The obstacles ‘Lost years’ Some older people bring negative associations to the idea of ‘learning’. A sensitivity to these issues while planning and advertising courses will help to draw in the over-50s. Those who grew up early in the last century may have missed out on key elements of schooling. Indeed, many left school at 14, or even younger. Some people are acutely self-conscious about what they perceive as their educational ‘inadequacy’. They may have got by since school with basic literacy and numeracy skills, and this may present a barrier to accessing and successfully undertaking further learning. Many people simply associate the prospect of learning with unpleasant memories of schooldays and ‘exam dread’. A wariness of information technology is also common. Logistics Practical issues can be very real barriers. You might find it useful to ask the following questions – perhaps involving potential older learners in the discussion: Is the course affordable? Does it run at convenient times – for example, for those who prefer not to leave home at night? Is good public transport available? Is the location accessible to people with restricted mobility? Is the room layout suitable for the hard of hearing, or those with poorer eyesight? Does the tutor’s style suit the audience? Are information sources available and easily accessible? For example, are assumptions made about IT skills, or access to technology? Is support pitched at the right level – for example, is help given to find books or information matching the user’s level of literacy? Does your publicity convey the impression that older learners are welcomed and valued? Does the medium used appeal to the older audience? Positive answers to these questions will often provide an incentive for would-be older learners. The Better Government for Older People (BGOP) Network (www.bettergovernmentforolderpeople.gov.uk) offers some useful good practice tips.

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