About This Publication
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This policy discussion paper, based on NIACE's Older and Bolder programme of work, aims to encourage wider awareness of the factors obstructing fair access to learning opportunities for older people aged 50 and over. It makes the case for more and better provision targetted towards this age group, for work as well as personal fulfilment.
NIACE believes that participation in learning sustains active, independent lives and empowers citizens. The Older and Bolder initiative believes that older people have a huge contribution to make, from their accumulated experience, valuable to younger generations and to the whole community. Real lifelong learning must include older as well as younger people, learning together.
This book will be helpful to those with an interest in social policy around an ageing population, as well as those concerned with wider participation and choice in all forms of education and training. It covers the background of demographic factors, NIACE's own survey work on older people's lack of participation in learning and the reasons why this needs to be redressed as a matter of urgency. Different settings and sectors of educational provision are described with examples of good practice and testimonies from the learners themselves. The paper identifies a range of new government initiatives in the UK, including the Better Government for Older People programme. A range of major issues and recommendations for change are set out.
It adds to a substantial body of work identifying the need to deal equitably with participation in learning. This is especially so for those who are marginalised as they grow older, because they are poor, vulnerable or frail, or continue to be excluded by racial or other discrimination.
The book will be of value to those working in different roles within: national and local policy-making, for service provision; providers of learning programmes, in different forms of education and training; voluntary sector organisations, particularly those concerned to support older people directly; older activists themselves.
This policy discussion paper, based on NIACE's Older and Bolder programme of work, aims to encourage wider awareness of the factors obstructing fair access to learning opportunities for older people aged 50 and over. It makes the case for more and better provision targetted towards this age group, for work as well as personal fulfilment.
NIACE believes that participation in learning sustains active, independent lives and empowers citizens. The Older and Bolder initiative believes that older people have a huge contribution to make, from their accumulated experience, valuable to younger generations and to the whole community. Real lifelong learning must include older as well as younger people, learning together.
This book will be helpful to those with an interest in social policy around an ageing population, as well as those concerned with wider participation and choice in all forms of education and training. It covers the background of demographic factors, NIACE's own survey work on older people's lack of participation in learning and the reasons why this needs to be redressed as a matter of urgency. Different settings and sectors of educational provision are described with examples of good practice and testimonies from the learners themselves. The paper identifies a range of new government initiatives in the UK, including the Better Government for Older People programme. A range of major issues and recommendations for change are set out.
It adds to a substantial body of work identifying the need to deal equitably with participation in learning. This is especially so for those who are marginalised as they grow older, because they are poor, vulnerable or frail, or continue to be excluded by racial or other discrimination.
The book will be of value to those working in different roles within: national and local policy-making, for service provision; providers of learning programmes, in different forms of education and training; voluntary sector organisations, particularly those concerned to support older people directly; older activists themselves.
Contents
| Chapter 1. | Introduction |
| Chapter 2 | What learning means to older people |
| Chapter 3 | The story so far |
| Chapter 4 | Demography: an ageing population |
| Chapter 5 | Older learners' participation |
| Chapter 6 | Making provision for older people: local authorities |
| Chapter 7 | Making provision: further education sector |
| Chapter 8 | Making provision: higher education sector |
| Chapter 9 | Making provision: the voluntary sector |
| Chapter 10 | Making provision: information technology and broadcast media |
| Chapter 11 | Joined-up government |
| Chapter 12 | Issues and barriers |
| Chapter 13 | Recommendations |
| Abbreviations | |
| Appendices | |
| Appendix 1: Additional statistics | |
| Appendix 2: Acknowledgements and steering group | |
| Bibliography | |