AONTAS Older Learner Network Meeting Wednesday 16th July 2008 Galway Bay Hotel Salthill
Niamh O’Reilly Membership Development Officer AONTAS, 83-87 Main Street Ranelagh Dublin 6 Ph: 01 4068220 noreilly@aontas.com www.aontas.com www.adultlearnersfestival.com
Table of contents Page 1. Introduction
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2. Background information
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3. Content of the day
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4. Participants’ discussion 4.1 Aims of the older learner network
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4.2 Discussion workshops
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5. Going Forward
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6. Appendices i. List of courses participants’ engaged in
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ii. Attendance list
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iii. Fact sheet (To accompany Adele McKenna’s presentation)
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1. Introduction 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. Learner networks are inspirational in that the learner’s experience is used to motivate others to work together for a better adult learning service in Ireland. The reason for such a meeting stems from AONTAS’ commitment to the establishment of learner networks, as per our Strategic Plan, and as part of an Age and Opportunity commissioned piece of research that AONTAS undertook – the lifelong learning needs of older people. Furthermore, following the Active Retirement AGM last April attendees were asked if they are interested in participating in an Older Learner Network, the huge response also provided an impetus for this meeting. The first meeting of the Older Learner Network was exploratory. It aimed to explore the possibility of creating a vibrant, active and effective networking space for older learners to advance their needs and to raise their voice. The meeting set about to identify the views and ideas on establishing an older learner network, to inform participants of government policy that affects older learners and the findings of the AONTAS research report on the lifelong learning needs of older people. It also contained an input by Ger O’Neill, an older learner, which was used to spark conversation and ideas during the workshops. Louise Richardson, the CEO of the Older Women’s Network, was the guest speaker and provided an overview of the benefit of networks in pushing forward the agenda for older learners, the value of learning to older people, the types of learning and an insight into lobbying. An unprecedented 70 older learners attended the meeting. Outcomes from the workshops and other comments received during and after the meeting will guide the future work of the Older Learner Network with the assistance of the steering group. This report aims to capture the main themes and comments that arose during the meeting and to use them as a base for future meetings. 2. Background Information To set the context of the report the background to the learner network is discussed below. This work has been carried out in conjunction with AONTAS staff and the learner network steering
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group. This plan acts as a basis for the learner networks and will be amended according to the comments and suggestions of participants. The initial aim of the learner network was: To act as a local representative body for learners To be an action driven forum for learners To give learners the opportunity to meet each other in their area To share experiences with each other To facilitate and empower learners to take action on issues that affect them To use the information obtained to feed into the policy work of AONTAS and ensure we are responsive to the needs of learners To feed into the policy work of the member organisation To share information on policy at national level Benefits of networks for AONTAS: In keeping with the AONTAS strategic plan To obtain a learner’s perspective Responsive to members’ needs To feed into our work: case studies, promotional work, membership, policy, adult learners’ festival etc. Information obtained will be: Compiled into a report (outcomes of each meeting) – Distributed to learners, their organisation, to AONTAS staff, made available on a specific part of the AONTAS website. Incorporated into specific areas of our policy work, by way of using a discussion forum at the learner network meeting on an issue. Links throughout the work of AONTAS: Information obtained from the discussion groups relating to a particular topic will be collated and made available to all AONTAS staff Policy - It will feed directly into policy work and will be used as a space to identify and gather information on specific policy areas. Learners will have the opportunity to contribute to focus groups for other organisations, as required. Promotion - It will provide information on: the experiences of learners and links for case studies. It will raise the profile of AONTAS and feed into the Adult Learners’ Festival. Practice - It will be part of increasing the capacity of our members by feeding outcomes of meetings into the member organisation. It will inform best practice on creating adult learner networks. Partnership – It will allow learners from various backgrounds and organisations to come together and share experience. Networks will involve the collaboration of a number of organisations. People – It will be a space for the networking of learners. 3
3. Content of the day The day commenced with a welcome and was then officially launched by the director of AONTAS, Berni Brady. Berni outlined the value of learning, the history of AONTAS and our involvement with older learners, and the benefit of coming together as a network. After which, participants were asked to introduce themselves to the person on either side of them. In order to get the views of what the participants would want out of the Older Learner Network the group were asked to identify what they think the aim, or the main things, that they want to achieve are. Participants discussed this with each other and noted down their ideas and comments on post-it notes. The notes were collected and are included in this report, please see section 4 participant’s discussion. Two presentations were made to the Older Learner Network. Firstly, Adele McKenna, Policy and Research Officer with AONTAS, gave an overview of what’s happening in relation to government policy that affects older learners. Adele also provided information on the outcomes of a piece of research that AONTAS undertook with Age and Opportunity – Report on the Lifelong Learning needs of Older People. The reason Adele gave the input was to provide a picture of what current policy is so that we can work together to influence policy for the good of older learners. A fact sheet on the areas discussed accompanies this report. Ger O’Neill, who is an adult learner, kindly agreed to provide an input on his experience of learning. This was used to stimulate ideas for the discussion groups later; Ger discussed a project in New Ross that celebrated its 800 years, his involvement in a computer course (ECDL), his assistance with a learner on the Back to Education Initiative (BTEI) and the support he gave dyslexic pupils in a local school. Ger also discussed a theology course which he is currently undertaking through distance learning from the Priory Institute, Tallaght. He noted the discipline that is required for this form of learning and the duration of his involvement.
