This paper reports on the results of an online survey that asked Manitoba employers about the employment of older workers. The survey attempted to gain insight into benefits of and challenges to engaging older workers; strategies to recruit, retain, and engage older workers; and the role of education and training for older workers. This research…

Representatives from Manitoba seniors' organizations and the University of Manitoba collaborated on a proposal to examine the participation of older adults in learning activities. The initiative led to a series of studies on this theme, including an exploration of participation at a seniors' centre (Sloane-Seale & Kops, 2004), a comparison of…

This article examines the relationship between the participation of older adult learners in educational activities and successful aging. In partnership with seniors' organizations, focus-group interviews were conducted on seniors' involvement in learning and their perceptions of its influence on successful aging. Successful aging is defined in…

This paper reports on a 2004 follow-up study conducted in partnership with the University of Manitoba Continuing Education Division and local senior's organizations. The partnership was formed in 2002-03 to promote applied research on lifelong learning and older adults, develop new and complement existing educational activities, and explore new…

Education and employment experiences were compared for women in mixed-gender (n=27) and same-sex (n=73) management certificate programs. Although both groups enhanced knowledge, income, and career advancement, same-sex classes were associated with greater gains in management level, income, and critical awareness of gendered occupational…

Interviews with 23 disadvantaged and aboriginal postsecondary students in Canada addressed academic motivation; study barriers and supports; knowledge, skills, and abilities; career goals; and definitions of success. Most had a high need for achievement, encountered situational barriers, were goal oriented, and believed postsecondary education…

Data from interviews with 20 Canadian continuing educators confirmed a praxis model, which depicts the interactive relationship of three kinds of practical knowledge: declarative, procedural, and conditional. The educators engaged in deliberative planning, an intentional, systematic process informed by practical knowledge. (SK)