ERIC Number: EJ871081
Record Type: Journal
Publication Date: 2009-May
Reference Count: N/A
Never Too Old?
Adults Learning, v20 n9 p30-31 May 2009
The Maths, ICT and Older Learners project was commissioned by the Department for Innovation, Universities and Skills and carried out by NIACE between October 2007 and April 2008. It aimed to identify factors that are influential in helping older learners develop their skills in mathematics and ICT, and, by doing so, to improve their social inclusion and employability. Specifically, the project sought to review relevant literature, to facilitate focus groups, to establish development projects aiming to evaluate innovative delivery of relevant programmes of learning, and to set up an online community as part of the QIA Excellence Gateway. This one-off study took place alongside longer-term ongoing NIACE research activity focusing on older people (see http://www.niace.org.uk/crow). The majority of findings and issues raised by the study related to policy rather than to practice. One of its main conclusions was that though the broad policy objectives developed in respect of the 50+ cohort are surprisingly well aligned across education, health, pensions and employment, implementation of these policy objectives by the different ministerial departments nearly always results in the relative marginalisation of older people, who, within those departments' overall responsibilities, are overshadowed by other groups.
Descriptors: Universities, Focus Groups, Mathematics Skills, Information Technology, Older Adults, Employment Potential, Foreign Countries, Numeracy, Government School Relationship, Evaluation
National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: firstname.lastname@example.org; Web site: http://www.niace.org.uk/Publications/Periodicals/Default.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom