LIFELONG LEARNING FOR ACTIVE AGING: E+COM 45, AN EUROPEAN EXPERIENCE

Jesus Delgado, Ph.DTeresa Vera, Ph.D

Carmen Romo, Ph.D.Pilar Montijano, Ph. D

Josefa G. Mestanza, Ph. D

The Lifelong Learning Programme is a European

funding programme, which

supports education and training across Europe. It is

made up of several different

programmes covering the

whole spectrum of lifelong

learning

Gru

ndtv

ig

THE

EURO

PEAN

UN

ION

’S P

ROG

RAM

ME

FOR

MO

BILI

TY A

ND

CO

OPE

RATI

ON

IN A

DU

LT

EDU

CATI

ON

The LLP enables people of all ages to gain experience through studies, training or learning abroad and supports co-operation between schools, universities and enterprises in different European countries.

The Grundtvig programme funds training opportunities for adult education organisations, staff and learners. Adult educators can be involved in structured courses, conferences and even job shadowing. Organisations can be part of exciting partnerships to share innovation and good practice, get involved in exchange projects for senior volunteers or host fun innovative workshops for learners from across Europe.

Funding under the 2012 call will follow five priorities:

Develop strategies for lifelong learning and mobility Encourage cooperation between the worlds of

education, training and work Support initial and continuous training of teachers,

trainers and education and training institutions' managers

Promote the acquisition of key competences throughout the education and training system

Promote social inclusion and gender equality in education and training, including the integration of migrants and Roma

These overarching priorities reflect main issues at stake of the political agenda for education and training in the European Union.

EST (European Shared Treasure)

Aula de Mayores UMA (Spain)

E- Seniors (France)

FNP-CISL (Italy)

Net-Mex Ltd. (Hungary)

YSBF (Estonia)

Intelekti Ltd. (Bulgaria)

Website improvements

http://www.ecom45.uma.es

Obj

ectiv

es o

f the

as

soci

ation

Improve the pedagogical approaches and learning

topics in ICT and E-work Educational Programmes: Interest of learnig Good practices from a methodological and

pedagogical approach

INTEREST OF LEARNING

Identify the needs of these people in order to enable than to integrate.

Explore new ways of using of computer.

To share viewpoints.

GOOD PRACTICES

To achieve innovation and improved availability.

To develop and diseminate best practices.

To exchange approaches applied in ICT learning among the partners involved.

INTEREST, MOTIVATION, & USES

OF ICT: QUANTITATIVE ANALYSIS.

CHART OF DATAThe total group under study (N) 389

Participants (n) 295

Percentage of population having or lacking the characteristic under study (p = q)

0,5

Reliability 95%

Units of standard deviation in the normal distribution (Z)

1,96

Standard error (SE) 2,81%

SOCIAL-DEMOGRAPHIC DATA

Sex

The large majority of students are women, except in Italy and Hungary, where the result is exactly 50/50.

Women are more likely to develop their skills and participate actively in the lifelong learning process.

(All institutions involved)

Age

The age range of students in partner organizations is the highest in Hungary, Spain and France - students are aged 45 to 89, and the largest group of students is in the age range of 55+..

8 6 4 2 0 2 4 6 8 10 12 14

41

45

49

53

57

61

65

69

73

77

81

85

89

Hombre Mujer

(All institutions involved)

Qualifications

A big number of our respondents had at least one university degree (45%) or a bachellurate (44%). A small proportion finished only primary school (10%). This data will be relevant for taking into account their background knowledge and potential motivations.

(All institutions involved)

Current occupations

A big proportion of the students were not employed. The biggest number of them, 136 students were already retired and 52 unemployed, while 63 students were employees. Probably the biggest number of students will be motivated to learn ICTs for becoming more active in life and improve their social network and activites.

(All institutions involved)

INTEREST AND MOTIVATION

Need to learn how to use ICTs

The need for the ICT training is shown very clearly. The biggest number of students rated the need for learning how to use ICTs as a grade 8 or higher on a scale of 10. This shows they are highly motivated in the training.

(All institutions involved)

Interest in ICTs

Figure shows that three main interest arise in our students to lern ICT:- To feel better in their

current activities- Not to feel excluded- To feel more

integrated to the society

(All institutions involved)

ICTS IN PRACTICE

What do you mainly use ICT for?

Most of the students use ICT both for work and for personal needs.

What do you mainly use ICT for?

However, In this group prevailing answer “Only personal use” because most people are retired or unemployed.

State those ICTs that you have at home and use regularly

ICTs at home are majorly use by a mobile telephone, computer and Internet access. The use of other sources of ICTs were more divided however among our students

(All institutions involved)

Can you count on someone to help you if you have problems when using the ICT?

In this case we observe two opposite trends. In the first group, mostly students have help, while, in the second group, don´t have it.

Who helps you when you find difficulties in using ICTs?

A large majority would consult their relatives. The friends and the teachers constitute the second source of help.

(All institutions involved)

What do you use your PC for?

In this group we see, i.e:- Text processor: a 26 % use it pretty well.- Internet: almost 60% use it well.- Spsheet/Database: 50% use it really well

What do you use your PC for?

Similar results are shown in this case. Word processing and Internet are the most common uses of PC.

What do you use the Internet for?

The most outstanding use of the internet among our students is e-mail. Also noteworthy is the use of self-learning and e-banking.

How many hours a week do you usually use your PC?

0 0-1 h. 1-2h. 2-5h. 5-6h. More than 10h.

NA

3%6%

16%

26% 24%21%

4%

Half of respondents report using the PC 2 to 6 hours a week

(All institutions involved)

How many hours a week do you usually surf the Internet?

0 0-1 h. 1-2h. 2-5h. 5-6h. More than 10h.

NA

1730

47

6962

56

14

A large number of users (64%) are using the internet more than 5 hours a week.Only 6% of the responders aren´t surfing the internet at all. Seemingly, the use of the internet and the computer are not very different in essence. While using a computer, learners do also use the internet.

(All institutions involved)

DISCUSSION

Our students highly value this type of learning,

consequently we can infer

that their level of motivation is also very high.

The interest in this learning

focuses on two aspects: employment and social life.

In the first case, they want

to feel better in your work

and in the second, believe

important not to feel left out in the framework of the

Information Society.

Based on the heterogeneity of

the group analyzed, especially

regarding age and occupation,

the focus is professionally and

socially together, in the cases of

Italy, Bulgaria and Estonia because have the younger

people. Consequently, in the

case of Spain and France the

more widespread use is the private because students mostly

in these two organizations are

retired.

The majority in the household equipment

consists of mobile phones,

Internet access and computer, while the

possession of other devices

like cameras or printers are

less frequent than the previous.

The majority of PC use is the

word processing and email.

Consequently, when asked

about the use of Internet, e-

mail is a highly valued service. To this, the interest

joins the Internet as source

of information for professional use and for

leisure.

Except in Spain and France,

the rest of students reporting having mainly

helps in tackling the use of

ICT. Has it, this comes mainly from relatives and

classmate.

Regarding the intensity of

use, is particularly significant coincidence of

time spent using the computer and the time

spent on the Internet.

We

can

conc

lude

th

at…

In general, students believe

that it is necessary to enroll

ICT courses in order to learn

properly. Students participating in the

survey also demonstrate their strong willingness for

training and development

its technological and social

skills.

Thanks…