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A new ten year adult literacy, numeracy, and digital literacy strategy

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Adult Literacy for Life is a new ten year adult literacy, numeracy, and digital literacy strategy

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LIFELONG LEARNING PARTICIPATION IN IRELAND A focus on marginalised and vulnerable groups. Developed by: Aisling Meyler, Dr Laura Lovejoy and Lauren Swan

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LIFELONG LEARNING PARTICIPATION IN IRELAND A focus on marginalised and vulnerable groups. Developed by: Aisling Meyler, Dr Laura Lovejoy and Lauren Swan

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This report outlines the findings from AONTAS’ Lifelong Learning Participation Research, with a total of 1,101 participants. Check out Focus Group 5 on page 22 which focuses on older adults.

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Later Life Online is part of the TO SWITCH Erasmus Project. AONTAS is a partner on this project which responded the growing digital divide in society and workplaces by developing innovative training processes, with  particular focus for people over 50.

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Later Life Online is part of the TO SWITCH Erasmus Project. AONTAS is a partner on this project which responded the growing digital divide in society and workplaces by developing innovative training processes, with  particular focus for people over 50.

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An Cosán's Digital Stepping Stones assessment tool makes it easy for people to find out what digital skills they have and where they need to upskill to fix any gaps in their personal digital divide

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Digital Stepping Stones | Digital Skills Self-assessment

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Digital Stepping Stones is a free self-assessment tool that helps you check how digitally literate you are. Check your digital skills in just 15 mins.

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Where individuals can learn

over the phone with one of our Adult Literacy Educators

online on their own

using the online platform in a centre that is using Learn with NALA

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Welcome to our new look Learn with NALA website. It works the same as the old site but if you need any help call us on 1800 20 20 65. Please tell us if you notice anything not working here

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NALA Freephone number and text if people are interested in getting more information about literacy learning 1 800 20 20 65 or text LEARN to 50050

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NALA Freephone number and text if people are interested in getting more information about literacy learning 1 800 20 20 65 or text LEARN to 50050

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GATHER free 3 day online assistive technology (AT) event, 22-24 May 

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GATHER free 3 day online assistive technology (AT) event, 22-24 May 

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AHEAD, in partnership with AONTAS, the National Adult Learning Organisation, and the National Adult Literacy Agency (NALA), are delighted to bring you GATHER, a free 3 day online assistive technology (AT) event.

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AHEAD, in partnership with AONTAS, the National Adult Learning Organisation, and the National Adult Literacy Agency (NALA), are delighted to bring you G AT HER, a free 3 day online assistive technology (AT) event.

Did you know that between your phone, your laptop and whatever tools your workplace or educational institution provides, you likely have access to:

Amazing literacy aids like digital reading coaches and advanced writing support to hone your reading and writing skills and the teaching of those skills

Incredible technologies to help you type and edit through your speech and have documents read back to you in a voice of your choice

Simple and beautiful organisational tools to help you and your learners manage their busy lives and studies

Specialist apps that can do all sorts of tricks, like assist blind learners in navigating the physical world, provide ambient sound to support learners who are easily distracted to focus, or provide live captions of speech to deaf learners

Pretty neat, yeah? And new assistive features and products are being released every week which can unlock learning for you and your students. But, we know it's hard to find a community that can help you:

stay on top of new developments,

build confidence in using these technologies, and

share insights from different learning contexts.

That is why AHEAD, AONTAS and NALA have joined forces to host GATHER. This 3-day online event aims to:

Bring educators and support professionals from community education, further and higher education together to informally learn from experts and each other about all things AT;

Raise awareness about the broad range of available AT and how to use it, with a strong focus on assistive features within free and mainstream technologies;

Encourage educators to model AT use in their teaching to increase awareness and normalise usage;

If you are AT curious, an AT user or an AT advocate, then 'GATHER' with us for this 3 day online Assistive Technology event for fun, insight, and chats about all things AT.

Assistive Technology has many voices and we want to hear yours. There are four types of presentation submissions that we are seeking, so you can share your AT project or initiative with our AT Gathering.

"How did you do that?" - 10 minute demonstrations of AT.

Short and snappy presentations - 15 minutes long.