Ger O’Neill
Louise Richardson
Participants were then given the opportunity to discuss and share experiences in the workshops. The focus of the discussions centred on the development and direction of the Older Learner Network.
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The following questions were posed to the groups: 1. What do you think of the idea of the Older Learner Network? 2. What do you want to get out of this? 3. What do you want to put into the Older Network? (What could you and your group do for the older learner network)? 4. How will that help AONTAS to promote lifelong learning needs of older people? 5. What are the main challenges that older learners face? Seven workshops were created and facilitated by Pat Morrissey, Donal Walsh, Liam Kilbride, Jenny Gunning, Berni Brady, Adele McKenna and Niamh O’Reilly. Outcomes of the discussion groups in relation to the questions are summarised in section 4.2 of this report. After lunch the guest speaker Louise Richardson (CEO Older Women’s Network) gave a talk. Louise focused on the value of learning, the types of learning and how working together as a Network is effective in lobbying. She drew on her experience on various boards and lobbying activities to highlight the importance of existing government structures that include the areas for development regarding older learners. She noted that in order to be truly effective the following existing policies should be focussed on such as the Towards 2016 – 10 year Framework Social Partnership Agreement, The National Development Plan 2007-2013 entitled Transforming Ireland – A Better Quality of Life for All and the Equality Authority – Implementing equality for older people. Access was considered key to encouraging older learners, in obtaining relevant effective education opportunities and also for participating in society. Information technology (IT), computer literacy, is important in preventing people from being part of the digital divide. In terms of the health benefits of learning for older people an active mind is critical for health. As Louise sat in on a number of workshops she discussed some of the topics which were raised and fed them back to the audience. Louise closed her input and highlighted the importance of the local elections next year and the power learners have to bring the message and needs of older learners forward. To close the session Niamh O’Reilly highlighted how we will follow up with participants with a report on the day and Berni Brady thanked all in attendance for their contribution and spoke of moving forward with the outcomes of the meeting. The day concluded with an evaluation so to ensure that future meetings are shaped, influenced and meet the needs of the Older Learner Network members. Participants were also asked to share information on courses they had participated in; a list is outlined in appendix 1 of this report. 4. Participants’ discussion 4.1 Aims of the Older Learner Network The participants of the Older Learner Network discussed what they perceive the aim of the Network being. Three themes emerged from this discussion: share and utilise the Expertise of the participants, provide recommendations regarding the type of, and teaching methods used 5
in learning for older people, and Information sharing for participants and other organisations. The importance of lobbying and strengthening the network was also highlighted by a number of participants. Tables 1, 2 and 3 document the aims as identified by the participants regarding expertise, learning and information. Although it is difficult to pull all comments into specific themes, it is hoped that the ideas of the network are represented fairly. Table 1 Proposed aims of the Network as identified by the participants at the meeting: expertise.
Expertise - The expertise of the participants should be recognize and utilized
Set up a database of people who are available and willing to share their knowledge and expertise of a particular subject or area
To find a platform to utilise the skills I have had over the years (retired teacher)
Adults could get great joy and satisfaction in teaching what they know to others- children, other adults or people of all ages with learning disabilities where the only method is one to help. The supplier of the help must be positive. The learner must never feel it is his or her fault if it’s not coming across
Computers for older people to help younger people. To help younger parents at local level. Build new centre for older people to be role models for young men/boys. Not all young have skills
To make us as valued as the young and middle aged working community. To make our contribution and work to potential value. Specific experience and qualifications as a CV of younger people
Encourage older people to do something new for themselves and not be discouraged by people who don’t want to. Make older people know their self worth when sometimes they feel invisible
Teaching younger people (or under privileged) skills we have such as create art, croquet etc. We need a library in our village plus free broadband for older people
Ways of mixing with younger people- sharing skills. Making older people aware of the services available
Centres available for anyone interested to explore the idea of education with experts to advise. A forum established where older people could participate imparting their knowledge to the younger generation. Lobbying on behalf of older people asking them what they want.
After 65 our use- our paid use? Strategic plan, learner network, Explore magazine
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Table 2 Proposed aims of the Network as identified by the participants at the meeting: learning.
Learning - the type of courses and the kinds of teaching required
Use of technology – familiarity with mobile phone, computers etc- emails. This can help people to become more independent and not have to rely on others for communication and can help to bridge the generation gap
Facilitation of offering courses of interest to adult learners and older learners. Enhance the quality of life. IT
More time for people who are not computer literate. More centres of learning should be available. More awareness of what should/could be available in your particular area. Counselling could be more readily available to older people that might need it
Do things that are useful/interesting. Eg: Help people with things they can use in later lifewiring a plug, how to budget (budget planning). Take people from where they are to where they want to be. Make learning fun, but give it some purpose. Try to let people progress, no matter how little – every time. Praise constantly. Build confidence, don’t criticise. Seek positive – turn negative into positive. Seek out what person had to contribute and spread this throughout the group. Work in less well off areas. Older Organisations seem to be concentrated in better off places. Older people speaking at AONTAS meetings
Would like to have more classes as when retired you have the time to do things you’ve always longed for. Have a variety of classes to suit everyone
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Finish college, university, spelling. IT skills. Special needs, senior supervisor
A safe place to feel comfortable in and to meet likeminded people. A place for making friendships, creating new experiences, learning more about yourself. A space for different styles of learning- more accessible to people, transport, funding.
Learn how to cope with the changes in the cost of everyday living. Particularly how to manage small investments and tax issues. To be able to manage the technology in the house hold like mobile phones
Would like to see lists of people who are interested in a particular subject eg: learning French
Computer skill to help cope with email. Access to booking tickets and broadband to be available to all. Use mobile phones to text like the kids do. More men.
Would like to see AONTAS approaching Universities with a view to making degree level courses available to older people
Make learning a social activity. Encourage group studies, visits to theatre, galleries and day trips or holidays that are within the budget of the older people. (Went to a full time course which included computer studies. After 2 years only 1 person did the exam and got it. Why?)
Age with confidence. Computer link, library. Run courses. Leader funders- grants, all information
To cultivate the many ways of keeping our mental capabilities active and quality of life
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Table 3 Proposed aims of the Network as identified by the participants at the meeting: Information
Information - sharing for participants and other organisations
Advertise, interact, and spread your ideas. Be willing to help. Be heard and spread ideas. Give each member 2 minutes - chance to impart new ideas. Don’t forget to use your experience of older people’s rights
Feel we need more knowledge of what is available in VEC and other areas of adult education, as well as costs involved and more morning courses as evening times are not suitable to all. Any available monetary assistance with Open University courses as very little known
Support, information, motivation, communication, opening up possibilities, Reaching out, tackling isolation, collective voice
Means of generating interest amongst adults if the learning opportunites are available. Enabling adults to admit and remedy their basic literacy deficiencies. Identifying subjects likely to promote interest in further education
To make information on adult education more available maybe through newsletters or magazines. Meetings to interact with other people
Needing local library. Need to learn computers. Place where local people can walk in safety. Rural transport
