论文部分内容阅读
Literate family members and older adults have innate relationship to influence different attitude.To pursue education at later stage of life is one such aspect where role of family members is crucial.This study examines dimensions of social-interaction, high education trust, civic participation and socio-economic status of families to influence older adults to join schools.Using survey data collected from rural areas of Chakwal and Pind Daden Khan in Punjab Province of Pakistan,279 older adults (ages 66.4 ± 4.6;63% males;37% females) were assessed.Family income (r=0.57;p<0.01), participation in civic activities (r=0.36;p<0.05) and presence of highly educated family member (r=0.62;p<0.001) were identified as significant inspiration sources of school enrollment for older adults.Gender based effects were analyzed by logistic regression which revealed that male older adults prefer those schools where internet facilities were present (odds ratio=3.17;95% CI=1.06-6.39) whereas preferences among female older adults for school participation includes trust for local community (odds ratio=2.44;95%CI=1.32-5.92), and good health status (odds ratio=2.86;95% CI=1.32-5.77).Commitment of both males and females older adults to school for elderly education was further related to socialization with colleagues and classmates.Among priority determinants, both men and women from elderly population show evidence of composition effect of social capital such as family income, owner of personal home and land etc to continue elderly school education for more than one year.The school rating though did not affect on enrollment however, we found an intricate relationship between attendance and school facilities such as access to internet,proximity of school to main road and provision of electricity during working hours.We conclude that enrollment of older adults in rural areas of Chakwal can be retained in elderly schools by building trust among local community and through provision of modern resources.