L IFELONG L EARNING FOR A CTIVE A GING : E+C OM 45, AN E UROPEAN EXPERIENCE Jesus Delgado, Ph.D...
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Transcript of L IFELONG L EARNING FOR A CTIVE A GING : E+C OM 45, AN E UROPEAN EXPERIENCE Jesus Delgado, Ph.D...
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LIFELONG LEARNING FOR ACTIVE AGING: E+COM 45, AN EUROPEAN EXPERIENCE
Jesus Delgado, Ph.DTeresa Vera, Ph.D
Carmen Romo, Ph.D.Pilar Montijano, Ph. D
Josefa G. Mestanza, Ph. D
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The Lifelong Learning Programme is a European
funding programme, which
supports education and training across Europe. It is
made up of several different
programmes covering the
whole spectrum of lifelong
learning
Gru
ndtv
ig
THE
EURO
PEAN
UN
ION
’S P
ROG
RAM
ME
FOR
MO
BILI
TY A
ND
CO
OPE
RATI
ON
IN A
DU
LT
EDU
CATI
ON
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The LLP enables people of all ages to gain experience through studies, training or learning abroad and supports co-operation between schools, universities and enterprises in different European countries.
The Grundtvig programme funds training opportunities for adult education organisations, staff and learners. Adult educators can be involved in structured courses, conferences and even job shadowing. Organisations can be part of exciting partnerships to share innovation and good practice, get involved in exchange projects for senior volunteers or host fun innovative workshops for learners from across Europe.
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Funding under the 2012 call will follow five priorities:
Develop strategies for lifelong learning and mobility Encourage cooperation between the worlds of
education, training and work Support initial and continuous training of teachers,
trainers and education and training institutions' managers
Promote the acquisition of key competences throughout the education and training system
Promote social inclusion and gender equality in education and training, including the integration of migrants and Roma
These overarching priorities reflect main issues at stake of the political agenda for education and training in the European Union.
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EST (European Shared Treasure)
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Aula de Mayores UMA (Spain)
E- Seniors (France)
FNP-CISL (Italy)
Net-Mex Ltd. (Hungary)
YSBF (Estonia)
Intelekti Ltd. (Bulgaria)
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Obj
ectiv
es o
f the
as
soci
ation
Improve the pedagogical approaches and learning
topics in ICT and E-work Educational Programmes: Interest of learnig Good practices from a methodological and
pedagogical approach
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INTEREST OF LEARNING
Identify the needs of these people in order to enable than to integrate.
Explore new ways of using of computer.
To share viewpoints.
GOOD PRACTICES
To achieve innovation and improved availability.
To develop and diseminate best practices.
To exchange approaches applied in ICT learning among the partners involved.
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INTEREST, MOTIVATION, & USES
OF ICT: QUANTITATIVE ANALYSIS.
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CHART OF DATAThe total group under study (N) 389
Participants (n) 295
Percentage of population having or lacking the characteristic under study (p = q)
0,5
Reliability 95%
Units of standard deviation in the normal distribution (Z)
1,96
Standard error (SE) 2,81%
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SOCIAL-DEMOGRAPHIC DATA
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Sex
The large majority of students are women, except in Italy and Hungary, where the result is exactly 50/50.
Women are more likely to develop their skills and participate actively in the lifelong learning process.
(All institutions involved)
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Age
The age range of students in partner organizations is the highest in Hungary, Spain and France - students are aged 45 to 89, and the largest group of students is in the age range of 55+..
8 6 4 2 0 2 4 6 8 10 12 14
41
45
49
53
57
61
65
69
73
77
81
85
89
Hombre Mujer
(All institutions involved)
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Qualifications
A big number of our respondents had at least one university degree (45%) or a bachellurate (44%). A small proportion finished only primary school (10%). This data will be relevant for taking into account their background knowledge and potential motivations.