Other points that were raised in relation to the aim of the Network including the need for lobbying – ‘lobbying on behalf of older people asking them what they want’, the need for guidance ‘centres available for anyone interested to explore the idea of education with experts to advise’, and a strong network that would serve the participants. 4.2 Discussion workshops Participants were broken into seven facilitated discussion groups which focussed on five questions. The thrust of the discussions centred on the development and direction of the Older Learner Network. 1. What do you think of the idea of the Older Learner Network? The overall view of the Network was that it is a very positive initiative. That it will provide an exciting, necessary resource which uses social interaction, the exchange of experience and expertise to create a strong advocacy body of older learners. The network will provide a visible, strong group that will allow engagement with others and thus overcome isolation whilst providing the opportunity to witness other views and challenge our own. As an advocacy group it will provide strength in numbers that will identify issues and their solutions. It will act as an
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umbrella group to promote greater interaction between organisation and agencies pertaining to the needs of older learners. 2. What do you want to get out of the network? Participants identified a number of themes that they want to benefit from as part of the network. Skills: Identification and acknowledgement of existing skills and expertise of network participants plus development of new skills, such as computers and new technologies, were highlighted as important. Information: The need for information in relation to learning was highlighted: how to access programmes and funding; how to value and encourage the sharing of information; how to obtain specific information on guidance, counselling, opportunities and supports for older learners. Network: In terms of benefitting from the network collectiveness: strength, unity and solidarity were identified as attributes that enable participants to benefit individually and as a collective group. Social interaction with others, in particular with like-minded people, was seen as another benefit of being part of the older learner network. Lobbying: The opportunity of lobbying for the needs of older learners was seen as real and definite benefit of the network: the strength of a network is far greater than an individual and collectively we are greater than a sum of our parts in that we can collectively identify issues and present solutions. The network is a nucleus for other organisations to lobby. 3. What do you want to put into the Older Network? (What could you and your group do for the older learner network)? Participants noted a number of supports that they could provide to the network. Firstly, participants offered to reach others, especially vulnerable people, and encourage them to join the network or return to learning. Warmth, support, care, respect and ensuring there is a sense of belonging was also offered by participants. Furthermore, discussion and identification of older learners’ needs and offering models of best practice was also offered. A number of discussion groups noted that the network should be expanded through a number of methods, media (local), website and to encourage participants to bring another learner to the next meeting and thus to increase size and momentum of the group.
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4. How will that help AONTAS to promote lifelong learning needs of older people? The vast experience and skills of the Network will ensure that AONTAS is aware of the issues and needs of older learners at grassroots and will assist in the identification of areas for addressing such. The Network can also be effective in promoting the needs of older learners through local awareness raising and involvement in local election activities and lobbying. Information from the network can also be used to identify areas for future research, to provide case studies for AONTAS and ensure that AONTAS remains an inclusive organisation that is responsive to its members’ needs. 5. What are the main challenges that older learners face? A needs assessment for older learners is required in order to ensure that services accurately reflect the requirements of learners, this must also take into account that not all learning must be academic and that other outcomes of learning must also be valued in terms of health, transition to retirement, for social contact and personal realisation. Learning must cater for needs, from practical: in terms of understanding tax issues to household chores, to computer training to personal: self development. This learning needs assessment could be carried out by local adult education service providers. One point that arose during a number of questions with most groups was the lack of men undertaking learning. Men must be encouraged to return to learning whilst respecting and understanding their specific needs and requirements. Practical courses are important but also a gender balance in classes is required.
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Challenges for older learners that were discussed include the personal barriers they face, the fear of ridicule, the need for a supportive and ‘safe place’ for learning and the need for understanding and suitably qualified tutors. Transport, finance and access to computers were also identified as a challenge together with the need for a change in perceptions regarding older people returning to learning. Finally, the name of the Older Learner Network could be changed; one idea proposed was ‘Senior Learner Network’. We will consult with the participants to see if this amendment is satisfactory.
5. Going forward for the Older Learner Network The overall response from the participants was that the Network is a positive initiative that should be supported and continued in partnership with other organisations with similar objectives. The participants have a wealth of expertise that should be drawn on for future meetings and for shaping the work of the Network. The Network can also act as a space for sharing experience, information and ideas and for collective action on the needs of older learners. The participants are also ideally placed to act as a resource for local and national education providers in order to identify the learning needs of older people. In order to maintain the Network’s momentum taking action on specific areas is required. This reports set out to outline the overall response of the Network participants to the exploratory meeting and a number of specific actions have been identified: Future Meetings Greater participation of learners during the meetings Ensure there is ample time for discussion groups Sharing of previous experience is vital 12
More information on learning opportunities and supports Identify needs and lobby together for improvements.
