TENTH NATIONAL MEETING OF UNIVERSITY PROGRAMMES FOR OLDER ADULTS - Burgos
TENTH NATIONAL MEETING OF UNIVERSITY PROGRAMMES FOR OLDER ADULTS "University training for older adults and promotion of personal autonomy. Educational policies, methodologies and innovations"
Date of beginning: 05/05/2008
City: Burgos
Place: University of Burgos
Date: 5, 6 and 7 May 2008
Honorary Committee and Scientific Committee: AEPUM Board and Organizing Committee
Organizing Committee: Theory and History of Education Area and Social Services Managament of the Castile-Leon Government.
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AIMS:
Scientifically contribute to the strategic and operational development of lifelong learning.
Analyze the contribution of University Programmes for Older Adults to the enhancement of personal autonomy.
Deepening in the social, personal and institutional meaning of University Programmes for Older Adults.
Study the roles of Universities in the development of University Programmes for Older Adults.
Learn and boost new teaching methodologies and organisational innovations in University Programmes for Older Adults.
Promote institutionalization of University Programmes for Older Adults in the Spanish Educational System and analyze their situation in the European Higher Education Area.
Contribute to make University Programmes for Older Adults an effective strategy for active ageing and quality of life.
DEADLINE FOR SUBMISSION OF COMMUNICATIONS: The deadline for submission of communications is set on March 15 2008.
ADDRESSEES:
Spanish participants of the University Programme for Older Adults (teachers, students and managers)
Professionals of the educational area.
Educational researchers
Students and Scholars
CONCLUSIONS:
General conclusions
By enhancing personal development, quality of life and interpersonal relations, the university programmes for older adults facilitate the improvement of personal autonomy and prevent dependency as a key feature of active ageing. Adult education, as university teaching, must promote meaningful learning but, at the same time, should respect the own characteristics of students by adapting the teaching methods, resources, materials, spaces... to the limitations of secondary ageing. University Programmes for Older Adults, as one way of lifelong learning in the university field, should meet the quality parameters established by the European Higher Education Area, seeking excellence. To improve the effectiveness of development of these programmes and ensure a stable funding, universities must promote cooperation channels with national, autonomical, provincial and local administrations as well as private institutions. The Spanish Association of University Programmes for Older Adults will keep working to achieve institutional recognition of these programmes. The University Programmes for Older Adults, apart from boosting the broadcast of lifelong learning, can ease the development of a freely chosen personal project. Communication findings of the working groups.
Education policies: It is demonstrable that in practices and experiences provided by programmes as well as by students and beneficiaries of this teaching, it is essential to adapt to social and technological changes, social integration, active citizenship, personal development and intergenerationality, really needed in an open and democratic society capable of making good use of the experience accrued. It is reaffirmed that a new requirement in the activities at universities, as well as teaching professionals through official university studies, is to broaden their offer to other needs and other segments of the population with non-formal, open and flexible offers that they must adapt to ongoing changes. This needs are materialised in: the specific training of adults over 50 years and the possibility of access, for those wishing to, to official university studies. Consolidate and define basic criteria of management, regulation, recognition and methodologies of Universities for Older Adults. Today, this need is addressed from various contributions of national research works, raised from universities and from AEPUM. There is a firm commitment to converge in basic and common criteria that benefit all and, also, that are demanded by older students. The coordination and communication between University Programmes for Older Adults and Students' Associations is a must, in order to exchange points of view and develop common strategies for the consolidation and recognition of these teachings. Above all, it is a need to improve the visibility and knowledge that society has of these programmes.
Methodologies: It is confirmed, through different research works, that students of University programmes for older adults increasingly use different technological resources (mobile phone, computing, Internet), and most of them consider these resources to be a way of personal and cultural enrichment. This way, they can avoid social isolation. University programmes for older adults must use an active, participative and interdisciplinary methodology, globalizing when possible all knowledge areas. They should also combine individualized attention with group and team dynamics. Different universities are developing new methodological designs (seminars, practical lab classes, field studies, educational portals, etc.), whose broadcast will ease the implementation of other university programmes. The communications submitted in this table have stated that some science or technology subjects, at first neglected by students, will now benefit from the use of these innovative methodologies. If the participation, cooperation and improvement of comprehension rises, the interest will also rise.
Innovations: New technologies ease fast access to knowledge, encouraging active participation and integration of seniors in today's society. The need of easing specific tools is confirmed. They should be embedded in educational portals adapted to the own characteristics of older adults. They should also serve as tool to introduce innovation in the planning and development of university programmes for older adults. The experiences developed in this field have shown to be "good practices" that encourage learning and improve the quality of teaching.
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