit the adult population
between 40-60 to upskill their knowledge, be better positioned within their organizations, and be
more productive. It is a win-to-win situation where not only the individual would benefit but also
the organization itself.

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Conclusion
The Interdisciplinary Team of Interviewees suggested that it is vital to create, promote,
and implement sustained lifelong learning strategies in the Latin American and Caribbean
regions to face current and future technological trends and challenges. However, it will be a
complex process to create mechanisms to support this initiative in the long run, but not
unbearable. Several challenges are facing the Latin American and Caribbean region that have
been prioritized at the moment and where all the financial resources are allocated, like public
health, climate change, poverty reduction, political instability, agriculture, infrastructure,
unemployment, social inequality, drug trafficking, institutional weakness, and the lack of
economic growth.
It will require the effort, vision, and proactive attitude of a select group of
interdisciplinary leaders representing the academic, corporate, and non-profit world, technology,
and the government to work together for the common purpose of setting up a long-term strategy
of lifelong learning. The interviewees suggested the need to start small, through a pilot initiative,
to garner the involvement and support of a broad group of stakeholders.
The following knowledge, motivation, and organizational themes, presented in Table 18,
were generated from the interviews.
Chapter Five will present recommendations and a sustained plan of action for the
immediate future, based on the themes generated from the interviewees.

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Table 18
Summary of Themes
Knowledge Themes
Need to build an
understanding of
the importance of
adult engagement
in continuous
learning

The critical role of
connecting new
information with
prior knowledge
Importance of teaching
a growth mindset from
an early age

Need to design learning
based on how adults
learn
Importance of
creating a
community in the
design and
delivery

The process needs to
recognize the
creation of learning
that looks different
than it has in the past
Adult learners need to
be included in the
design process
Need knowledge and
skills to address a
culture of ageism
Implementation
will require
culturally relevant
approaches
Communication and
messaging around
adult learning will
be vital
The strategy should
develop digital and
non-digital ways for
adult learners to
acquire new skills
Utilizing technology is a
vital part of a lifelong
learning action plan
A lifelong learning
action plan must
include multiple
channels for learning

Understanding the high
costs of not investing in
lifelong learning early

Motivation Themes
Begin with a pilot
initiative to build
self-efficacy
Need to promote
benefits from the
perspective of
individuals of
participating in
lifelong learning
Build self-efficacy
through an
interdisciplinary
approach and joint
work and planning
Importance of
quantifying the value of
the public and private
sector investing in
lifelong learning
strategies for those ages
40-60

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Organizational Themes
Promoting a
culture of learning
is essential and
involves both
formal and
informal networks
of knowledge
sharing.

Avoiding
competition in
learning
environments to
promote creation of
learning
communities that
work together
Creating excitement
about short- and long-
term benefits of
lifelong learning
programs

The importance of being
inclusive for better
decision making
Lifelong learning
lies in the hands of
educators
Consider placement
of pilot program and
place of greatest
need
Investment of resources
need to include
continuously
monitoring results of a
pilot, starting small and
then moving to scale
Start small, investing in
creating small learning
communities with a
circular, self-sustained
approach