Promoting the Network together (Participants and AONTAS) Write for the AONTAS magazine, Explore Letting other learners know about the work of the Network and encouraging them to join Participants to bring another learner to the next meeting To raise awareness about the Network and distribute promotional material to local community groups – See attached poster. AONTAS to promote through Explore, the monthly information bulletin which is emailed (ebulletin) and through our website. Proposed ways forward: Steering group to look at moving this work forward Link in with other organisations with similar objectives to the Network To identify a plan for the Network in consultation with the participants For Network participants to maintain contact and strengthen ties for lobbying on common issues To attend/participate in future meetings of the Network. To contact AONTAS with your comments, ideas and suggestions for the Network AONTAS will host another Older Learner Network meeting and participants will be contacted. It will be shaped by the outcomes of this meeting and with the assistance of the steering group. Feedback from the participants on the day has been collated and will feed into the structuring of future meetings.
Some final thoughts from the Older Learner Network participants ‘Truly wonderful day. Met great people, learned so much. All the other people, the warmth was very apparent’ ‘Speakers very interesting, group sessions very enlightening.’ ‘It was fun, encouraging, enlightening & so, so friendly.’ ‘Great day. Well organised, very useful, enjoyable & constructive.’ ‘Thanks for a pleasant and informative day. Surprised to learn so many courses available for Active retired people. Keep up the good work.’ ‘Thanks for lovely day- wonderful opportunity to meet new people with a wealth of experience.’ 13
Appendices Appendix 1 - List of courses that participants’ engaged in. ACTIVE SELF ASSERTIVE VEC Duration: 8x2 hours Cost: Free Be able to say NO when necessary. Have ability to organise, understand, help. AGEING WITH CONFIDENCE Offaly Leader Duration: 8 weeks Cost: Free Lots of tips on facing old age without fear. AGEING WITH CONFIDENCE Offaly Leader Duration: 8 weeks Cost: Free Ageing with confidence explained ageing in later life. Self-confidence, components of self & physical ageing. Psychological aspects of normal ageing, self knowledge & stresses in later life. Emotional self- isolation, loneliness and sexuality in later life. Well worth doing. ART Active Retirement Duration: Ongoing Cost: Grant aided by VEC Benefited very much from the course through expression and discovering different techniques and expressing ourselves through art form. Met other people with similar interests. ART National Gallery, Dublin Duration: 6 weeks (Saturday mornings) Cost: €135 Improved my drawing etc. ART AND DESIGN- Level 5 FETAC Department of education at Limerick Senior College Duration: 1 year (academic- September to June) Cost: Free (grant of almost €6000) It was wonderful, getting the ‘Grey Matter’ to work and observe so much in so many areas. The close association with the younger students. Disappointed that health matters prevented me from going on. CAMERA USE AND PHOTO MANAGEMENT Family Resource Centre Duration: 8 weeks Cost: €30 I learned how to download, edit and print photos. Increased my enjoyment of photography. CERTIFICATE IN EQUALITY STUDIES OLDER PEOPLE ISSUES Age and Opportunity with UCD Duration: 11 months (150 hours) Cost: €150 (reduced for people over 65) The course gave me a better understanding of the Theory of Equality and Theory in Action. It also helped me with an insight to Equality in Irish Society. The course also covered working for a change in equality for Older People and the issues in Irish Society. My work with Active Retirement Ireland was enhanced as a result of the course. It helped with my ability to pursue social, physical and mental activities for older people and the barriers 14
