Document

AONTAS Submission to the National Positive Ageing Strategy

24th September 09

Niamh O’Reilly

Head of Membership Services

AONTAS,

The National Adult Learning Organisation

2nd Floor, 83 – 87 Main Street,

Ranelagh

Dublin 6

Phone: 01 4068220

E-mail: [email protected]

Website: www.aontas.com

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1. Introduction

AONTAS is the National Adult Learning Organisation. The mission of AONTAS is to ensure that

every adult in Ireland has access to appropriate and affordable learning opportunities

throughout their lives, thus enabling them to participate in the economic, social, civic and

cultural development of Irish society.

AONTAS welcomes the opportunity to contribute to the consultation on the National Positive

Ageing Strategy. This submission will focus solely on the lifelong learning needs of older people

in Ireland drawing on our expertise in this area which is informed by our previous research1,2

and the recently published (2009) report ‘Don’t Stop Me Now’, which reports on the lifelong

learning needs of older people in Ireland. The latter piece of research funded by Age and

Opportunity, had one significant outcome which is the establishment of the AONTAS Senior

Learner Network. This Network comprises over 400 learners from 77 organisations nationwide

and was created in collaboration with non-governmental organisations working with older

people.3 This Network acts as an important structure for older learners to share experience;

identify and discuss their needs; and to take action collectively in order to create a more

effective and equitable adult education system for older people. A manifesto which outlines

their needs, as articulated and agreed by older learners, will inform the recommendations of

this submission.4

The international frameworks5 that are set to inform the Positive Ageing Strategy will be used

as a lens for discussing the lifelong learning needs of older people in Ireland. The aim of this

submission is to offer recommendations that are informed by the Irish context and are also in

line with the proposed Positive Ageing Strategy.

1.1 Importance of Lifelong Learning for Older People

Irish academics have noted the importance of lifelong learning for older people. For example,

Prof. Tom Collins of NUI Maynooth made the following comment following his key note address

at an AONTAS Senior Learner Network:

‘If we think about the quality of life in a community, adult education can enrich it by providing

new ways of gaining physical and mental aliveness and alertness by maintaining the health of

1 AONTAS (1991) For Adults Only: A Case for Adult Education in Ireland

2 AONTAS (1998) Never too Old to Learn

3 Including Older and Bolder, Active Retirement Ireland, Age and Opportunity and Age Action Ireland (U3A).

4 AONTAS Senior Learner Network Manifesto available in appendix 3.

5 UN Principles for Older Persons, 1991, Active Ageing: A Policy Framework (World Health Organisation), 2002 and

the Madrid International Plan of Action on Ageing, 2002.

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an ageing population. In fact, I would think that an educational approach to health and well

being for older people would be far more beneficial and cost effective than any way we know.

The possibilities of adult learning include the way which it can promote and sustain

independence. Sustaining independence for as long as a person’s life ultimately represents a

phenomenal savings to the state, because otherwise that person literally becomes an

encumbrance on the state. So, managing a life that is full, that is life giving, that is physically,

socially, intellectually and emotionally alive and enriched – this is what adult education offers.

And, in its absence, the alternatives include medication, long term care, a reliance on an

overstretched healthcare system and a gradual decline into dependency.’

Prof. Collins discusses the value of lifelong learning for older people in the broadest sense, not

merely as an acquisition of skills but as a socialising mechanism that results in improvements in

health, independence and self-fulfilment. These themes run through the three international

policy frameworks that will support the Positive Ageing Strategy. A more detailed examination

of each policy framework reveals that lifelong learning is central to the fulfilment of the five UN

Principles for Older People, the three pillars of active ageing in the Active Ageing policy

framework and the three priority directions of the Madrid International Plan of Action on

Ageing.

Lifelong learning is noted in the points under the 5 UN Principles for Older People:

Independence: Older persons should have access to appropriate educational and training

programmes.

Participation: Older persons should remain integrated in society, participate actively in the

formulation and implementation of policies that directly affect their well-being and share their

knowledge and skills with younger generations.

Self-fulfillment: Older persons should be able to pursue opportunities for the full development

of their potential. Older persons should have access to the educational, cultural, spiritual and

recreational resources of society.

It also contributes greatly to the points of Dignity and Care in that in order to assert ones right

to be treated fairly in the former, and by having the skills to access relevant services relating to

the latter, education and training is vital. The quote used for these UN principles is ‘To add life

to the years that have been added to life’ which coincidentally is similar to an observation made

by an older learner from Ardee Active Retirement group regarding her involvement in lifelong

learning “It has put life in my years and hopefully will add years to my life.”6

6 AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 53.

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Active Ageing: A Policy Framework, summarises the current evidence which constitutes the

determinants of active ageing, many of which acknowledge the role of lifelong learning. In the

determinant related to social supports it was noted that the opportunity for education and

lifelong learning is a key factor for ensuring the three pillars: health, participation and security

are achieved in later life. It stated that “loneliness, social isolation, illiteracy and a lack of

education…greatly increase older peoples’ risk of disabilities and early death.”7 An age-friendly

policy that was highlighted for preventing disabilities and enabling those who have a disability

to fully participate in community life included: lifelong learning and literacy programmes