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Chapter Five: Recommendations for Practice
The importance of investing in formal lifelong learning to promote knowledge
acquisition in educational centers is more relevant today than ever. As people live longer, the
global society ages, and workforce needs evolve and change rapidly, it is imperative that people
of mature adulthood, defined in this study as ages 40 – 60, have adequate and quality access to
formal lifelong learning opportunities. However, these investments have traditionally not
occurred. In developing and developed countries, the limits on the budget directed and
prioritized for education are increasingly scarce. This research study was conducted to awaken
interest in organizations and governments to ensure that these investments in lifelong learning
for mature adults are made and increased to provide a more prominent and sustainable future for
their citizens.
Through this research, interviews with a global, interdisciplinary team of leaders were
conducted to understand the knowledge, motivation, and organizational needs to create a pilot
initiative for lifelong learning for mature adults in Latin America and the Caribbean. This
context faces a growing aging population and has not focused on investing in their learning to
improve outcomes. Over two months, around 40 experts on aging, lifelong learning, technology,
and brain sciences were interviewed. This led to 17 primary interviews being included in this
study, with the additional interviews providing further context and background on lifelong
learning initiatives. These experts worked in various countries on various continents, in various
organizations, including in multilateral organizations and non-profit ones. Their experience and
expertise contributed valuable knowledge, leading to the recommendations offered in this
chapter.
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It should be noted that this field research began several months before the current global
pandemic, and the interviews were conducted in person. Four follow-up interviews took place
during the summer of 2021, and interviewees were reminded about their initial responses. All
interviewees confirmed the earlier statements, and the evidence suggested that the need for
formal lifelong learning for those ages 40-60 in Latin America and the Caribbean has increased
during this time. Therefore, it is imperative to find a way to bring together the decision-makers
who can make investment commitments in the region. This chapter addresses the research
question guiding the study: What are the recommended solutions for building sustained lifelong
learning strategies targeting this population segment in the developing world?
The purpose of this study was to (1) understand the knowledge, motivation, and
organizational needs to develop an action plan to further effective formal lifelong learning
strategies in current policies that specifically target the mature-adult population ages 40 to 60-
years-old, (2) provide recommendations for building a pilot initiative for sustained lifelong
learning strategies targeting this population. This field-based innovation study was guided by the
Clark and Estes (2008) gap analysis framework, and it was used as the vehicle to understand the
knowledge, motivation, and organizational needs to innovate in the areas of formal lifelong
learning and to inform the development of a lifelong learning pilot initiative targeting a
population between 40 and 60 years old in Latin American and the Caribbean.

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Themes and Related Recommendations for Practice
This section presents eight recommendations for practice drawn from the findings and
themes presented in Chapter 4 and the research literature.
The knowledge, motivation, and organizational themes that form the basis for the practice
recommendations to successfully design and implement lifelong learning strategies for the adult
population age 40+ in Latin America and the Caribbean are shown below.
Recommendations Related to Knowledge Themes
Chapter Four presented 14 themes related to knowledge needs to develop lifelong
learning strategies that specifically target the mature adult population, ages 40-60, in Latin
America and the Caribbean. Based on those themes, three recommendations for practice are
presented below.
Figure 8
Knowledge Themes and Recommendations for Practice