encountered. Some of the barriers were equality issues. COMMUNITY DEVELOPMENT PRACTICE NUI Galway Duration: 1 year Cost: €300 I graduated with a Diploma from NUI Galway and made new friends on the course. I researched the history of the Gort Show which was very interesting. COMPUTER COURSE Birr Active Retirement Group, Galway Duration: 10 weeks Cost: Funded by West Offaly Partnership and VEC Members went on to do further IT courses. COMPUTER COURSE ICT Duration: 8 weeks Cost: Funded by Age Action Benefited very much from the course. COMPUTER COURSES Cliffoney Active Retirement, Sligo Duration: 10 weeks Cost: VEC funded Benefited immensely. Hope to do more in the future. COMPUTERS Family Centre Listowel, Kerry Duration: 10/20 weeks Cost: Enjoyed the class and relaxed atmosphere and overall course content. COMPUTERS Family Centre Listowel, Kerry Duration: 10/20 weeks Cost: Enjoyed the class and relaxed atmosphere and overall course content. COMPUTERS- BEGINNERS AND IMPROVERS Donegal VEC Duration: 10 weeks/8 weeks Cost: Paid by VEC I can now use Microsoft Word to write and print letters, press notices etc. To keep proper records on file and disc and to write minutes of meetings.The course helped me to become more self confident and assertive and I enjoyed the social interaction with other ‘older students’. COMPUTERS , CREATIVE WRITING, ARTS AND CRAFTS VEC Duration: 10 weeks Cost: VEC funded A greater knowledge of the way the computer and internet work. Access to more vital information for the older person.A great benefit to many people and courses like this should be fostered and encouraged. COMPUTERS - LEARNING TO USE A COMPUTER Ballinasloe Active Retirement Association, Galway Duration: 12 weeks (3 hours per week) Cost: Free (Paid for use of the computer room) For a group of retired persons it was of enormous benefit. Many grew up in the era of the paraffin oil lamp and whose children are totally at ease with all forms of modern technology. 15
CREATIVE WRITING Adult education VEC Duration: 20 weeks Cost: €35-95 (varies for pensioners, unemployed, employed) Developed creative writing skills. Introduced to new ‘reading’. Made friends. Social occasions. EMAIL/INTERNET North Kerry Together, Listowel, Kerry Duration: 20 weeks Cost: Free to Active Retirement The course was run in conjunction with ICS Skills Dublin. It involved a test at the end and was a bit pressurised. ENGLISH LITERATURE University College Dublin Duration: Ongoing ( Evening classes) Cost: Details available in brochure from UCD Gave me a wonderful introduction to the life and poetry of WB Yeats. FIRST AID Health Executive Duration: 6x2 hours Cost: Older Women Emergency First Aid. FOOD & HEALTHY HEART Offaly Leader and Mountmellick Development Association Duration: 8 weeks Cost: €100 & subsidised The benefits of good food easily prepared Keeps our association up to date on what is out there if you know how to access them. FRENCH Peoples College, Parnell Square, Dublin Duration: 20 weeks Cost: Enjoyed it, would love to do a similar course again. HEALTHY EATING Mountmellick Development Association, Laois Duration: 6 weeks Cost: €100 What to eat and how to cook it to stay healthy and active. Well worth doing. PHILOSOPHY-‘ What is Philosophy’ / ‘Philosophical explorations’ University College Dublin Duration: 10 weeks autumn, 10 weeks spring (1 morning per week, 2 years) Cost: €175/ 10 week term It broadened my mind and improved my ability to understand and analyse the philosophers and their writings. PLATO STUDY GROUP School of Philosophy, Northumberland Road, Dublin 4 Duration: Ongoing (Sat mornings 10-12, 3 terms of 9 weeks- 1 year) Cost: €90 per term The course format consists of readings of the dialogues of the Greek philosopher, Plato. I got a good understanding of the dialectic method of the Greeks as well as very interesting facts on Ancient Greek Culture. Fascinating. POETRY WRITING IN DUNDRUM LIBRARY Dundrum Library or Dublin county library Duration: 8 weeeks Cost: Free Writing is what I enjoy doing best, learnt a little as a beginner in the technique of modern poetry writing. Enjoy learning for its own sake. 16
1 2 3 4 5 6 7 8 9
Mickie Ann Bernadette Nuala Rita Mary Maura Berni May
Berry Bourke Breen Browne Butler Callaghan Clancy Coleman Colgan
10 Al
Connor
11 12 13 14 15 16
Maureen Shirley Moya Kathleen Mary Sister Roberta 17 Miriam 18 Patricia
Corbett Corcoran Crowe Curley Daly Delaney
19 Mona
Fahey
20 Celia 21 Mary
Fitzgerald Foley
22 Una
Geraghty
23 Mary 24 Mary
Gillespie Gillespie
25 Celine
Greevy
26 Kitty
Hand
27 28 29 30 31 32 33 34
Hennessy Hennessy Holden Kane Keenan Kelly Kelly Keville
