We All are Europe - AESAEC

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II. Findings of the IANUS project and their relevance for the AESAEC Educational Programme (Patrizia Giorio, FormAzione CO&SO Network, Firenze/IT) The Grundtvig project IANUS – Standards for Intergenerational, Intercultural and IT-based Later Learning (N°134057-LLP-1-2007-1-AT-GRUNDTVIG-GMP) has tried from 2007 to 2009 to identify and analyse those factors which are likely to influence later learning activities throughout Europe in a positive or negative way. It is fact that at the European level the labour market crisis which has occurred in the few last years has determined a revision and renewal of the Lisbon strategy to foster and support growth and job creation by a range of structural reforms. In many countries there is limited public awareness of the potential of older people and the necessity to increase their social activity and participation in national life in order to improve their living conditions as rightful members of all EU countries as a consequences themes such as Active Citizenship are becoming more and more important in our countries. Learning in later life is a relatively recent concept which is stipulated by European and national bodies, pedagogues, experts in psychology and medicine, by vocational training institutes and nonprofit organizations. However it is not well-known as a comprehensive approach in different public spheres which targets at increasing the authority and the influence of older people and at the same time diminishing existing stereotypes that the third age is generally characterised by poor health, decreasing social activity and less interest in life. That is why guidelines and training programmes with regard to EU educational policy are recommended and are necessary to foster the dissemination of good practice examples. In order to further develop the concept of later learning at the European level we report some key elements that are important when later learners are the beneficiaries of training at different levels: Bio-genetic and psychological factors: - general accomplishment of human brain in connection with age - life time of the human brain and brain re-growth - memory and reproduction processes/interactive memory systems in the human brain - physical and psychophysical problems - emotional development - gender aspects Social psychological dimension: - intrinsic and extrinsic motivation for learning at the age 50+ - internal and external learning barriers - ability of later learners to view reality from a wider perspective as an effect of maturity - establishing a psychological sense of community and a sense of “we” - generate a social process of inclusion 20
Findings of the IANUS project Structural dimension on national / regional / local levels: - legal aspects and responsibilities - traditions and approaches towards later learning - existing networks and projects Institutional dimension: - course planning and organization - ways of mixing intergenerational / intercultural learning groups - marketing - registration procedures - communication strategies - ability of trainers - course settings - testing settings and quality assurance. Pedagogical dimension: - quality recommendations concerning methods, didactics, training materials - blended learning solutions - usage of ICT learning environment - trainer-learner relations - learner-learner-relations - advantages and challenges when working with groups heterogeneous in age and culture - learning from older people - types of educational guides to encourage cooperative learning amonst older people that need to be considered - lively trainer-learner and learner-learner interaction based on trust - importance of mentoring - suitability of learning contents for later learning - assumptions about the individual learners’ prior knowledge - adapting the language used in class to the target group of later learners - gender aspects from the didactical perspective - the effect and the importance of the size of groups on the learning process EU adult education policy dimension: - tools, instruments and concepts of the Commission’s adult education policy relevant/appropriate to the target group - suggestions to the Commission to modify existing tools, instruments and concepts, such as EUROPASS, mobility programmes etc., and to increase their relevance for the target group - suggestions to the Commission to develop and introduce new tools, instruments and concepts to react appropriately, and in time, to demands and needs of those responsible for 21
Page 1: We All We All are Europe Participat
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AESAEC - Glossary AESAEC - Glossary
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AESAEC - Glossary European Economic
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