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Recommendation 1: Involvement of Related Stakeholders in the Design Process
The data demonstrated that a critical approach to successfully design lifelong learning
strategies that are sustainable is to have everyone involved sitting at the same table from
inception (Figliuoli et al., 2018). In addition, all stakeholders involved must contribute to
fulfilling the project's objectives from creation, going through the implementation, to get to
completion. Finally, once the participant stakeholders have been identified, their knowledge must
be assessed (Clark & Estes, 2008) for successful goal achievement.
It is recommended that the team of stakeholders involved in the design of lifelong
learning initiatives for Latin American and the Caribbean should include individuals from: the
government, organizations (international, corporate, and non-profit), academia, regular citizens
within the age range of 40-60 years of age, primarily, and individuals much younger who can
provide additional context from their expertise and knowledge for their future. The findings from
the interviews suggest that adult learners need to be included in the design process and the
importance of creating a community in the delivery and design.
These findings are supported by literature that suggests that actively engaging key
stakeholders will be influential in the success of a change initiative (Clark & Estes, 2008;
Kinsella, 2015; UNESCO, 2010). This process allows for a better understanding of people’s
needs at different levels and across different areas, more informed decision making, and
increased opportunities for learning.
Recommendation 2: Creating Various and Realistic Venues for Learning
The data revealed that designing successful projects of any kind, realistic scenarios
should be in place, and a lifelong learning project should not be any different.
Therefore, these venues for learning should:
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1. Be created according to the individual’s and the given country’s conditions (e.g.,
infrastructure, environmental & political risks)
2. Be within the scope of work, time, and budget
3. Be included multiple channels of learning (e.g. virtual, in-person, radio, TV)
The interview findings suggest the significant importance of:
1. the critical role of connecting new information with prior knowledge,
2. the process needs to recognize the creation of learning that looks different than it has in
the past, and,
3. the need to design learning based on how adults learn.
The adult population has been exposed to different paths in life and can bring their
experiences to the table. Knowles (1990) indicated that certain conditions should be met where
adults learn at their best.
Applying andragogy in creating lifelong learning methodologies should be included in
the process and adaptable to cultural and current environmental conditions for Latin America and
the Caribbean.
Recommendation 3: A Sustained and Long-Term Vision
The data showed that one of the most significant problems in the Latin-American region
is the lack of planning or forecasting into the future. This situation is due, in part, to the current
need for survival daily, which makes the Latin American and Caribbean region (LAC) lagging to
keep up with global trends, including in lifelong learning and technology. Furthermore, the
political environment is also a substantial constraint to a sustained and long-term vision. A 4–5-
year turnaround of most LAC government officials in power adds to the lack of policy
continuance from the previous administration, meaning no substantial outcomes or concrete
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results from any initiatives end up established. The findings from the interviews suggest that a
lifelong learning strategy will require building understanding of the importance of adult
engagement in continuous learning and the high cost of not investing in lifelong learning. This
understanding can be demonstrated through a sustained and long-term vision. Therefore, the
recommendation is to have a team of experts in lifelong learning methodologies work with a new
community of practice within the government, private entities, non-profit organizations,
academia, and multilateral organizations to create the vision, mission, and goals of a lifelong
learning strategy for mature adults.
Recommendations Related to Motivation Themes
Chapter 4 presented four themes related to motivation needs to develop lifelong learning
strategies that specifically target the mature adult population, ages 40-60, in Latin America and
the Caribbean. Based on those themes, two recommendations for practice are presented below.
Figure 9
Motivation Themes and Recommendations for Practice

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Recommendation 4: Communicating the Benefits of Lifelong Learning
The data revealed that the most critical state at an individual level to accomplish positive
outcomes in learning is motivation (Mayer, 2011). Being motivated about a specific topic
enables an individual to focus more, and learning occurs (Rueda, 2011).
Communicating the long-term benefits of continuous learning and upskilling to mature
adults will be a significant step towards implementing successful lifelong learning initiatives.
The interview findings suggest the need to quantify the value of the public and private sector
investing in lifelong learning strategies for those ages 40-60 and to promote the benefits of those
individuals participating in lifelong learning. Communicating this value and the benefits will be
essential to building motivation among stakeholders.
The recommendation is to find better ways to communicate or inform a broad group of
individuals, from mature adults to policymakers to employers, of the benefits of being
continuously engaged in learning. This may include an information campaign designed by an
interdisciplinary team of experts or related training for awareness, for example. Social media and
the inclusion of VR could also be used as an educational tool (Wartman, 2018). Active
communication of the benefits of an investment in lifelong learning to key stakeholders could
boost motivation to invest time and resources in lifelong learning, boosting positive health
outcomes (Quashie et al., 2018), economic productivity (Drucker, 2017), and well-being
(Vemuri et al., 2014), leading to a win-to-win situation.
Recommendation 5: Building Mechanisms to Support Mature Adults Self-Efficacy
The data exhibited that the process of designing lifelong learning strategies must include
the internal motivation element, building mechanisms so mature adults believe that they can
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achieve their goals. Self-efficacy is the belief that one’s actions can produce the desired
outcomes (Pajares, 2006).
Societies cannot afford not to have a learning system accessible to the adult learner.
Therefore, even though Latin America and the Caribbean face critical challenges, there needs to
be a path accessible for every adult learner to upgrade/upskill their knowledge and to re-enter the
labor market more effortlessly. Following the Singaporean approach to lifelong learning
initiatives, “it is more than workforce development. It is about the attainment of skills mastery,
personal development, and social integration. As learning becomes lifelong, the participation of
our seniors cannot and should not be ignored” (Delors, 1996).
The interview findings also suggested a need to build efficacy among the team who will
be responsible for developing, planning, and implementing a lifelong learning strategy. The
findings suggest that an interdisciplinary and joint approach as well as starting small with a pilot
initiative will help build the efficacy needed. This recommendation includes the mechanism of
an interdisciplinary community to move this initiative forward and for that team to start small
and gain the efficacy needed to effectively expand a lifelong learning initiative for mature adults
in Latin America and the Caribbean. This is supported by research that suggests that
interdisciplinary teams lead to greater empowerment, problem solving, and confidence in the
tasks performed (Kirkman & Rosen, 1999). Building mechanisms to support self-efficacy will
help to provide our mature adult citizens with enough opportunities to develop their capabilities
throughout life, irrespectively of their starting points.
Recommendations Related to Organizational Themes
Chapter 4 presented eight themes related to organizational needs to develop lifelong
learning strategies that specifically target the mature adult population, ages 40-60, in Latin
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America and the Caribbean. Based on those themes, three recommendations for practice are
presented below.
Figure 10
Organizational Themes

