Lifelong Learning for Active Aging: E+Com 45, an European experience

1. Lifelong Learning for Active Aging: E+Com45, an European experience Jesus Delgado, Ph.D Teresa Vera, Ph.D Carmen Romo, Ph.D. Pilar Montijano, Ph. D Josefa G. Mestanza, Ph. D

2. 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 GrundtvigTHE EUROPEAN UNION’S PROGRAMME FOR MOBILITY AND COOPERATION IN ADULT EDUCATION

3. 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 Grundtvigprogramme 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.

4. 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. Funding under the 2012 call will follow five priorities:

5. EST (European Shared Treasure)

6. YSBF (Estonia) E- Seniors (France) Intelekti Ltd. (Bulgaria) Net-Mex Ltd. (Hungary) Aula de Mayores UMA (Spain) FNP-CISL (Italy)

7. http://www.ecom45.uma.es Website improvements

8. Improvethepedagogicalapproaches and learningtopics in ICT and E-workEducationalProgrammes: • Interest of learnig • Goodpracticesfrom a methodological and pedagogicalapproach Objectives of theassociation

9. Goodpractices Toachieveinnovation and improvedavailability. Todevelop and diseminatebestpractices. Toexchangeapproachesapplied in ICT learningamongthepartnersinvolved. Interest of learning • Identifytheneeds of thesepeople in ordertoenablethantointegrate. • Explore new ways of using of computer. • To share viewpoints.

10. Interest, Motivation, & uses of ICT: quantitativeanalysis.

12. Social-demographic data

13. Sex (All institutions involved) 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.

14. 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+.. (All institutions involved)

15. 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)

16. 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)

17. Interest and motivation

18. 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)

19. Interest in ICTs Figure shows thatthreemaininterestarise in ourstudentstolern ICT: Tofeelbetter in theircurrentactivities Nottofeelexcluded Tofeel more integratedtothesociety (All institutions involved)

20. ICTs in Practice

21. What do you mainly use ICT for? Most of thestudents use ICT bothforwork and for personal needs.

22. What do you mainly use ICT for? However, In thisgroupprevailinganswer “Only personal use” becausemostpeople are retiredorunemployed.

23. StatethoseICTsthatyouhave at home and use regularly ICTs at home are majorly use by a mobiletelephone, computer and Internet access. The use of othersources of ICTswere more dividedhoweveramongourstudents (All institutions involved)

24. In this case we observe twooppositetrends. In thefirstgroup, mostlystudentshavehelp, while, in thesecondgroup, don´thaveit. Can you count on someone to help you if you have problems when using the ICT?

25. Who helps you when you find difficulties in using ICTs? A largemajoritywouldconsulttheirrelatives. Thefriends and theteachersconstitutethesecondsource of help. (All institutions involved)

26. What do you use your PC for? In thisgroupwesee, i.e: Text processor: a 26 % use itprettywell. Internet: almost 60% use itwell. Spsheet/Database: 50% use itreallywell

27. What do you use your PC for? Similar results are shown in this case. Word processing and Internet are themostcommon uses of PC.

28. What do you use the Internet for? Themostoutstanding use of the internet amongourstudentsis e-mail. Alsonoteworthyisthe use of self-learning and e-banking.

29. How many hours a week do you usually use your PC? (All institutions involved) Half of respondents report using the PC 2 to 6 hours a week

30. How many hours a week do you usually surf the Internet? (All institutions involved) 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.

31. DISCUSSION

32. Ourstudentshighlyvaluethistype of learning, consequentlywe can inferthattheirlevel of motivationisalsoveryhigh.

33. Theinterest in thislearningfocusesontwoaspects: employment and social life. In thefirst case, theywanttofeelbetter in yourwork and in thesecond, believeimportantnottofeelleftout in theframework of theInformationSociety.

34. Basedontheheterogeneity of thegroupanalyzed, especiallyregardingage and occupation, thefocusisprofessionally and sociallytogether, in the cases of Italy, Bulgaria and Estonia becausehavetheyoungerpeople. Consequently, in the case of Spain and France the more widespread use istheprivatebecausestudentsmostly in thesetwoorganizations are retired.

35. Themajority in thehouseholdequipmentconsists of mobilephones, Internet access and computer, whilethepossession of otherdeviceslike cameras orprinters are lessfrequentthantheprevious.

36. Themajority of PC use isthewordprocessing and email. Consequently, whenaskedaboutthe use of Internet, e-mail is a highlyvaluedservice. Tothis, theinterestjoinsthe Internet as source of informationforprofessional use and forleisure.

37. Except in Spain and France, therest of studentsreportinghavingmainlyhelps in tacklingthe use of ICT. Has it, this comes mainlyfromrelatives and classmate.

38. Regardingtheintensity of use, isparticularlysignificantcoincidence of time spentusingthecomputer and the time spentonthe Internet.

39. 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. We can concludethat…

40. Thanks…