• (2010) Active ageing and universities: engaging older learners

    Chris Phillipson & Jim Ogg, Keele University, UK

    This report, for Universities UK, reviews the engagement of older learners (defined as those aged 50 and over) in education and training with particular reference to their involvement in higher education. It analyses exisiting data sources, drawing on a wide range of published sources as well as secondary analysis of survey data, and also new data commissioned from HESA. Findings show that only a small proportion of the 50-plus age group is involved in formal educational study in the UK, whilst informal learning in this age group has flourished.

  • (2010) Learning and unlearning for end of life care in care homes

    Malcolm L Johnson, University of Bath, UK

    This paper presents the development, implementation and evaluation of a short training package on end of life care, delivered to staff of all 106 residential/social care homes run by the largest not-for-profit provider in the UK. It concludes that enhancing and validating the existing positive values and practices with short training is more desirable than turning end of life care into a specialist field of work with its own credentials.

  • (2010) Research Report - Impact of transnational exchange experiences on senior volunteers and organisations

    Institut für Soziale Infrastruktur ● Frankfurt am Main - www.isis-sozialforschung.de

    The learning impacts of trans-national exchange programmes for senior volunteers were analysed from two perspectives: the senior volunteers participating in the projects and the organisations which sent and hosted the volunteers or coordinated the exchange.

  • (2011) Adult education as a factor in active ageing

    Dagmar Heidecker & Arthur Schneeberger (eds.)

    Erwachsenenbildung als Faktor aktiven Alterns. Issue 13 of the Austrian “Journal of Adult Education” which tackles questions of later life learning. It contains different articles presenting empirical studies, theoretical backgrounds, didactic approaches and practical examples. Die Ausgabe 13 des „Magazin erwachsenenbildung.at“ stellt Fragen nach einem angemessenen Alters- und Alternsbild, nach sozialen Einschränkungen und individuellen Ressourcen für das Lernen Älterer und nach einer geeigneten Lehr-Lernkultur. Empirische Untersuchungen, theoretische Reflexionen und didaktische Konzepte werden durch eine Reihe praktischer und anregender Beispiele ergänzt.

  • (2011) Educational gerontology in action: a review of a training programme for older adults volunteering for projects in remote Australian Indigenous communities

    Cappy Engelbrecht, Monash University & Siobhan O'Dwyer, National Seniors Australia Productive Ageing Centre, Australia

    This article considers critically the recommendations reached in the review of the preparatory training programme that older volunteers are required to participate in before taking part in the Indigenous Skills Transfer Exchange Partnership (INSTEP) in Australia. The purpose of the review was to derive recommendations that would promote the development of the older volunteers through learning activities. The recommendations included improvement of content relevence, selection of strategies that supported personal transformation, and design of learning tasks consistent with the biological, psychological and social needs of older learners. The article concludes with a discussion of opportunities for further gerontological research among culturally diverse groups of older adults, particularly where development of cultural sensitivity is a primary learning goal.

  • (2011) Futurage: A roadmap for European ageing research

    The Road Map for European Ageing Research is the result of the FUTURAGE project which brought together 24 partners, 14 European countries, eight stages of consultation and over 700 individual contributors and organisations, representing thousands of people, to create a better future for ageing in Europe. The report aims to tackle the grand challenge of Europe's ageing population and provide the research agenda for ageing over the next 10 years. Its four key recommendations are: Engaging end users of research, especially older people; Better coordination of existing and future European ageing research; Capacity building for doctoral, postdoctoral and mid-research career training and structure; Knowledge transfer/knowledge exchange to exploit the results of the research it produces. The Road Map also identifies key research questions that must be addressed in the near future in order to effectively manage the challenges of an ageing population. Launched October 2011.

  • (2011) Older migrants, knowledge and lack of knowledge

    Maaike den Draak en Mirjam de Klerk

    Omdat het aantal niet-westerse ouderen de komende jaren fors zal toenemen, heeft het SCP een inventariserende studie verricht om een beeld te schetsen van de stand van zaken van het onderzoek op het terrein van oudere migranten. Doel van deze studie was om te achterhalen of een nieuw onderzoek naar deze groep wenselijk is. Social and Cultural Planning Office (SCP), Den Haag, Online-report, 25 pg, ISBN: 978 90 377 0597 3, 2011

  • (2012) Fostering social policies for engagement of older men in learning and improvement of their health and well-being

    Rob Mark, University of Strathclyde, UK & Barry Golding, University of Ballarat, Australia

    This article is based primarily on findings and insights from recent, mixed method, field research in Ireland and Australia and suggests engagement in learning in informal community settings can have a positive impact on older men’s health and well-being. The article reflects on what lessons empirical research findings might have for policy makers and government and service providers interested in promoting men’s improved health and well-being and what implications there are for the creation of a culture of lifelong learning. It draws conclusions from attitudes and experiences of older men already learning in community contexts in Australia and Ireland and from complementary research in the United Kingdom and seeks to explain why some older men are often overlooked in local and community learning provision and policies. It identifies several types of informal, group-learning environments, contexts and organisations that positively engage older men and promote well-being for individuals, families and communities. Finally, it examines policy and practice for older men’s learning in Ireland and Australia and how policies might positively re-engage older men.

