Good Practice
- Ensure that on-going quality evaluation is built into all learning provision.
- Embed older learners' provision into the mainstream. Too often activities are run simply because a specific individual is interested in working with older learners – and if he or she leaves, the provision leaves too.
- Provide staff development for those who support tutors. This is of particular importance in care and residential settings, to ensure that staff are aware of the importance of learning activities for older people – and the need to stick to a learning schedule.
- Don't try and do it on your own! Work with partners and other agencies – in particular you may find it useful to engage the voluntary sector – they're often the innovators – and find ways of sharing resources and linking provision.
- Consult with older learners – and prospective learners – to find out what they want. Don't try and impose what you think they want!
- Don't presume that all older people want to learn with their peer group. Some undoubtedly feel most comfortable with people of their own age – but others may welcome the chance to learn with younger people.
- Offer one-off taster sessions – preferably free - on a non-commitment basis to build confidence and stimulate interest.
- Wherever possible, offer learners the option of gaining a qualification from the course they're taking – but don't penalise those who don't want to.
- Offer provision which is flexible and tailor-made: it is important that older learners can explore their own interests rather than being restricted to certain regimented courses. For example, an information technology course which focuses on the basics which older people can use everyday – how to e-mail grandchildren, how to surf the Internet, how to word process a letter.
- Acknowledge that 'learning' is only one part of a learning activity. The opportunity to socialise and make friends is just as important – often more so – than the learning itself.
- Be innovative - break away from traditional learning settings and traditional expectations that the learner will come to the learning. Instead take learning to the learners.
- Think creatively about where and how you can offer learning activities, and which partners you can involve. For example, consider working with 'alternative' learning providers such as theatres, libraries, museums and art galleries.
- Consider setting up a learning satellite or 'one-stop shop': a single, accessible location where people can go for advice on what learning opportunities are open to them e.g.: local GPs surgery or library.
- Recognise that ethnic minority learners – and tutors who work with them - will need additional support, e.g.: translation services, both for learners themselves and for learning materials, training for staff which takes account of particular sensitivities for ethnic minorities etc.
- Think about the physical issues faced by older learners: some may have hearing and sight problems which provision will need to address, e.g.: large print materials, specialist software for IT learning etc.
- Share your successes! Think about telling your local newspaper, TV or radio about what you and your older learners have achieved. This might attract more learners to the activities you're offering, or stimulate prospective partners to approach you.
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