1. A.T. related presentation - 30-45 minutes.

2. Pre-recorded video presentation 10- minute long video about an AT topic.

Submissions Deadline: 5pm on Thursday 6th of April 2023. Submissions will be reviewed and we will contact contributors as soon as possible.

Download the GATHER 2023 Submission Form
Email completed submission forms to events@ahead.ie with the subject line 'GATHER Submission'.

Following review, AHEAD may offer you a different format of presentation.
Suggested topics:

AT projects, case studies and initiatives that have been implemented across your institution or centre.

Creating AT champions and using buddy/mentoring systems to support AT use.

Modelling AT in your classroom to lower barriers and support student success.

Research in the field of AT in tertiary education.

New ways of approaching AT needs assessments.

In the event, all presentations will be recorded and shared publicly under a creative commons license to promote AT use, and AHEAD reserves the right to use these videos in a range of settings, e.g. for sharing on social media and inclusion as learning material within AHEAD courses.

Please ensure your presentations are accessible. We are happy to offer guidance and support if needed. Please contact our Digital Media Officer, Danielle O'Rourke, for assistance with this: danielle.orourke@ahead.ie

Please Note: AHEAD is not seeking submissions from AT software companies for this event.

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GATHER - An online Assistive Technology Event Open for Registration

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AHEAD, in partnership with AONTAS, the National Adult Learning Organisation, and the National Adult Literacy Agency (NALA), are delighted to bring you G AT HER, a free 3 day online assistive technology (AT) event.

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From adult learner to adult educator, Ashling Johnston shines a light on how going back to education can change lives

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From adult learner to adult educator, Ashling Johnston shines a light on how going back to education can change lives

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We're sharing Ashling's story as part of One Step Up Week this January! One Step Up is a free information service that raises awareness about the benefits of returning to education as an adult. For more, check out onestepup.ie
"There came a point where I knew I needed to do something," Ashling Johnston tells us over Zoom. "So, I walked into my local ETB [Education and Training Board] in Tallaght."

Ashling had negative experiences at school, and she wasn't comfortable with writing and spelling. But, at the age of forty, she figured that going back to education would help her get back into the workforce, having spent years at home looking after two children.

"I joined a very long queue, actually," Ashling tells us, "at my local ETB in Tallaght Village, and I remember standing in that queue and thinking to myself: 'This isn't for me, I'm not going in here!'"

But she went in anyway. And her experience of going back to education as an adult was completely different to school. She started a Level 5 Business course. She was unsure whether she'd be able for it, but received lots of encouragement and support from tutors and staff there.

One of her tutors, Meliosa Bracken, a Community Education Facilitator at City of Dublin ETB, brought out laptops for people to use. "That was my first experience of someone giving me a tool."

Ashling and her fellow learners were told they would learn how to do research. "And we were told we were going to be researching child psychology and child development. The Little Albert study was the first thing I was asked to research. For pretty much every woman in the room who had children, this was something that drew you in. It was a topic that drew me to the laptop."

This idea came up at our recent webinar series, " Imagining Adult Education ", where we discussed how classes and courses should be led by what people are interested in.

"You have to be introduced to these things," Ashling says. "I mean, you don't know what you don't know, before you know it!"
Learner Voice: Having a Say in Decisions About Education
Letting the people who are doing the learning lead the curriculum goes against most of our post-primary level school experiences. But this changes through the idea of "Learner Voice", which means that learners should have a say in decisions about their own education. It means that those who learn, not just those who teach, should influence their experience of learning.

"It was very empowering to feel you had ownership over your own learning, and you were involved in how you wanted to progress," Ashling says.

Through support from the tutors and the guidance counsellor Caroline Duffy from Dublin and Dún Laoghaire Education and Training Board, Ashling gained confidence. The staff were very different to her experience of post-primary school teachers.

"I've never known anybody to be so real, so themselves," she says. "My experience in secondary school was that teachers are all knowing and that made me feel inferior."
The Importance of Career Guidance
While doing her Level 5 course in General Business with IT Skills, Ashling was encouraged to start thinking about her next step.

Not all learning is about progression to higher level or university education. Some forms of learning have impact because they help people gain self-confidence, meet others, or develop a healthy routine. Doing an art course or a gardening class can be just as impactful to someone as learning a skill for employment. This is what we call community education.