(education sector and non-governmental organisations).8

In the Madrid International Plan of Action on Ageing lifelong learning was explicitly noted in the

policy direction ‘older persons and development’. For the recognition of the social, cultural,

economic and political contribution of older persons one specific action point referred to the

need to: “Provide opportunities, programmes and support to encourage older persons to

participate or continue to participate in cultural, economic, political, social life and lifelong

learning.” In order to address the issue of access to knowledge, education and training it was

noted that “education is a crucial basis for an active and fulfilling life.”9 The other 2 policy

directions may also be considered to have indirect influence of lifelong learning: for advancing

health and well-being, as previously noted and for ensuring enabling and supportive

environments which can occur through engagement in lifelong learning, particularly community

education.

The role and importance of lifelong learning in terms of participation, independence, self-

fulfilment as well as health, social and mental wellbeing has also been articulated by older

learners in Ireland. Examples of older learners’ views are outlined below:

“Enjoyment, fulfilment, filing my days with a sense of usefulness.”10

“The social aspect of the activities was nearly more important than the activity itself”11

From the AONTAS Senior Learner Network the common view of education is that it provides

support for developing interests and passions; it encourages community engagement and a

sense of belonging and it overcomes isolation. It also contributes to removing the digital divide.

7 World Health Organisation (2002) Active Ageing: A Policy Framework, p. 28.

8 World Health Organisation (2002) Active Ageing: A Policy Framework, p. 37.

9 Quote (only website) http://www.un.org/esa/socdev/ageing/madrid_recommendations.html

10 AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 53.

11 Report on the Educational Needs of the Elderly in West Cork (2007), p 12.

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There is a strong demand for lifelong learning courses by older people; this has been articulated

by AONTAS members who are practitioners in the sector and from our contact with senior

learners. From the analysis of the AONTAS Information Referral Service in 2008 of the 6927

adults contacting the service 38% were over the age of 55, of which 72% were male. Of the

learners senior learners contacting the service 28% were in full-time employment and 14%

were recently retired. For full information on this analysis please see appendix 2.

Recommendations

These recommendations draw on a body of national research reflecting the voice of older

learners. It outlines 4 key areas that must be addressed in order to create an effective and

efficient adult education service for older people. Many of the recommendations refer to a

number of Government departments; given the cross-sectoral approach of the strategy each

department can identify its possible role. The recommendations take into account the fiscal

limitations of the Positive Ageing Strategy and offers real and achievable points for

consideration which will meet the needs of learners nationally whilst considering the

recommendations of international policy frameworks.

1. Bridge the digital divide – Ensure effective investment in information communications

technology (ICT)

Bridging the digital divide is of national and international significance. Computer literacy is an

essential skill for participation and engagement in society. “Older persons facing technological

change without education or training can experience alienation... Technology can be used to

bring persons together and thereby contribute to the reduction of marginalization, loneliness

and segregation between the ages.”12

The recurring emphasis placed on ICT by older learners highlights the need for greater supports

for older people interested in learning about new technologies. From the AONTAS research,

Don’t Stop Me Now, it was noted that many older learners did not want to be “left behind by

modern technology or discriminated against as a result of a lack of knowledge in the area.” 13

One learner commented:

“The computer is used for practical reasons as these are of greatest concern to older people.”14

12

Madrid International Plan of Action on Ageing, 2002. http://www.un.org/esa/socdev/ageing/madrid_recommendations.html 13

AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 37. 14

AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 38.

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Many initiatives that focus on this area have been introduced successfully, from the Age Action

initiative ‘Getting Started’ to local courses run by the VECs across the country, to FAS and local

community groups. It is important that any overarching national strategy relating to the

knowledge society should specifically target older people. There is a need for such a strategy to

include a national survey of the range of ICT training that is available to older people,

highlighting the gaps in provision and using the knowledge of older people to shape the

development of this work.

AONTAS Recommends:

1. It is imperative the funding for day time information technology courses is maintained.

2. National knowledge society strategy15 should target older people as part of ‘e-inclusion’

which would include a national needs assessment

2. Making the lifelong learning needs a priority for providers

Older learners should be considered a specific target group by all service providers offering

learning opportunities both locally and nationally. Service providers need to pay particular

attention to attracting and supporting disadvantaged and marginalised older people to

participate in learning activities.

One of the key recommendations made from the AONTAS research on the lifelong learning

needs of older people was the need for outreach work in order to reach the most

marginalised.16 Anecdotally, members of the Senior Learner Network have stated that it is often

the middle class and well educated that continue to learn in later life and they are actively

trying to address that through changing that reality to one that promotes lifelong learning for

all.

In order to meet the needs of senior learners a learning needs assessment carried out by local

adult education providers is required. This point was emphasised in the AONTAS research “It

boils down to consultation first and foremost, to knowing your client base and knowing the

population you are trying to accommodate. It is all about consulting needs assessment and then

specifically tailoring the service to their needs.”17

Learning in later life is not merely about arts and crafts courses; although it features it is also

worth noting that the courses senior learners are engaged in range from literacy and numeracy,

15 Knowledge Society Strategy, Technology Actions to Support the Smart Economy, July 2009: Final, p. 77. 16


AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 44.

