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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: noreilly@aontas.com Website: www.aontas.com

AONTAS Submission to the National Positive Ageing Strategy 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

AONTAS (1991) For Adults Only: A Case for Adult Education in Ireland 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. 2

AONTAS Submission to the National Positive Ageing Strategy 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

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

AONTAS Submission to the National Positive Ageing Strategy 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, selffulfilment 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.

World Health Organisation (2002) Active Ageing: A Policy Framework, p. 28. 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. 8

AONTAS Submission to the National Positive Ageing Strategy 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

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.

AONTAS Submission to the National Positive Ageing Strategy 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. AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 37. 17 AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 44. 16

AONTAS Submission to the National Positive Ageing Strategy 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 18

AONTAS (2009). Don’t Stop Me Now, A Report on the Lifelong Learning Needs of Older People in Ireland, p. 47. 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. 19

AONTAS Submission to the National Positive Ageing Strategy 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 interdepartmental services for older people. 8. Facilitate the use of local facilities for senior learner groups e.g. libraries, schools and community centres.

AONTAS Submission to the National Positive Ageing Strategy 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 9

AONTAS Submission to the National Positive Ageing Strategy 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. 1. Bridge the digital divide – Ensure effective investment in information communications technology (ICT. 2. Making the lifelong learning needs a priority for providers. 3. Collaboration. 4. Facilitating the use of the skills and life experience of older learners. Appendices Appendix 1. Case Studies to support the AONTAS recommendations 1. Bridge the digital divide – Ensure effective investment in information communications 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

AONTAS Submission to the National Positive Ageing Strategy 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

AONTAS Submission to the National Positive Ageing Strategy 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 12

AONTAS Submission to the National Positive Ageing Strategy 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 13

AONTAS Submission to the National Positive Ageing Strategy 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 12 th 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 14

AONTAS Submission to the National Positive Ageing Strategy 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.

AONTAS Submission to the National Positive Ageing Strategy 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 4. Facilitating the use of the skills and life experience of older learners. 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 16

AONTAS Submission to the National Positive Ageing Strategy 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.

AONTAS Submission to the National Positive Ageing Strategy “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 18

    

AONTAS Submission to the National Positive Ageing Strategy

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

Manifesto for Senior Learners

Senior Learner Network

AONTAS & Learner Networks AONTAS 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. â&#x20AC;&#x153;We need appropriate teachers. It depends on who is there and if they empathise with older people. Young teachers can just race onâ&#x20AC;? Margaret Tallon, Tullamore

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.

The Senior Learner Network Manifesto 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 “Give access [to learning] between lower levels of education to patients in nursing homes. and poor health.1 The research They should have as much identified how taking part in some access as other learners” Anne Cummins, An Cosan 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.

“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)

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.

Manifesto for Senior Learners 1. Acknowledge and value the wisdom of senior learners by facilitating the â&#x20AC;&#x2DC;passing onâ&#x20AC;&#x2122; of information

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

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

How? Local statutory bodies (councils and VECs) should provide appropriate, clear information regarding older peopleâ&#x20AC;&#x2122;s learning opportunities and distribute this to all churches, local groups, local papers, radio and health centres.

3. Ensure accessible, locally-based courses 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.

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

How? Ring-fence funding for senior learners 5. Retain Minister of State for Older People at all costs (with 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

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 toâ&#x20AC;Ś 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 learnersâ&#x20AC;&#x2122; 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 Manifesto

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

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

2. Create and distribute information on the learning 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.

3. Ensure accessible, locally-based courses 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.

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

How? Ring-fence funding for senior learners

5. Retain Minister of State for Older People at all costs (with 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

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 / noreilly@aontas.com

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 / noreilly@aontas.com

“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

“Transfer of skill is important. Show me how to knit a jumper and I’ll pass it on” Pat Fern, Whitehall 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