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LEARNING IN SUPPORT OF ACTIVE AGEING Irena Rashkova Tsvetelina Petrova

LEARNING IN SUPPORT OF ACTIVE AGEING Irena Rashkova Tsvetelina Petrova Technical University of Gabrovo. Can we age actively, i.e. in good health, physically fit, independent, socially included and active?. One way of facing this challenge is learning.

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LEARNING IN SUPPORT OF ACTIVE AGEING Irena Rashkova Tsvetelina Petrova

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  1. LEARNING IN SUPPORT OF ACTIVE AGEING Irena Rashkova Tsvetelina Petrova Technical University of Gabrovo Learning in Support of Active Ageing 2014

  2. Can we age actively, i.e. in good health, physically fit, independent, socially included and active? • One way of facing this challenge is learning. • It can play a vital role in ageing societies since it can address many relevant opportunities such as • reducing social and health costs, • increasing elderly people’s participation and contribution to economy and society; • re-skilling and up-skilling in the knowledge-based information society; • intergenerational sharing of experience and knowledge. It is not only important to involve the elderly in learning to improve their knowledge and competences but also to provide the opportunity for others to learn from them. Learning in Support of Active Ageing 2014

  3. ACTIVE AGEING LEARNING COMMUNITY - an alternative learning path for ageing societies • The Active Ageing Learning Community is intended for elderly people 60+ and young people 16-35. • Learning areas: • Health Self-Management, • ICT for Social Networking, • Intergenerational Volunteering. Main learning methods: • blended learning, • learning by doing, • intergenerational learning. Learning in Support of Active Ageing 2014

  4. ACTIVE AGEING LEARNING COMMUNITY - an alternative learning path for ageing societies • Learning components: • Study programmes in the three learning areas – to outline the training process; • Printed learning materials in the three learning areas for classroom activities to acquire/improve relevant knowledge and skills; • Internet-based learning materials in the three learning areas for self-study to consolidate the relevant knowledge and skills acquired; • Self-assessment on-line test that allows the learner to assess the relevant knowledge and skills acquired by themselves; • Project work to build relevant competences by doing and acting; Learning in Support of Active Ageing 2014

  5. HEALTH SELF-MANAGEMENT • To raise learners’ • awareness of healthy habits; • use of universal preventive measures, hygiene and waste disposal, proper food handling and storage and environmental controls to prevent diseases and health conditions; • early detection and treatment of diseases and health conditions that impact one’s health; • use of a proper nutrition according the nutritional needs of every person; • memory, attention and other cognitive processes performance; • emotional status, self-concept and self-esteem; • communication, participation and social integration abilities; • motivation to practice physical exercise; • subjective wellbeing and attitude in life; • functional capacity. Learning in Support of Active Ageing 2014

  6. HEALTH SELF-MANAGEMENT • The learning material in ICT for Social Networking is mainly designed for elderly people 60+, where a special emphasis is placed on Facebook and Skype. The older generation is expected to be supported by the young during the learning process. However, the last topic “Blogs” is intended for both generations. • To raise learners’ • awareness of social networking through Facebook, Skype, Twitter, Google+ and other social networks; • motivation to use ICT for social networking. Learning in Support of Active Ageing 2014

  7. HEALTH SELF-MANAGEMENT • To raise learners’ • awareness of significant demographic and social changes; • awareness of the role of intergenerational volunteering and learning; • understanding of intergenerational volunteering and learning as a mutually beneficial process across generations; • motivation to promote greater understanding and respect between generations; • motivation to practice reciprocal learning relationships between generations; • awareness of existing or possible avenues to become involved in intergenerational volunteering; • awareness of available supports to intergenerational volunteering and learning; • awareness of suitable themes for intergenerational projects. Learning in Support of Active Ageing 2014

  8. EXPECTED IMPACT • Both elderly 60+ and young 16-35 will be provided with LLL opportunities in relation to active ageing that correspond to their needs to prepare for ageing in a positive way from yearly years and throughout their life course; • Both target groups will acquire skills in how to manage their health and live independently at an older age by disease prevention, physical and cognitive activity and healthy nutrition, which will improve their well being, self-esteem and quality of life and keep them active in the family, community, society and employment for a longer period. They will learn how to rely on themselves rather than on institutional care and relatives thus contributing to the reduction of the burden on governments and families; • 60+ will have access to Internet, learn new ICT skills for social networking and practice them in order to improve their social contacts thus resulting in their better social inclusion; Learning in Support of Active Ageing 2014

  9. EXPECTED IMPACT • Both target groups will acquire volunteer skills by working together and supporting each other for the benefit of communities and society; • Both target groups will teach each other, develop materials together and practice their skills together in order to better understand their cultures and use their strengths to their benefit and to the benefit of society; • Young and old together will have an opportunity to reconsider their life styles, better understand the benefits of active ageing and adopt more active way of living so that they can better cope with the demographic challenges of ageing in Europe. Learning in Support of Active Ageing 2014

  10. ACKNOWLEDGEMENT The present paper is written within the European Grundtvig project “Active Ageing Learning Community” with the support of the Lifelong Learning Programme of the European Union. The publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. CONTACT US:www.a-learn.eu Irena Rashkova: irena.rashkova@yahoo.com Tsvetelina Petrova: petrova.tsvetelina@yahoo.com Learning in Support of Active Ageing 2014

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