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ICT to further and higher level education courses. In the AONTAS research over 82% of service

providers in the study provided ICT courses “The age of the silver surfer is upon us. More than

half of all courses that people over 65 are taking relate to computer skills.” 18Again this

highlights the ICT needs of older people, however the type and range of ICT courses should be

provided in consultation with older people. Anecdotally, members of the AONTAS Senior

Learner Network have commented that there needs to be a bridge in provision between basic

and advanced courses, very often there are fewer courses that build on the basic courses and

learners feel unprepared to progress to the advanced level e.g. ECDL.

Members of the AONTAS Senior Learner Network and older people using the AONTAS

Information Referral Service constantly cite the importance of clear and accurate information

on lifelong learning services. Of the 2632 people over 55 years old contacting the information

service in 2008, 40% stated that the difficulties in accessing clear, concise and understandable

information is a barrier to their learning (see appendix 2 for further information). Local

statutory bodies should provide information on older people’s learning opportunities in all

areas of the community: churches, local groups, local papers, radio and health centres. 19

AONTAS Recommends:

3. Ensure provision is made for outreach work since it is essential for reaching the most

marginalised older people.

4. A learning needs assessment should be carried out by providers in order to ensure that the

service is focused, effective and learner-centred.

5. Clear and accurate information on the local lifelong learning opportunities should be made

available for senior learners.

3. Collaboration

In order to provide an effective lifelong learning service for older people a collaborative

approach across government departments must be taken in line with the cross–departmental

remit of the Positive Ageing Strategy itself.

The health benefits of education have been documented by the Institute of Public Health,

which identified a link between lower levels of education and poor health.20 Also, the main

outcomes of the AONTAS research on the lifelong learning needs of older people were the

importance of learning in combating isolation and maintaining mental activity. Therefore, an

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AONTAS Senior Learner Network Manifesto point 2 (see appendix 3). 20

Higgins C., Lavin T & Metcalfe O. (2008) Health Impacts of Education: A review. Institute of Public Health in Ireland, Dublin.

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interdepartmental approach with the Department of Education and Science and the

Department of Health and Children that would promote the value of learning to health

practitioners for tackling isolation would be beneficial to older people. Health practitioners

could be made aware of the learning opportunities for older people, the process for referring

individuals and the services that are available (for example the Adult Education Officer in the

local VEC). This cost-effective initiative could reap long-term rewards in terms of improving

mental health, sustaining independence and increasing skills that facilitate social engagement.

AONTAS also recommends the Department of Education and Science further promote learning

in later life by developing strategic links with the Department of Social and Family Affairs, the

department responsible for administering social welfare and supplementary welfare

entitlements to older people. Such co-operation might start with the introduction of funding

(perhaps as part of the mobile phone allowance scheme) to develop training for older people in

the use of mobile phone technology. Existing schemes have already successfully piloted similar

training (See Case Study on Drogheda Partnership in appendix 1) and could be adapted.

In coordinating the Positive Ageing Strategy the Department of Health and Children, in

particular the Office of the Minister for Older People and Health Promotion, should document

models of best practice relating to inter-departmental services for older people. This initiative

would ensure an increased understanding of the inter-departmental nature of services to older

people and would promote the value and cost-effectiveness of collaborate work in this area.

In this current climate of limited funding it is important that the use of existing facilities is

maximised. AONTAS supports the use of local facilities such as libraries, schools, community

centres for senior learners groups. However, it is important to ensure that the premises meet

the needs of the group in terms of access, mobility and location.

AONTAS Recommends:

6. Ensure collaboration within Government Departments in relation to the lifelong learning

needs of older people including the DES, DSFA, DHC, DCRAGA.

7. The Department of Health and Children, in particular the Office of the Minister for Older

People and Health Promotion, should document models of best practice relating to inter-

departmental services for older people.

8. Facilitate the use of local facilities for senior learner groups e.g. libraries, schools and

community centres.

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4. Facilitating the use of the skills and life experience of older learners.

Senior learners are an untapped resource. The skills and life experience of older people should

be recognised and pooled as a resource to the adult and community education sector.

Members of the AONTAS Senior Learner Network have expressed how they would relish the

opportunity to share their knowledge, skills and experience with others. There needs to be a

structure created in order to ensure that this knowledge is harnessed and utilised both for the

benefit of the senior learner and to the recipient of that shared learning. A number of possible

methods are outlined below in order to facilitate this.

Utilising the skills and experiences of older people in existing organisations has been effectively

demonstrated by a number of organisations. One example of an older people’s organisation

that identified a need in their community and responded through the sharing of their

experience is the ‘Failte Isteach’ initiative carried out by the Third Age Foundation. This

initiative involved older people volunteering as English language tutors to members of new

migrant communities. The outcome of such work was not merely the acquisition of skills for the

learners but for building communities, creating new friendships and learning about other

cultures. A full case study of Failte Isteach is outlined in appendix 1.