Recommendation 6: Creating a Platform of Knowledge Sharing
The data made evident the need to create a standard and centralized knowledge
database are critical to developing lifelong learning initiatives further. This database platform
could provide knowledge sharing and the exchange of ideas and promote the methods of adult
education. We will be seeking collaboration from a similar database in Europe (The Electronic
Platform for Adult Learning, EPALE) among stakeholders. This shared database would allow
participating individuals to access required knowledge in real-time and allow for better decision-
making, improving the productivity and effectiveness of the lifelong learning program. This
platform would help address the findings that a lifelong learning strategy needs to avoid
competition, engender learning, and continuously monitor the results of the efforts. This process
involves both formal and informal networks of knowledge sharing that the platform could
support. A knowledge-sharing platform could also facilitate members working together as a
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team, creating a culture of collaboration and trust, with trust being critical in facilitating
innovation (Giannoukos et al., 2017).
Recommendation 7: Promoting a 10-year Education Plan in LAC
The data showed that developing countries have experienced unprecedented changes in
their economy and deep uncertainty in the midst of the global pandemic. While private
investment and a solid private sector are keys to economic growth, education investments have
significant benefits and could help reduce poverty globally (Banerjee et al., 2011). Regrettably,
investments in education have not reached a priority level in Latin America and the Caribbean.
This includes resources and funding to develop sustained lifelong learning initiatives, which,
while vital, have seen no significant investments in Latin America and the Caribbean.
This recommendation is to create a decentralized education entity with an independent
budget for ten years, sponsored by a private, public partnership (PPP). This partnership would
include members from the government, private corporations, and multilateral international
institutions. It would seek no political association linked to the entity. A ten-year plan would
involve starting small, with a pilot, and would enable consistency in a lifelong learning initiative
for mature adults that has not typically existed around education in this region.
Recommendation 8: Establishing a Lifelong Learning Community of Practice
The data demonstrated those interview findings suggest that a lifelong learning strategy
needs to be inclusive, center educators, and invest in creating learning communities. For
example, a community of practice (Wenger, 2002), an interdisciplinary group of leaders with
concern and passion for lifelong learning, could facilitate communication, decision-making,
sharing views across diverse stakeholder groups, and implementing action plans in the timely
pursuit of lifelong learning opportunities for mature adults.
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A community of practice has a domain of knowledge that guides their learning and gives
meaning to their actions; a strong community that fosters interactions and encourages a
willingness to share ideas; and a specific focus around which the community develops (Wenger
et al., 2002).
The Community of Practice (CoP) for lifelong learning for mature adults in Latin
America and the Caribbean is proposed to be conformed of an interdisciplinary group of experts
in fields like academia, lifelong learning, aging, technology, and corporate & public institutions.
Once the vision, mission, scope of work, and goals of the Community of Practice are formed, the
CoP can move to create and implement a lifelong learning pilot initiative in one country in Latin
America and one country in the Caribbean.
Description of the Pilot Initiative
The lifelong learning pilot program will rely heavily on the commitment of its
participants for optimum and successful outcomes. The need to have a pilot program is to find
out what is working and what is not, and its results can be used to modify the program before it
is expanded (Balogun et al., 2016; Kempster et al., 2014).
Some general best practices from the Project Management Institute (PMI) for pilot
initiatives are suggested, applied to this initiative, as follows:
• Establishing clear goals. The CoP must establish clear goals of the project from the
beginning and be reminded about them throughout it since, at times, we tend to lose
focus.
• Estimating time. Establish milestones of completion with estimated times.
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• Identifying participants. Once the approximate time for the project’s milestones
completion is known, the process of identifying mature adults within the age range of 40-
60 to participate should start.
• Provide training. Training should be provided in several ways:
- Goal simulators utilizing the latest technology to make mature adult participants
envision how learning will help them in the short and long term.
- Awareness training of the need of mature adults to upskill or reskill. So they can
empower themselves to face current and future organizational & technological
challenges.
- Awareness targeting stakeholders so they can understand the project/initiative better.
• Feedback. The project initiative may or may not work, so we need mechanisms to assess
what worked or what did not. This step is critical before scaling up the project. As
Clark and Estes (2008) noted, evaluation is a critical component of any performance
improvement effort within an organization. Without evaluation, there is no basis for
assessing the effectiveness of such an effort.
• Measuring challenges and addressing issues. It is important to address the challenges and
issues that arise to ensure that the benefits of the lifelong learning initiative offset the
costs from the investment.
Recommendations for Future Research
Even though this research study started before the pandemic hit the world, the needs to
build upon better education policies targeting the wellbeing of the mature adult population are
even much broader today. The pandemic affected all ages and levels of society and uncovered
deficiencies on several fronts, education, economic and social environments, and the need for
107