Bridget Sean Margaret Tess Anne Anne William Eileen
35 Mary
Devine Dunne
Madden
Appendix 2- Participant List Westport ARA 36 Kitty Castlebar ARA 37 Betty An Cosan 38 Mary An Cosan Limerick City ARA 39 Mary Baldoyle U3A 40 Maura U3A Ballymun 41 John An Cosan 42 Laana Tullamore Active 43 Madge Retirement Ballyroan U3A 44 Kevin 45 Terry KARA 46 Pat Tullamore ARA 47 Josephine KARA 48 Susan Gort ARA 49 Ann Castlebar ARA Birr Co ARA 50 Mary KARA 51 Beth Tullamore Active 52 Catherine Retirement 53 Betty Gort ARA 54 Catherine 55 Nell 56 Ger Limerick Active 57 Carmel Retirement 58 Gretta KARA 59 Douglas 60 John Co. Sligo 61 Josephine Active Retirement, 62 Ita Clifeney 63 Lucilla Dublin City U3A 64 Martin 65 Ann NW Active Retirement 66 Fran Old Bawn Old Bawn 67 Maura U3A Waterford 68 Maureen Lucan U3A An Cosan 69 Maureen An Cosan An Cosan 70 Brendan Tullamore Active 71 Kitty Retirement KARA
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Maguire McCarthy McCarty McGrath McIvor McNamara McNamara McQuaid Molloy Moloney Moran Murphy Murphy Neville Nolan Nunan O'Connor O'Flynn O'Meara O'Neill O'Neill Peyton Rabbitte Rafter Roche Ryan Smith Spillane Spillane Tobin Turner Wilcox Woods Woulfe Woulfe Youds
Co Donegal Listowel Active Retirement Member Baldoyle U3A Galway NW Active Retirement NW Active Retirement Raheny U3A Active Retirement Waterford U3A An Cosan U3A Waterford Tullamore Active Retirement Age Action Ireland Birr Co ARA Dublin City U3A An Cosan ARA Barna ARA Pallasgreen ARA Wexford Barna ARA Lucan U3A Ballinasloe ARA Dublin City U3A Pallasgreen ARA An Cosan U3A U3A Breffney Tullamore Active Retirement An Cosan U3A Maynooth Tullamore Active Retirement Arra Friends Arra Friends Cliffoney 'Young at Heart'
Appendix 3 – Fact sheet
Older Learner’s Network What is happening in adult education for older learners? Fact Sheet
Years
Significant Events in the Adult and Community Education Sector for Older Learners
1997
Willie O’Dea, T.D., becomes the first Minister of State with responsibility for Adult Education at the Department of Education & Science
2000
The first white paper on adult education: Learning in Later Life is produced. References to older people include: Lower educational attainment/literacy levels among older adults Labour market focus a barrier to participation of older adults Importance of ICT training as aid to communication and mobility Importance of older workers to labour force Older people a target group for the Back to Education Initiative (BTEI)
2007-2012
Coalition agrees on a Programme for Government 2007-12 with a commitment to developing: A National Positive Ageing Strategy Education & retraining for older people, especially in the area of ICT Development of transport systems, including expansion of the Rural Transport Initiative (RTI) to increase accessibility for older people
2008
Maire Hoctor, T.D., appointed first Minister of State with responsibility for older people, based in the Department of Health and Children
‘Don’t Stop Me Now!’ Electronic Survey of Adult Education Service Providers in Ireland 68.2% of service providers said they provide access to services for up to 500 older people every year. 17.6% said that between 500 and 1000 older learners access their service on a yearly basis. 56.3% of service providers surveyed have not conducted learning needs assessments for older people in their area. 82.1% of service providers offer Information and Communication Technology (ICT) activities. 64.3% of providers offer arts and crafts activities to older learners. The majority of courses offered to older learners are fully or partly funded by the provider 75.4% of service providers encourage older people to engage with the service by consulting with them directly. 72.1% of service providers engage in outreach work with older people. 65.6% said they tailor the adult learning activities to the particular needs of older people 48.3% of respondents agreed that the learning needs of older people locally were being met by their service. 38.3% of those who responded disagreed. 85.2% of respondents said lack of adequate resources, e.g. staff; technical resources, was the biggest challenge in addressing the needs of older people. 77. 8% said lack of funding was the biggest challenge.
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