AONTAS Recommends:

9. Courses that facilitate the passing on of information.

10. Courses that allow older people to retrain for the workforce/volunteering

Conclusion

The value of lifelong learning for older people has been identified in national research and

international policy frameworks. Through the AONTAS Senior Learners Network and the

research report Don’t Stop Me Now – the lifelong learning needs of older people, older people

have articulated the value of learning and also the structures that must be put in place in order

to create effective and equitable learning opportunities. The role of lifelong learning is clearly

stated in the five UN principles for older people, is key to the realisation of the three pillars for

active ageing and is noted in the Madrid International Plan of Action on Ageing.

With the rapidly ageing profile of our population it is vital that Ireland puts in place structures

and supports that facilitate older people to have fulfilling and healthy lives. Providing

opportunities to engage in lifelong learning is essential to ensuring individuals meet their

potential, develop skills for a changing world and become part of a community of senior

learners who develop, and share their knowledge. Engagement of older people in learning

benefits the individual, their community and society as it combats isolation, maintains mental

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activity which in turn has a positive impact on health. Examples of case studies that illustrate

each of the recommendations are attached in appendix 1.


technology (ICT.

2. Making the lifelong learning needs a priority for providers.

3. Collaboration.


Appendices

Appendix 1.

Case Studies to support the AONTAS recommendations


technology (ICT)

Getting Connected - Grundtvig 2 Learning Partnership engages Older Learners

In November 2003, Mary Mc Geehan, Training Officer with Inishowen Development Partnership

in County Donegal received an invitation from Leargas (the Irish Support Agency for European

funded programmes) to attend an information session on how to make applications for funding

under the Grundtvig Programme. Mary attended the meeting and came away full of

enthusiasm for the possibilities this funding could open up for older learners in her locality.

Following on from this information session a Grundtvig 2 Learning Partnership project named

EDOL, European Digital Older Learners was developed. The project which ran for three years,

set out to teach Information Technology skills to people over the age of 50, but like all learning

processes it brought with it many benefits from friendship and fun to life-changing

independence. Two Irish partners, one in the North West and the other in the South East of the

country formed part of an online network of communities stretched across seven European

countries, Belgium, Denmark, Italy, the Netherlands, Spain, UK and Ireland.

The EDOL group grew out of another project called ‘Silver Surfers’ who were availing of basic

computer training provided by the Inishowen Partnership. The Irish EDOL group met every

Thursday morning for two hours. The project offered an opportunity to learn digital

photography and conversational Spanish lessons, to use the internet and library facilities. The

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latter was so the members of the group could research information on the local area with the

intention of compiling a booklet.

All the groups across Europe were linked in an online learning community and each member

set up their own web pages, using the user friendly Tiki Wiki content management system.

Members of the different partnership groups communicated regularly, not just by reading each

other’s pages , but also by ‘shoutbox’ instant messaging and email. They all shared their life

experiences through a project entitled ‘When I was Young’ on the TikiWiki website.

In addition everyone accepted the challenge to write a book on their reminiscences and

personal reflections. The participants have written their own memories, posted treasured

pictures to illustrate a series of themes, such as family, home, and schooldays and so on. The

project can be viewed on its website at www.edolproject.com.

The Irish group produced a beautiful publication entitled ‘Passages from Inishowen’ which

contains reminiscences of times past, poetry, prose and beautiful pictures which provide a

fascinating snapshot of life in the area from a different era. James, a participant in the project

who also took the photographs for the front and inside covers describes how the process got

started:-

“ We sat around the table one morning, all of us waiting on instructions from our tutor. She was

trying to tell us how we were going to write a book of short stories, some creative writing and

some reminiscence…only the poor woman couldn’t get started as someone started to waffle

about something they had done or heard; then someone else joined in and knew far more than

the last speaker; finally everyone joined in at the same time!”

Et voila! The book began to come together.

It is clear that the members of the EDOL Project have shown a strong commitment to learning

and great enthusiasm for it and the outcomes of the project reflect that. The members have

learned basic ITC skills and English language skills. They have learned to upload multimedia

products using a Digital Platform Developed a website, DVD and a number of publications. A

few from the group also participated in transnational meetings with other members of the

online network. Equally as important though is the growth of mutual respect and the

improvement of self esteem in these older learners.

A key factor in the success of the project was the skill and experience of the tutors who were

always there to instruct, guide and at times, gently push the participants to reach their full

http://www.edolproject.com/

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potential. “They have come so far along the IT highway since they first came together and it is

great to hear them using computer jargon like IT boffins!” commented one tutor.

The co-operation between European partners has been an important requirement not only for

the exchange of best practice and adult education methodologies among tutors/teachers, but

also for the development and improvement of intercultural understanding among learners.