"My initial engagement was what I see as adult community education," Ashling says. "That centre in Tallaght village was in my community, it was people working for the people in their community."

For those who might want to keep going with education, Ashling tells us it is essential to get options and ideas for what a person might want to do. Career guidance, she says, "should play a much more major role in individual learners' experiences."

The career guidance counsellor Caroline used to "hunt her down" between classes to give her a course prospectus. Caroline and Meliosa shared options with Ashling about what kind of course she could go on to do.

"I told her, 'I'm too old, Caroline, I'll be fifty when all that's done.' She told me that it didn't matter, that I was going to reach fifty anyway, and when I got there I would just be minus a degree."

Ashling realised she was interested in psychology. "Because my dad died of a brain haemorrhage, I started reading about the brain and watching free Harvard lectures on psychology on YouTube. And you can go on the website for Maynooth University and actually see the breakdown of each semester and the content of each module, so you can see if you are actually going to be interested in the subject. And I just thought, 'Get me in there'."

Caroline organised buses for the learners to go to open days. Ashling discovered she could get into psychology through the Arts.

"The women in the community believing in me and empowering me enough to go out and enquire about it, and their help in writing my letter to get in - that was enough."

She found the process of finishing her Level 5 course challenging, "particularly the Accounting and Excel parts as these are both the subjects I struggled with in secondary school."

"There was another woman in there, Niamh O'Connor, Project Co-ordinator in the Tallaght/Citywest area, and she was so patient. She told me, 'just put it all out on the kitchen table'. I told her I would put it in the bin!"

But Ashling ended up getting Distinctions in all her modules.

"You set yourself up psychologically to fail before you've even begun. And you really need people behind you to help you understand that isn't the case. And I tell my kids now, you can set yourself up to achieve, even having failed before. Where there's a will, there's a way."

She realised she was actually interested in sociology and anthropology - which is more about studying people and cultures - than in psychology, which focuses a lot on statistics and analysis.

"I had such a wonderful experience, and it changed my life and my whole family's life for generations to come. Even though the degree didn't get me a job, it was empowering for me. To know that I was able to read the stuff, and understand it, and write at that level."

From Learner to Teacher

Ashling went on to apply for the Higher Diploma in Adult and Further Education to teach, followed by a Masters in Adult, Community and Further Education at Maynooth. On the Higher Diploma course, she says, the co-creation of the content was fantastic: "It was all about connection, there were no barriers."

As part of her teacher training, she had to do 100 hours of teaching practice. Associate Professor at Maynooth University, Camilla Fitzsimons recommended her to contact An Cosán in Tallaght.

"I really wanted to complete my teaching practice hours in more than one educational organisation," she says, "and at the top of that list was An Cosán as they are known for their holistic educational practices. We had to source our teaching practice hours and knock on several doors to gain experience, so you needed to be confidently persistent."

When asked about how she had the confidence to keep going back, and keep following up, she says, "I put that down to people empowering you. If you have two or three people around you that continually push a vibe onto you every day, you start to feel more and more powerful."

She says that connecting with people and gaining confidence made her happier.

"We need to be careful with how we measure success. I absolutely don't think it's only about getting a job."

She found herself drawn to digital tools that help people with their learning.

"Using the internet to watch videos and lectures can help gain a better understanding of a concept and this can be a game changer. When I found something hard to understand, I would watch videos explaining it in different ways until I was confident I understood. For many people, reading alone doesn't suffice."

Ashling began her teaching practice with Deirdre Bannon, An Cosán's Childcare Tutor.

"Deirdre was intuitively student-centred and empowered me to use my own experiences and skills, and believe in the power of the holistic teaching and learning process. We co-facilitated Level 5 Childcare Modules, where I would bring in technology to make the content and the learning experience more accessible and relatable to learners. This was the beginning of a truly transformative learning experience for me in terms of tutoring."

She did some of her teaching practice in the Tallaght community in An Cosán, moving on to teach courses in Excel and Word processing online. "I realised I could help people because I'd been through learning it as an adult myself." She decided to "break it down to its simplest form."

"I always wanted to know the why of everything. What is this for? Why would I use this? So that's how I started with the students. Making everything relatable to students' lives and experiences - even Excel - just makes the whole learning process easier and more enjoyable."