(All institutions involved)
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Current occupations
A big proportion of the students were not employed. The biggest number of them, 136 students were already retired and 52 unemployed, while 63 students were employees. Probably the biggest number of students will be motivated to learn ICTs for becoming more active in life and improve their social network and activites.
(All institutions involved)
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INTEREST AND MOTIVATION
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Need to learn how to use ICTs
The need for the ICT training is shown very clearly. The biggest number of students rated the need for learning how to use ICTs as a grade 8 or higher on a scale of 10. This shows they are highly motivated in the training.
(All institutions involved)
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Interest in ICTs
Figure shows that three main interest arise in our students to lern ICT:- To feel better in their
current activities- Not to feel excluded- To feel more
integrated to the society
(All institutions involved)
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ICTS IN PRACTICE
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What do you mainly use ICT for?
Most of the students use ICT both for work and for personal needs.
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What do you mainly use ICT for?
However, In this group prevailing answer “Only personal use” because most people are retired or unemployed.
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State those ICTs that you have at home and use regularly
ICTs at home are majorly use by a mobile telephone, computer and Internet access. The use of other sources of ICTs were more divided however among our students
(All institutions involved)
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Can you count on someone to help you if you have problems when using the ICT?
In this case we observe two opposite trends. In the first group, mostly students have help, while, in the second group, don´t have it.
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Who helps you when you find difficulties in using ICTs?
A large majority would consult their relatives. The friends and the teachers constitute the second source of help.
(All institutions involved)
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What do you use your PC for?
In this group we see, i.e:- Text processor: a 26 % use it pretty well.- Internet: almost 60% use it well.- Spsheet/Database: 50% use it really well
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What do you use your PC for?
Similar results are shown in this case. Word processing and Internet are the most common uses of PC.
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What do you use the Internet for?
The most outstanding use of the internet among our students is e-mail. Also noteworthy is the use of self-learning and e-banking.
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How many hours a week do you usually use your PC?
0 0-1 h. 1-2h. 2-5h. 5-6h. More than 10h.
NA
3%6%
16%
26% 24%21%
4%
Half of respondents report using the PC 2 to 6 hours a week
(All institutions involved)
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How many hours a week do you usually surf the Internet?
0 0-1 h. 1-2h. 2-5h. 5-6h. More than 10h.
NA
1730
47
6962
56
14
A large number of users (64%) are using the internet more than 5 hours a week.Only 6% of the responders aren´t surfing the internet at all. Seemingly, the use of the internet and the computer are not very different in essence. While using a computer, learners do also use the internet.
(All institutions involved)
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DISCUSSION
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Our students highly value this type of learning,
consequently we can infer
that their level of motivation is also very high.
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The interest in this learning
focuses on two aspects: employment and social life.
In the first case, they want
to feel better in your work
and in the second, believe
important not to feel left out in the framework of the
Information Society.
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Based on the heterogeneity of
the group analyzed, especially
regarding age and occupation,
the focus is professionally and
socially together, in the cases of
Italy, Bulgaria and Estonia because have the younger
people. Consequently, in the
case of Spain and France the
more widespread use is the private because students mostly
in these two organizations are
retired.
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The majority in the household equipment
consists of mobile phones,
Internet access and computer, while the
possession of other devices
like cameras or printers are
less frequent than the previous.
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The majority of PC use is the
word processing and email.
Consequently, when asked
about the use of Internet, e-
mail is a highly valued service. To this, the interest
joins the Internet as source
of information for professional use and for
leisure.
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Except in Spain and France,
the rest of students reporting having mainly
helps in tackling the use of
ICT. Has it, this comes mainly from relatives and
classmate.
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Regarding the intensity of
use, is particularly significant coincidence of
time spent using the computer and the time
spent on the Internet.
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We
can
conc
lude
th
at…
In general, students believe
that it is necessary to enroll
ICT courses in order to learn
properly. Students participating in the
survey also demonstrate their strong willingness for
training and development
its technological and social
skills.
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Thanks…