Reflecting on her experience Mary (The Training Officer) stated that her experience of the

project has been extremely positive. She is convinced that the mobility of tutors and learners

has strengthened the awareness and experience of active citizenship at a European level as

well. The project gave her a great insight into how other countries runs similar programmes and

the type of facilities they have at their disposal. She firmly believes Ireland compares very

favourably to other countries in the way facilities and supports are organised for older learners

to bridge the digital divide, however she feels more initiatives should be introduced to both

locally and nationally to overcome gaps in computer literacy and help older learners overcome

fears they might have in relation to I.T

2. Making the lifelong learning needs a priority for providers

North Kerry Older People’s Network with Kerry Education Service (KES)

The Older People’s Network in North County Kerry is an initiative supported by the Kerry

Education Service (KES), with funding from Age and Opportunity, which is part of an

interagency group also encompassing the Kerry County Development Board, North Kerry

Together and the Health Services Executive (HSE). The Network consists of representatives from

older people’s groups throughout the North County Kerry, including active retirement

associations.

Michelle Anne Houlihan, Community Education Facilitator with the Kerry Education Service

explains “We aim to provide educational opportunities to older people and promote the benefits

of lifelong learning. Kerry Education Service is committed to ensuring that isolated,

disadvantaged and under-represented groups, including older people, have access to

educational activities”. These activities include arts and crafts, health related programmes,

including physical fitness and Information Communications Technology (ICT). Kerry Education

Service have a strong community based programme that ensures older people in communities

in Kerry can access educational and social educational opportunities.

However Kerry Education Service is renowned for engaging older people in meaningful

consultation about their learning needs. KES supports older people each term to devise

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programmes of courses which benefit them and address issues affecting older people. The

service offers groups the opportunity to move toward self-sufficiency by offering committee

skills training and the option of developing other skills sets including lobbying, advocacy,

networking and participation in decision-making structures in the county. KES are committed

to facilitating older learners to see lifelong learning and third age education as an opportunity

for them to develop their capacity to participate fully in society. Adult and Community

Education promotes the capacity of older people to lead initiatives in their communities.

Ageism Workshops

The Kerry Education Service (KES) believes that one of the first steps to empowering older

people is to challenge negative stereotypes around ageing. This is done through ageism

workshops funded by Age and Opportunity. They promote an understanding among older

people of the personal, cultural and structural effects of ageism by demystifying the language

used to define ageism and ageist practices. They also challenge participants in the ageism

workshops to question their own attitudes towards older people- “Often older people

themselves will find they too are guilty of having negative or stereotypical opinions of older

people” says Michelle Anne. By confronting these attitudes older people are empowered to

move forward and eventually take on a more active and participatory role in representing older

people’s views on local decision making structures such as County Development Boards, Parish

Councils, and Strategic Policy Committees etc.

Networking Event

The establishment of a North Kerry Older People’s Network and the first networking event, held

in Listowel in May 2008, has built on the success of the ageism workshops in encouraging older

people to become empowered and active in their communities and in Irish society. Groups

participating in the day included Listowel, Ballyheigue and Knockanure Active Retired,

Ballylongford, Ballyduff, Ballybunion, and Duagh Active Retired and Causeway Active

Retirement Associations.

The inputs on the day included an inspirational key note address by Sylvia Meehan, President of

the Senior Citizens Parliament and a very insightful presentation by a representative from Kerry

County Development Board, Community and Voluntary Forum.

The networking event also included workshops on ‘keep fit’/arts and crafts, ageism workshops,

while providing an opportunity for the older people present to engage in a discussion around

the feasibility of setting up the network in the long term. The discussion was facilitated by two

consultants who have been involved in supporting the programme from the outset. “The

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response to this discussion was overwhelmingly positive. There was great enthusiasm among

the participants to get the network up and running, to act as a lobbying body for older people’s

issues”, Michelle Anne explained.

As a result of the event day, the members of the network have met again, facilitated by a

consultant, in order to agree terms of reference for the network. Members of the Network

have also written to a number of local decision making bodies in the north of the county

requesting increased representation and participation of older people from the network on

these decision making bodies and to promote the value of older people from the area as a

important resource. “The older people involved in this programme have been supported by the

interagency group to strive for total self sufficiency in the running of the network from its

inception, which sets it apart as an innovative model of best practice” concludes Michelle Anne.

Both the interagency group and the older people locally have high hopes for the network and

for its future.

3. Collaboration

Exploring the new world of technology – Drogheda Partnership Training

‘EMBRACE IT’ is the title of the ICT training programme managed by the Drogheda Partnership

Company in County Louth. Since 30th October 2007 almost 2,057 have availed of a wide range

of Information and Communications Technology (ICT) related courses. “These courses include

computers for beginners and those at intermediate level, while several of the groups have now

moved on to advanced Internet & email usage”, says Ina McCrumlish, Project Coordinator with

the Drogheda Partnership . “Groups participate in digital photography courses and learn how to

make digitally designed T-shirts and shopping bags. A large number of groups have learned how

to use mobile phones, while others have progressed to using IPods & MP3 players” continues

Ina. These training courses were initially meant to be completed by 12th May 2008, however

due to further funding obtained from the Benefit Programme it now continues to be delivered.

Learners were able to meet in groups in several of the 10 outreach centres around Drogheda.

Ina explains “Two of these training centres are based in the offices of the Drogheda Partnership

Company. One of the centres was equipped with 10 workstations donated by FAS. The other

centre was equipped with laptops purchased as a result of funding from the Department of An

Taoiseach’s ‘Access Skills & Content Initiative’”.