She was also learning new things about Excel and re-learning. "I really loved the experience of the learning journey, of it being a mutual learning journey between myself and the students."

How Technology Can Help Us Learn

Ashling is now the Digital Skills Tutor at An Cosán, helping people to gain basic digital skills, and confidence, helping people to shop and bank online, take part in online courses, connect online with friends and family, find a job, and do this safely and securely online.

Ashling works as part of a An Cosán's Digital Inclusion team, offering training and one-to-one supports to people. Her main role is to support and train other community educators around the country to use and incorporate An Cosán's digital inclusion tools to empower their own communities and individuals they support.

"Our Digital Inclusion Team aims to help bridge the digital skills gap in today's society. Around half of all Irish adults lack basic digital skills and we hope to align with the European objective of having at least 80% of all adults having basic digital skills by 2030."

"We recently launched Ireland's first Get Yourself Online campaign, to support the furthest behind first. I feel deeply connected to this role because I used to be someone who felt left behind."

Wellbeing and Childcare Support are Essentials for Education

When she returned to education, Ashling says, she struggled with taking time away from her family and her children. "I felt guilty. That's a thing you battle with constantly."

It was only through the support of the women around her, telling her their own stories, that she was able to keep going.

"Sometimes just hearing that story, that's enough to know it's possible. Just letting somebody know that they can, sometimes is just enough to make them believe that they can."

But now, all she has achieved and the work she is doing, she says, "has changed my family hugely. Generational transformation. I can see it on a daily basis with my daughter, who has gone on to third level education as a direct result of watching Mammy over the last seven years."

But access to education is still a problem for women who have young children. "I see so many women in that situation where they have a child and don't have anyone to help mind the child, you can't work because you can't pay for childcare - you are trapped. And as a parent, you want to give your child everything you can, but you feel totally powerless to be able to do that.

Gaining digital skills and access to courses online opens things up for women to return to learning. Supports such as childcare also allow women opportunities or the chance to return to learning. An Cosán provides childcare onsite.

An Cosan's wraparound support services is like wrapping somebody up in a blanket - that's what the learning experience feels like for students in An Cosán."

She goes on to say that the majority of the students she sees are parents, and that many of those are parenting alone.

"We understand how empowering women and giving them a sense of wellbeing and wraparound supports is critical for their learning journey. Nurturing the learner and bringing a sense of wellbeing into the classroom is essential to An Cosán's approach to adult learning. It's really about nurturing the person, being learner-centred and providing tailored supports to ensure no one is left behind."
Learn more about An Cosán and their Get Yourself Online campaign. Check out the Digital Stepping Stones tool and learn more about yourself and your digital skills. AONTAS works with adult learning partners in Ireland and across Europe to make the digital divide a thing of the past. Read more about the To Switch Erasmus+ project, Learn more by visiting https://www.onestepup.ie/ today or call us on freephone 1800 303 669 and chat with a member of the AONTAS team! and our recent Learners As Leaders programme about the digital divide.
This piece from Ashling is being shared as part of the One Step Up information campaign, happening from 9th to 13th January 2023, as part of New European Agenda for Adult Learning (NEAAL) project One Step Up. This raises awareness about the benefits of returning to education as an adult.

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"You can set yourself up to achieve, even having failed before"

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We're sharing Ashling's story as part of One Step Up Week this January! One Step Up is a free information service that raises awareness about the benefits of returning to education as an adult. For more, check out onestepup.ie "There came a point where I knew I needed to do something," Ashling Johnston tells us over Zoom.

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The Digital Competence Framework for Citizens (DigComp) provides a common understanding of what digital competence is the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society

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Definition of Digital Competence

In DigComp, digital competence involves the "confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It is defined as a combination of knowledge, skills and attitudes." ( Council Recommendation on Key Competences for Life- long Learning, 2018).

Competence areas

The DigComp framework identifies the key components of digital competence in 5 areas (Dimension 1). The areas are summarised below:

1. Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.

2. Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one's digital presence, identity and reputation.

3. Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.

4. Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.

5. Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.

