Introduction

Between now and 2030, Minnesota will experience the most profound age shift in its history. Along with the rest of the nation and the world, we will become older not just as individuals but as a society. The vast majority of older adults will be healthy and can expect long life expectancies. Such a major shift in the age of a society has never happened before; therefore there are few experiences to guide us.

Major life issues, including retirement, health maintenance, long term care, grief and loss, the responsive capacity of rural and urban communities, the impact on the workforce and economy, and the defining of legitimate roles for and value of older adults are among the social issues which will be at the forefront of our social and economic agenda. Extension can define a significant educational role across all capacity areas to support this major demographic shift and the fundamental, broad-ranging changes that will result.

Current Situation and Future Trends

In 1990, one in eight Minnesotans was 65 years or older. In 2030, one of four Minnesotans will be 65 years or older, 1.2 million persons. In 2030, older people will make up 23% of the total state population, up from 12.7% in 2000. The baby boomers represent the leading edge of this coming age wave. Most of this "young-old" group will be healthy and can expect long life expectancies (Minnesota Department of Human Services, 1998).

Later in 2050, we will have the largest number ever of people over 85. The 85+ population will represent 22% of Minnesota's elderly population in 2050, up from 12% in 2030 (Minnesota Department of Human Services, 1998). These elderly are more likely to need health and long term support from their families and others. Because of the size of this cohort (one out of every five older Minnesotans), their needs are likely to overwhelm the traditional responses from family, communities, and government. An overwhelming majority of the oldest-old, however, is likely to remain independent and a vital part of families and communities. (Minnesota Department of Human Services, 2000)

This dramatic age shift, living longer and longer lives, and growing old as a society brings both opportunities and challenges. The characteristics and growing heterogeneity of the aging population will be an important part of what happens. Issues of gender and cultural and ethnic diversity will influence the aging experience. The number of older women will continue to be larger than the number of older men. The percentage of Minnesota's older population that is nonwhite will grow from 1/5% to 4.5%. Place of residence also influences aging experiences. The nonmetro population has been aging rapidly as a result of aging-in-place, outmigration of young persons, and immigration of elderly persons from metro areas (Rogers, 1999).

Social, political, and economic trends such as continuing changes in families, in communities, and in the role of government will also affect and be affected by the current and future status of older people. Later-life and intergenerational family systems are faced with continuity and adjustments in roles and relationships; understanding generational and gender differences; and understanding developmental life transitions (Brubaker, T. and Roberto, K. (1993); Bengtson, V. (1993).

A national task force examining changes in the older population and implications for rural areas identified three major concerns essential to address: 1) failing health and a loss of independence; 2) poverty in old age, especially among the oldest old, those living alone, and the most rural elderly; and 3) the preponderance of women, with their greater economic vulnerability (Rogers, 1999). These 3 concerns have implications for research and program development, including targeting audiences.

A Minnesota initiative, Project 2030, was designed to identify the impacts of the baby boom generation and issues of preparedness. Four major themes were identified to help focus future work. Each theme has implications for individuals, families, communities, businesses, and all levels of government including research and outreach of the University of Minnesota Extension Service (Minnesota Department of Human Services, 2000).

• Helping baby boomers take responsibility to prepare for retirement
• Promoting personal responsibility for health maintenance and for long term care costs
• Increasing the age-sensitivity of physical, social and service infrastructures within our communities
• Contributing to Minnesota's strong economic growth through creative use of our aging population both in the workforce and in nonpaid, contributory roles.

References

Minnesota Department of Human Services (2000). Project 2030 Final Report. www.dhs.state.mn.us/agingint/proj2030/report

Minnesota Department of Human Services (1998). Project 2030 Aging Initiative Briefing Book. State of Minnesota. St. Paul, MN.

Rogers, C. (1999). Changes in the older population and implications for rural areas. USDA Economic Research Service, Washington, DC.

Brubaker, T. and Roberto, K. (1993). Family life education for the later years. Family Relations, 42, 212-221,

Bengtson, V. (1993). Changing effects of population aging on obligations and expectations across age groups. In V. Bengtson and W. Achenbaum (Ed). The Changing Contract Across Generations (pp. 3-23). New York: A. de Gruyter, Inc.

Opportunities for Extension within Capacity Area

• Increase the capacity of extension educators/faculty to address this critical issue as an interdisciplinary effort-need to equip educators with skills, tools, and resources to make a difference.
• Develop insights for and from research.
• Build strategic partnerships in research, program content, and delivery.
• Develop, deliver and evaluate research-based educational programs and activities to address four major themes identified by Project 2030. This will allow us to build on our historical strengths in: a) decisions for health, b) social and family support, c) resource management in later years, and d) communities and coalitions.
• Focus on our ability to provide more objective and unbiased research-based education to help individuals, family members, and communities make more informed decisions as they negotiate later life transitions and the aging process.
• While the strongest connection is to YFD, there are key elements that can best be addressed by working collaboratively across all capacity areas.

Key Competencies

Extension faculty working on Vital Aging as an issue should be able to:

• Identify and interpret data and concepts related to the demography of aging
• Understand and apply core concepts and theories in family and social gerontology
• Understand the interdependence and interaction of macro environments (political, social, economic, environmental) on individuals and family systems
• Identify life stage and developmental issues facing intergenerational family systems
• Identify common myths and misconceptions regarding individual aging, the role of families, and interaction of individual aging and family systems
• Understand potential interrelationships among the social, emotional, economic, and physical dimensions influencing individual aging and family well-being

Key Resources

Administration on Aging (www.aoa.gov) Statistical Information on Older Persons

State of Minnesota Aging Initiative (www.dhs.state.mn.us/agingint/proj2030)

Binstock, R. & L. George (1996). Handbook of Aging and the Social Sciences. San Diego, CA: Academic Press.

Rowe, John W. & Kahn, Robert L. (1998). Successful Aging. New York. Pantheon Books.

Authors: Dr. Marlene Stum, Diane Damerow, and Linda Cronk