The decision to target these courses at older people came as a result of the Partnership’s ‘Using

ICT as a tool of social inclusion’ strategy. Drogheda Partnership believes that as a learning

organisation ICT should be accessible to all. They continue to strive for social inclusion and

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education equality among all age groups. In the information age it can be difficult for older

people, who have become known in ICT circles as ‘late adopters’ to come to terms with the

technological revolution which has taken place over the last number of years. In response to

this need Drogheda Partnership Company decided to provide a practical, locally based

educational courses which would increase access to ICT opportunities for older people in the

area. They now have access to on-line, accurate, integrated information and communication

networks. Many learners have stated that a new world has opened its doors to them as a result

of this initiative.

In order to attract interest in the programmes, however, Ina knew that the learning needs to be

marketed as life enhancing, fully attainable and fun. The benefits of participation are

communicated in the simplest terms devoid of any jargon. “From the moment an older person

lifts the telephone to book their place, right through to arriving at the class and participating,

they are dealt with in a professional, patient and understanding manner. Our focus is to dispel

any fears they may have during the initial stages of contact and to project a welcoming

atmosphere”.

The older people’s interest is sustained by ensuring the training is appropriately paced and is

presented in a format which is easy to understand. Central to this ethos is the belief that all

learning is attainable. Drogheda Partnership linked in with local and national media to promote

this positive message. In their endeavors to reach out to older people Ina spoke on radio and

invited newspapers to visit their training sessions, the trainees were then able to speak of the

benefits of this educational opportunity for themselves.

As part of this advertising campaign Ina contacted Meteor seeking their involvement. The

company agreed and allowed the Drogheda Partnership to add mobile phone and gadget

training to their expanding curriculum. They obtained sponsorship from Meteor, which

included financial support, the provision of mobile phones and assistance with the tutoring.

Drogheda Partnership we also fortunate to have received further financial contributions from

the DSFA under their family support programme.

In February 2008 Meteor organised for a photographer from the Irish Times to visit a training

session to take photographs of some local nuns using the mobiles. The photograph of the nuns

appeared in the Irish Times with the caption Nuns the Wiser: Meteor sponsors mobile usage

class.” In March 2008 Ina was contacted to speak on Mary Wilson’s Drive Time Programme on

RTE Radio One on the 5.00 pm news slot. RTE 1 requested that a participant was also available

to speak of their learning experience.

16


As a result of the media coverage officials from the Department of An Taoiseach contacted the

Drogheda Partnership Company to arrange a meeting between the then Minister of State Tom

Kitt, and Colm Butler, Director of the Information Society Policy Unit in April 2008. The Minister

of State discussed with the Drogheda Partnership their ICT programme for the over 55’s and

congratulated them in leading the way in terms of innovation. He wanted to know how they

made the programme work; how they attained sponsorship and the lessons they had all l

earned along the way

The EMBRACE IT programme allows Drogheda’s senior citizens to learn about emerging

technologies especially those who do not have the financial resources or educational capacity

to engage with the information society. Introducing older people to email communication,

particularly the housebound, those living in rurally isolated areas or those who experiencing

loneliness. Like many innovative community based projects the main challenge facing the

EMBRACE IT project is lack of continuity of funding. In the Drogheda Partnership, they believe

that everybody has the right to be included. This age group believes they have missed out on

the technological revolution. Their project - Embrace IT, sets out to support older people to

overcome this barrier. The immediate benefit is learning and the lasting affect is empowerment


Never Too Old To Teach – Failte Isteach

Named Failte Isteach which, are the Irish words for ‘Welcome In’ the project began in October

2005 and was the direct result of an observed local need among the increasing population of

new migrants in a local community in County Meath. Currently ten per cent of Ireland’s

population is made up of people who were not born in Ireland. Many members of the new

migrant communities in the area were experiencing difficulty in their social and working lives as

a result of their lack of English language skills so this community decided to come up with a

solution.

Members of the Third Age Foundation, an older people’s organization in the area came up with

the idea of using their skills and talents to teach conversational English to newcomers from

countries such as , Argentina, China, France, Germany, Spain, Lithuania, Latvia, Poland, Ukraine

and Sweden. The project focuses on conversational English, basing lesson plans on daily

scenarios such as how to go about visiting the doctor, applying for jobs, going about daily

shopping, paying bills and making a telephone calls etc.

Every Tuesday up to forty adult learners assisted by older volunteers work together on these

topics. The children of the learners are also encouraged to come along to the classes with their

17


parents and volunteers assist parents to help their children with homework making this a truly

intergenerational process.

This provides a great vehicle for family learning.

Feedback from the providers of this course

indicates that it is often the case that children

pick up English at a much faster pace than their

parents and as a result of this they take up

adult responsibilities. The providers of this

course ensure that the emphasis of this project

is on learning together.

Volunteers with Failte Isteach generally work with two to three learners and encourage

interaction by introducing people from different countries to one another. Together the

volunteers and learners identify what they want to work on which varies from communicating

in the workplace or socially to understanding rights and entitlements or accessing services such

as health and education.

