Digital Object Identifier
10.18870/hlrc.v16i1.1694
ORCID
Diana Abetova, 0009-0002-3964-0120;
Albina Dossanova, https://orcid.org/0000-0002-8302-3982;
Mehmet Cuneyt Birkok, https://orcid.org/0000-0001-7915-1116
Abstract
Objectives: The study aimed to compare “silver education” policies in Kazakhstan, several European countries (Germany, Finland, France, the United Kingdom, Italy, and Spain), countries in Asia (China, Japan, South Korea and Thailand), and the United States to identify the strengths and weaknesses of the Kazakh model and to suggest improvements.
Methods: Methods included synthesis, comparative and system analysis, and structural-functional analysis.
Results: The findings show that Kazakhstan is in the early stages of developing silver education, lacking a dedicated legal framework and offering limited educational opportunities for older adults (aged 65 and over). In contrast, other countries examined have well-established systems with integrated lifelong learning policies, specialized legislation, and extensive networks of institutions for older learners. Key factors affecting development include demographic trends, socioeconomic and cultural conditions, and technological advancements. A significant digital divide between generations and the need to reform the pension system pose challenges to implementing educational programs for seniors in Kazakhstan.
Implications: Drawing on international practices, the study recommends creating a specialized legal framework, expanding education centers and program offerings for older adults, promoting digital literacy, and establishing financial support mechanisms.
Recommended Citation
Abetova, D.,
Dossanova, A.,
&
Birkok, M. C.
(2026).
Comparative Analysis of “Silver Education” in Kazakhstan, Europe, Asia, and the United States.
Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1694