broader investments in infrastructure. Latin America and the Caribbean region are even more
seriously affected and will take decades to get back on track.
There was a consensus among the interviewees to invest in new technologies, such as
virtual environments and artificial intelligence, within the context of learning and adapting to
them, as they may improve the productivity of the individual. Nevertheless, it is worth
highlighting the need to go beyond technological advances, starting by establishing solid
relationships between the main actors and public-private models, promoting innovation, and
creating spaces for creativity, development, and entrepreneurship.
Future research should also focus on establishing sustained and long-term financing to
lifelong learning initiatives through education and technology by building a learning culture
through communities, in concert with public and private entities. Additionally, future research
could examine the role of storytelling as a mechanism to engage mature adults in life-long
learning.
Conclusion
It is indeed a fact the significant role that technology plays in our lives and how education
must keep up with the pace. We learned from this research the implications for mature adults to
be engaged in learning at all times so that they can be better positioned professionally and have
better and lasting mental health. We also learned how education needs a rehaul to address current
and future technological challenges. In addition, there is a need for policies to support and
protect the learning of mature adult individuals from reskilling and upskilling in academic
settings.
The purpose of this research study had the objective to highlight and bring awareness of
the need to invest in lifelong learning initiatives, especially in Latin-American and the
108

Caribbean. Over the past months, and due to the global pandemic, there has been an increased
interest in the importance of implementing lifelong learning initiatives. Not too many years ago,
many policymakers in the developed world became more interested in investing in sustained
initiatives to support the adult-mature citizen to acquire new skills because of:
1. the mounting evidence of the need to keep older individuals in the workforce,
2. reducing mental health problems that create a severe burden to governments,
3. helping ameliorate inequities in accessing quality education,
4. alleviating poverty reduction.
Today, after going through the worst of this pandemic, we have realized the urgent need
to keep ourselves more updated and engaged in acquiring new knowledge. Moreover, the need to
invest and adapt to new digital technologies is much more latent these days, transforming how
we live, work, and learn.
Promoting lifelong learning programs in Latin America and the Caribbean is of great
urgency, and much more now due to the pandemic affecting the entire world.
Lifelong learning is also about being there whenever it is needed at any time during the lifetime.
It is so critical to keep learning and engaged in educating ourselves. We have to understand the
political and economic costs of not having lifelong learning programs.