The programmes delivered are learner centred, lesson plans can be adapted for all levels from

basic through intermediate to advanced. There is a high level of collaboration between the

project and the local schools with teachers identifying needs and using their expertise to

support volunteers to develop lesson plans. The volunteers use a variety of teaching and

learning methods including small discussion groups, visual aids, practical demonstrations and

role play focusing on everyday activities. Volunteers also act as advocates providing assistance

where necessary, particularly in relation to rights and services.

“The beauty of this project is that it is totally learner-centred and the needs of learners are met

in such a way as to encourage maximum participation”. The project is not just about the

transfer of skills and knowledge. It is achieving much more than that.

Alison Branigan, a staff member working with the Third Age Foundation insists that this project

“is building a new sense of community spirit, creating new friendships, facilitating learning and

encouraging people to become interested in each other cultures”. It promotes the value and

contribution that older people can and are making to society, generating trust and respect and

alleviating isolation through the extension of the hand of friendship and goodwill.

18


“The project is making a tremendous difference to the lives of all those involved. It has increased

the confidence and self esteem of the volunteers as well as the learners and has improved the

working and social lives of the newcomers to the area” Alison explains.

This is a fantastic example of what can be achieved if the collective resources of older people

are pooled and used for the benefit of the community. As a result of work Failte Isteach has

engaged in there is a greatly enhanced social interaction between new and indigenous

communities, thus reducing fear and suspicion, building trust and embracing diversity.

Appendix 2. Analysis of the AONTAS Information Referral Service re: Senior Learners

AONTAS delivers an Information Referral Service to learners, adult and community education

providers and other relevant agencies as requested. The service provides AONTAS with a

mechanism to monitor the barriers and issues adult learners encounter throughout their

education.

Key findings from the 2008 analysis of the service in relation to older people are as follows

In 2008, 6927 adult learners contacted the AONTAS Information Referral Service – 2632

of these prospective learners were 55 and over which mean 38% of the learners

contacting the service constituted senior learners

In terms of gender 72% of these senior learners were male

732 were in full-time employment, 367 had recently retired over the period of 2008

367 informed the Information & Research Officer that they held qualifications up to

Level 6, whilst 396 held Level 7 qualifications, 402 held Level 8 qualifications and a

further 303 stated they held above Level 9 qualifications.

How they contacted AONTAS

63% phoned AONTAS

36% emailed the service

1% wrote directly to the Information & Research Officer

Reasons for returning to learning

903 of the senior learners contacting the service stated that building on existing skills

was the main reason they wanted to return to learn

20% of the these individuals contacting the service wanted to develop a hobby/interest

19


1

7% stated they were returning for social reasons

12% wanted to engage with other learners

9% viewed education as a way of overcoming isolation in their community

4% were hoping to find a course that would lead them to volunteering so that they

could share their experiences and life-skills

A further 2% were hoping to gain employment following completion of their chosen

course

Preferred modes of delivery

64% of the senior learners contacting the service had opted for a part-time mode of

delivery

27% had chosen to return to full-time education

A further 9% wanted to engage in distance learning

o *The main courses request was in the area of Information Technology - a total of

781 individuals requested information in this area.

o Key barriers to their learning

40% of the 2632 learners stated that accessing clear, concise and understandable

information on what’s available to senior learners is a barrier in itself

34% of these individuals contacting the service indentified funding as a significant issue

for senior learners. 854 were looking for funding for a course and a further 25 were

seeking to obtain funding for a group to deliver a programme/course

10% stated there is a lack of learner centred courses

9% indicated that there is a need for more ICT courses aimed at senior learners at local

level

4% stated that there is a clear lack of supports geared towards senior learners in

comparison to other age brackets.

2% of individuals said transport was a barrier to accessing a course

Appendix 3 – AONTAS Senior Learner Network Manifesto

1

Manifesto for Senior Learners

Senior LearnerNetwork

2

AONTAS & Learner NetworksAONTAS is the National Adult Learning Organisation. It exists to promote the development of a learning society through the provision of a quality and comprehensive system of adult learning and education which is accessible to and inclusive of all.

Learners are at the heart of the work of AONTAS, their views are imperative to our lobbying work and we continually endeavour to reach adult learners and assist them to address the issues which affect them. By developing networks, learners are enabled to come together to discuss their experience as an adult learner and also the barriers and issues that arise during their learning journey. It is hoped that through this process of sharing experience specific issues are identified and a solution found through the support and assistance of AONTAS. Adult learners will be empowered to take on these issues and through a collaborative approach with others reach a satisfactory outcome.

The AONTAS Senior Learner Network is a vibrant, active and effective networking space for senior learners to advance their needs and to raise their voice.

“We need appropriate teachers. It depends on who is there and if they empathise with older people. Young teachers can just race on”

Margaret Tallon, Tullamore

3

Education is a right for all. It is an essential ingredient in the lives of older people and they have the right to access quality education opportunities that meet their needs.

Education can support people to develop interests and passions, it encourages community engagement and a sense of belonging, and it improves health and overcomes isolation. It also facilitates the sharing of knowledge and experience between generations.

