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The current article is aimed at highlighting the general aspects of the relationship between the ageing process and non-formal education. The global context, described as presenting various challenges, does not seem favorable at all to the elderly who are forced by specific circumstances to develop into important social actors for the next half of the century. With demographic ageing reaching an escalating level, it is widely agreed the fact that feasible solutions are to be introduced in our discussion. Therefore, adequate social programs meant to raise awareness while minimizing the risk of societies’ malfunctions proved to be our uppermost concern. Many characteristics of social assistance contribute to answering the needs of certain social categories, but with respect to the present situation, a single attribute comes to proeminence: that of proactively using the educational function. Pursuing our objective, we advocate shaping the lifestyle of the, generally speaking, old person through lifelong education and in this case the role of the social worker is marked by his catalysis dimension to ensure a subtle transition from the methodology centered on the professional to “elder” target. Furthermore, we are trying to provide an insight into the main roles played by the social worker in what regards the process of education. At the end of the article, we cast light on essential elements considering the professional supervision of the social worker in their relationship with the beneficiary. All points considered, the information provided by the paper is issued on the basis of the author’s previous practical experience.
Keywords: ageing, education, social programs, social worker, supervision
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