"

Executive summary
Learning plays a key role in ageing societies as it can help to address many of the related
challenges and opportunities, such as increasing social and health expenditures, older people's
participation and contribution to the economy, re-skilling and up-skilling in the knowledgebased
information society and inter-generational sharing of experience and knowledge. When
dealing with learning in ageing societies, it is important to consider learning in the broad
sense and not only look at formal learning institutions. Learning can take place in formal
education (i.e. structured learning leading to certification) and non-formal settings (i.e.
structured learning situations, but not necessarily leading to certification). Learning can also
take place in informal settings (i.e. in everyday life, often unintentionally) by oneself and in
interaction with other people. The non-formal and informal dimensions of learning come to
the fore especially in ageing societies, while at the same tome ICT (Information and
Communication Technologies) are playing an increasingly important role.
In scientific and policy discussions on active ageing, the notion of quality of life is receiving
increased attention. Improving the quality of life of older people requires taking into account
their work environment, their community and social relations, their home environment, and
their personal well-being. They have different types of learning needs, related to improving
knowledge or their ability to accomplish practical tasks. Learning can also be considered as an
important activity in itself, improving personal fulfilment and social connections. However,
there are personal barriers to the access to learning, and the skills, abilities and motivation
needed. Older people are a heterogeneous segment of the population and, in order to develop
flexible and relevant learning opportunities, it is necessary to take into account both the
content and the conditions of learning in their specific contexts. Finally, it is not only
important to involve older people in learning to improve their knowledge but also to provide
the opportunity for others to learn from them.
ICT have an important role to play in developing learning opportunities for older people both
as a topic in its own right and also as a means of learning in the knowledge society. ICT can
provide more individualized learning, compensate for disabilities and provide new
opportunities to access information and services. However, it may also bring new obstacles,
depending on the tools and approaches used. Present ICT tools are often not user-friendly for
older users, who may have physical limitations and low ICT skills. When developing ICTenabled
learning, special consideration should be given to older people with disabilities and
with little experience of ICT interfaces. Difficulties in learning to use ICT tools may prevent
learners from learning effectively with ICT-enabled approaches or even kill their motivation
for pursuing learning, if ICT tools are involved.
Promoting lifelong and lifewide learning requires the development of a whole new vision for
the role and organization of learning in the future, involving different groups of people and
social networks, organizations, educational institutions and workplaces in new ways. There is
a need to improve research and development on learning tools and approaches designed to
meet the different needs of older people. Older people themselves should be involved in the
development processes of tools and learning projects as users, experts and senior advisors.
Holistic policies are needed to support learning opportunities in ageing societies. These
policies should be linked to the overall development of lifelong learning. Lifelong learning
policies can maximise the readiness and ability of older individuals to learn, by supporting
continuous learning throughout their lives. Particular attention should be paid in these policies
to older people as both learners and mentors. Learning opportunities for older people outside
organized education should be promoted by informing people and by supporting local and
ICT-enabled networking communities and meeting places that enable interaction and
knowledge sharing between generations, both with and without ICT."

TABLE OF CONTENTS
Acknowledgements ....................................................................................................4
Executive summary ....................................................................................................5
1 Introduction .............................................................................................................7
Ageing and the information society .........................................................................7
Role of learning in the ageing society .....................................................................8
Structure of the report .............................................................................................9
2 Active Ageing and Ageing Well .............................................................................11
Active ageing ........................................................................................................11
Qualify of life .........................................................................................................12
Diversity of older people........................................................................................12
3 Learning and Ageing.............................................................................................15
Lifewide learning ...................................................................................................15
Learning needs and motivations of older people...................................................16
Barriers for learning among older people ..............................................................17
4 ICT for Ageing Learners........................................................................................19
Opportunities of ICT ..............................................................................................19
Challenges of ICT-enabled learning......................................................................21
5 Broadening the Research and Development Agenda ...........................................23
Developing ICT tools to address the needs of older people..................................23
Developing ICT-enabled learning opportunities ....................................................24
6 Concluding Remarks and Policy Suggestions.......................................................27
References ...............................................................................................................29