  • (2012) Get digital: impact study

    Helen Plant, Fiona Aldridge, Sara Bosley, Lorraine Casey, Emily Jones, Caroline Law, Joyce Black (NIACE)

    Mixed methods research study assessing the benefits and critical success factors of the 'Get Digital' Programme, a digital inclusion project to provide digital skills for older people living in sheltered housing schemes across England.

  • (2012) Sistema di valutazione partecipata

    a cura di Roberto Fiorini, Giuseppe Campana, Cinzia Dessena, Elena Casini, Paolo Profeti e in collaborazione con il Settore Gestione risorse e monitoraggio del Cesvot, Centro Servizi Volontariato Toscana

    Il sistema di valutazione partecipata è un lavoro che Comitato di Gestione e Cesvot applicano ogni anno congiuntamente per rilevare criticità e tendenze, adottare strategie di miglioramento, evidenziare punti di forza e guidare la programmazione futura del Centro Servizi. Il modello applicato sull'annualità 2011 si integra con il lavoro svolto dal Gruppo nazionale incaricato di approfondire la definizione di indicatori e percorsi per l'attribuzione della premialità prevista dall'Accordo nazionale del 23 giugno 2010.

  • (2013) La valutazione degli effetti dell'apprenidmento informale nel volontariato intergenerazionale.

    Lunaria e i partner del Progetto RIVER

    Gli effetti (o l'impatto) dell'apprendimento informale possono essere visualizzati attraverso lo sviluppo delle competenze (es. empowerment, miglioramento delle competenze relazionali, aumento dell'autostima, attitudine verso altri gruppi, coscienza civica).

  • (2013) The benefits of learning in later life: an editorial essay

    Franz Kolland University of Vienna, Austria

    The paper argues that, in the modern world, learning can no longer be regarded as an asset to be accessed only in youth but rather as a lifelong process. The paper explores four rationales for lifelong learning – a) stimulation and support of the new production mode of service societies; b) longevity not as a burden but rather as a social dividend; c) contribution to social productivity and social status in old age, e.g. in voluntary work or in care-taking contexts; d) cultural and political benefits in social contexts such as family, leisure, work etc. Evidence for a wide range of positive benefits of lifelong learning and of learning in later life is examined under five headings a) economic benefits, b) mental stimulation, c) influences on health and mortality d) improvement of interpersonal skills and social inclusion, e) achievement of new insights and of senses of meaning and self-fulfillment. The paper urges the need for a critical evaluation of the benefits of education and asks what type of education is needed for a new learning culture in old age. It advocates a future educational policy which creates structures ensuring equal opportunities and unhindered access to high-quality and diverse learning opportunities for older people.

  • (2013) Valutazione e meritocrazia - nella scuola e nella società

    Autori vari.

    Valutazione e meritocrazia sono un esempio di quei concetti di plastica propri di una cultura allo sbando, che garantiscono il consenso perché “dicono” una cosa ma ne “fanno” un’altra. Promettono la cancellazione dei privilegi nel nome della neutralità della tecnica, ma li consolidano selezionando sulla base di criteri che poco hanno a che vedere con la libera crescita degli individui e molto con la necessità di incasellarli in ruoli predefiniti.

  • (2013) Valutazione internazionale delle competenze degli adulti (PIAAC),

    OCSE e Commissione europea

    L'indagine valuta le competenze alfabetiche, matematiche e di risoluzione dei problemi nell'ambito delle tecnologie dell'informazione e della comunicazione (TIC) degli adulti di età compresa tra 16 e 65 anni in 17 paesi dell'UE: Belgio (Fiandre), Repubblica ceca, Danimarca, Estonia, Finlandia, Francia, Germania, Irlanda, Italia, Cipro, Paesi Bassi, Austria, Polonia, Slovacchia, Spagna, Svezia e Regno Unito (Inghilterra e Irlanda del Nord), nonché in Australia, Canada, Giappone, Repubblica di Corea, Norvegia e Stati Uniti d'America.

  • (2014) Categorising European experience: the ForAge Project and the construction of knowledge of later-life learning

    Keith Percy, Lancaster University; Jonathan Hughes, Open University; Anne Jamieson, Birkbeck College, University of London; Sasha Anderson, Association for Education & Ageing, United Kingdom

    This article discusses the objectives and rationale of the ForAge database and considers its intended target audiences. In particular, it argues that the database became eclectic, deliberately identifying and drawing on different “kinds” of knowledge. It shows how the main database categories, which determined how the knowledge was “constructed”, were allowed to evolve and define themselves as the content of the database increased. The article discusses the justification and operational implications of the inclusion of material according to criteria of “relevance, quality and usefulness” and in both English and in other European languages. It concludes that the database does not reveal the presence in Europe of a significant volume of fundamental research-based knowledge on later-life learning; that much of the knowledge collected is based on the presumption that later-life learning has second-order goals, and that the database usefully hedges its bets on what counts as “knowledge” in the field of later-life learning.

  • (2014) Edusenior

    Università delle LiberEtà, Udine

    Migliorare la qualità della vita degli anziani: toolkit di valutazione dell'educazione per i discenti anziani.

  • Social Neworks as the support of the e-Learning

    Associate Prof. Jan Lojda, MSc.PhD.MBA

    Separation of teaching nad learning processes Organisation of study process is qualification (LMS is tool) Studyguide must be available (including FAQ) Management of the study path in the hands of study provider, because of the responsibility for learning outcomes Learning outcomes – expected change of competences must be well defined