109

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Appendix: Interview Protocol
The interview protocol for this innovative research field study will engage a group of
interdisciplinary leaders involved in lifelong learning strategies for mature age adults within 40-
60 years old, to understand the knowledge, motivation and organizational needs to establish such
procedures through a pilot initiative in the Latin American and Caribbean context.

Table A1
Interview Protocol
Assumed Knowledge Influence Question
Knowing key principles and concepts that
underlie effective formal lifelong learning
strategies for the adult population age 40+,
including best practices and tools.

1. How would you go about identifying the
learning needs for adults over 40 years old?
2. What related strategies would you have in
the short and long run? Best examples?
Having a clear understanding of the process
involved in the design and delivering of
lifelong learning strategies.

1. Could you please tell me your knowledge or
experience in designing lifelong learning
programs?
2. Have you been exposed to delivering a
related full project cycle? Is so, where and
what was the process involved?
Skills related to effectively implement a
lifelong learning strategy in a developing
context, such as Latin America and the
Caribbean.
1. What skills do you see as necessary to
implementing a lifelong learning program?
2. What are the differences, if any, in skills
needed to implement lifelong learning
strategies specifically in LAC countries?
Reflecting on the strengths and challenges
related to designing a lifelong learning action
plan.
1. Have you been involved in any monitoring
and evaluation processes in your work? If
so, how have you reflected on the strengths
and challenges involved?
2. What would be important to consider in
reflecting on the strengths and challenges to
designing a lifelong learning action plan in
LAC?
125

Assumed Motivation Influence
The Interdisciplinary Leadership Team needs
to see the benefits of mature adult learners
engaging in formal lifelong learning.
1. What do you see as the benefits of mature
adult learners engaging in formal lifelong
learning?
2. How do we improve the motivation of those
key stakeholders in LAC to invest here?
The Interdisciplinary Leadership Team (ILT)
must believe that they are capable to support
the learning of mature adults via formal
lifelong learning opportunities.
1. From experience, do you think a formal
lifelong learning strategy is reachable in the
LAC context?
2. What do you see as current or future
obstacles that might affect this goal
achievement?
Assumed Organizational Influences
Promoting a culture of learning among the
leadership team.
1. What do you see as needed leadership
strengths to successfully promote a pilot
program in this area in Latin America and
the Caribbean?
2. How important will be creating a culture of
learning among the leadership team? How
would you go about creating one?
Reaching goals by promoting teamwork,
collaboration, trust, and support among team
members.
1. Please give me an example on how you have
reached a particular goal through promoting
teamwork, collaboration, trust, and support
among a team?
2. What advice would you have for promoting
this among a team working to develop and
implement lifelong learning strategies for
mature adults in Latin America and the
Caribbean?
Having the resources- time and funding-
available to develop a pilot program.
1. What kind of resources do you think will be
necessary to develop this pilot program?
2. Specifically, what kind of time and funding
resources do you think will be needed?

Abstract (if available)

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Creator Lara, Luis Alejandro (author)

Core Title At the intersection of lifelong learning, aging, technology, and brain sciences: the future for Latin-America

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2021-12

Publication Date 09/10/2021

Defense Date 09/01/2021

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Tag adaptive technology,Adult Education,adult investments,adult learning,aging,aging population,brain,brain sciences,community of practice,demographics,Development,economic growth,economic performance,education,education at scale,education benefits,education gap,education investments,education policies,education strategies,formal learning,global education,human capacity,human capital,Human Performance,human resources,investments in education,investments in Latin America,investments in the Caribbean,labor markets,Latin America education,Learning,learning strategies,lifelong,lifelong learning,mature adults learning,Mental Health,Mental illness,neuroplasticity,new learning,OAI-PMH Harvest,pilot program,reinvent,reskill,sciences,sustainable education,Technology,Training,upskill,virtual environments

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