We live longer lives now - by 2025 it is predicted that 36% of the population will be aged 50 plus. In fact by 2036 it is estimated that older people (65 years and older) will account for one fifth of the population. The health benefits of education have already been documented by the Institute of Public Health, which has identified a link between lower levels of education and poor health.1 The research identified how taking part in some form of education in later life helps keep both body and mind active. It is also an excellent way to overcome 1 Higgins C., Lavin T. & Metcalfe O. (2008) Health Impacts of Education: a review. Institute of Public Health in Ireland, Dublin.

The Senior Learner Network Manifesto

“Give access [to learning] to patients in nursing homes. They should have as much

access as other learners” Anne Cummins, An Cosan

4

social isolation and to open up the world of information technology: mobile phone texting, internet and emailing, which prove very popular courses.

Over 120 senior learners from across the country attended a Senior Learner Network meeting in the Burlington Hotel, Dublin on Wednesday 4th February. The meeting took place during the Adult Learners’ Festival and aimed at launching the Research Report ‘Don’t Stop Me Now’ and to create and facilitate a space for senior learners to express and communicate their views in order to bring about the changes needed to enhance the provision of continuing educational opportunities for 21st century senior learners.

Discussion was lively and stimulating. All learners took part in discussion groups and all worked collectively to create their manifesto that highlights the 5 demands for senior learners. All agreed that adult learning for older people is essential, that the benefits are great and that it is fundamental for good health and an active social life.

“Transfer of skill is important. Show me how to knit a jumper

and I’ll pass it on” Pat Fern, Whitehall , Monday Club (Still

in workforce)

5

Acknowledge and value the wisdom of senior learners by 1. facilitating the ‘passing on’ of information

How? Remove the digital divide. Maintain funding for, and increase access to day-time information technology (IT) courses

Create and distribute information on the learning 2. opportunities for older learners in every community

How? Local statutory bodies (councils and VECs) should provide appropriate, clear information regarding older people’s learning opportunities and distribute this to all churches, local groups, local papers, radio and health centres.

Ensure accessible, locally-based courses for senior learners 3. How? Local statutory bodies (councils and VECs) to ensure local facilities are allocated for courses catering for older learners, ensure transport to courses is included in the service.

Specific funding must be allocated to quality adult and 4. community education courses for older learners

How? Ring-fence funding for senior learners

Retain Minister of State for Older People at all costs (with 5. enhanced responsibilities and influence)

How? Gain assurances that the Minister of State for Older People will be a permanent part of the government and increase their role and authority in policy for older people

Manifesto for Senior Learners

6

What Can You Do?If you agree with the ideas in this manifesto, please discuss it with others and take action to support it. You can use the manifesto to…

Inform candidates during the Local & European Election Campaign. Simply, detach the perforated manifestos overleaf and give them to canvassers.

Inform discussions about the wider purposes of learning for older people with election candidates, policy makers, education and community workers and other learners.

Help make a case for supporting senior learners’ right to educational opportunities.

Draw up a learning charter for your organisation

Campaign to protect other learning outcomes such as personal and community development, active citizenship and social justice.

Visit www.aontas.com for more information and to sign the Senior Learner Manifesto online petition

Senior Learner ManifestoAcknowledge and value the wisdom 1. of senior learners by facilitating the ‘passing on’ of information


Create and distribute information on the 2. learning opportunities for older learners in every community


Ensure accessible, locally-based courses 3. for senior learners

How? Local statutory bodies (councils and VECs) to ensure local facilities are allocated for courses catering for older learners, ensure transport to courses is included in the service.

Specific funding must be allocated to 4. quality adult and community education courses for older learners


Retain Minister of State for Older 5. People at all costs (with enhanced responsibilities and influence)


Senior Learner ManifestoAcknowledge and value the wisdom 1. of senior learners by facilitating the ‘passing on’ of information


Create and distribute information on the 2. learning opportunities for older learners in every community


Ensure accessible, locally-based courses 3. for senior learners

How? Local statutory bodies (councils and VECs) to ensure local facilities are allocated for courses catering for older learners, ensure transport to courses is included in the service.

Specific funding must be allocated to 4. quality adult and community education courses for older learners


Retain Minister of State for Older 5. People at all costs (with enhanced responsibilities and influence)


Education is a right for all. Support the Senior Learner

Manfesto by signing the petition at www.aontas.com or contact AONTAS on 01 4068220 /

[email protected]

Education is a right for all. Support the Senior Learner

Manifesto by signing the petition at www.aontas.com or contact AONTAS on 01 4068220 /

[email protected]

“The Venue needs to be near and comfortable” Ann Wilson,

Kilbarrack NALA

“There needs to be access to information. Not

enough information is ever given” JJ

Higgins, Monday Club

“The money in the kitty must be

maintained. It must be defended as

if that collapses it will all collapse” Francis Lawlor, Warrenmount

“The money in the kitty must be

maintained. It must be defended as

if that collapses it will all collapse” Francis Lawlor, Warrenmount


and I’ll pass it on” Pat Fern, Whitehall

Monday Club


and I’ll pass it on” Pat Fern, Whitehall

Monday Club

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