The DigComp Conceptual reference model

There are 21 competences that are pertinent to these areas, their titles and descriptors are outlined in Dimension 2.Taken together, Dimension 1 and 2 form the conceptual reference model. Additional Dimensions outline Proficiency levels (Dimension 3), Examples of knowledge, skills and attitudes (Dimension 4) and Use cases (Dimension 5). The latest publication, DigComp 2.2, presents the consolidated framework.

1. Information and data literacy

2. Communication and collaboration

3. Digital content creation

4. Safety

5. Problem solving

Publications

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Information on DigComp 2.2, including a high-level overview and links to other DigComp publications.

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Find out more about An Cosán's online community education programmes here

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Find out more about An Cosán's online community education programmes here

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Since 2014, An Cosán have been innovators in the space of providing online community education. We work with a network of community partners throughout Ireland to ensure that everyone can access the education they need to follow the path to a brighter future.

With online learning, you can study at home or on the move, at a time and place that suits you. Tutors provide readings and online activities including essays, wikis and forums. Students have control of their own learning, and you can take part in a weekly group discussion in the live classroom.

All courses begin with a welcome day where learners and tutors come together, learn how to use the software and chat about their hopes for the course.

Weekly live discussion sessions take place in our virtual classroom, where learners can meet their tutor and each other to build on the work completed in their own time.

An Cosán is committed to demolishing the digital divide and ensuring no one is left behind. Learners will focus on developing digital skills to enable them to use a wide range of educational technologies and online learning environments, for their own personal learning, as well as in their professional lives.

This allows everyone in our society equality of access to essential elements of the new digital environment, allowing them to engage with further educational opportunities, seek work in the digital economy, enhance their children's learning outcomes, amongst a range additional benefits that so many take for granted.

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Since 2014, An Cosán have been innovators in the space of providing online community education. We work with a network of community partners throughout Ireland to ensure that everyone can access the education they need to follow the path to a brighter future.

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This tool can help you plan your career, get a job and build skills for the future with this free and interactive training

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Free tools for learners and advisors

Accenture's Skills to Succeed Academy is a free, highly interactive online training program. It helps learners build the skills and confidence they need to make smart career choices and find and succeed in employment.

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The Skills to Succeed Academy is a free online learning programme, created to help address youth unemployment in the UK by supporting young people to choose the right career, as well as build the key employability skills they need to find and keep a job.

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Eight European partners from seven countries collaborate in the framework of the Erasmus + KA2 program - Cooperation for innovation and exchange of good practices - for the implementation of the TO SWITCH project

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Tweets by ToSwitchEU

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“Do something outside your comfort zone – you might enjoy it!”: Creativity Takes Courage Learners As Leaders Programme

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“Do something outside your comfort zone – you might enjoy it!”: Creativity Takes Courage Learners As Leaders Programme

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"Learners As Leaders" is a learner-centred flexible programme that brings adult learners together from across Ireland, empowering them to share their stories, build their skills, and become advocates for adult and community education, and for their communities. This July and August, AONTAS EU Projects Officer Ecem Akarca, Project Officer for Capacity Building Conor Thompson, and Communications Officer Kate Smyth are running the programme with the theme of "Creativity Takes Courage", which includes a painting class!

Learning online can bring advantages and challenges. Last week, twelve participants on our latest Learners As Leaders programme told us how much they enjoyed doing a painting class through Zoom. Many were nervous, and had not painted since school, or had never painted. But they joined us anyway and, as one participant commented, "sometimes you just don't know what you're interested in."

Each learner received paints and supplies in the post in advance, and we all tuned in for a session facilitated by Paint and Prosecco (without the prosecco) to paint lions, all from our own homes across the country! We run the Learners As Leaders programme twice a year through the European Agenda for Adult Learning, and every time there is a different theme. The programme provides a platform for learners to share their experiences and ideas so that they can help shape how learning is delivered, and share the benefits of learning with other people in their communities or families.

This year, we decided on the theme of "Creativity Takes Courage" - a quote from French artist Henri Matisse - because the main session of the programme was an online painting class, and because it takes courage to join a class or course, to show your creativity, to be vulnerable, to open up to the possibility of "getting it wrong."

According to one participant, the programme actually helped them to challenge that idea of right and wrong in learning, and to think of making mistakes as part of a growing experience: "You learn more by getting it wrong," he said. It helps developing your curiosity and, he said, "getting outside your comfort zone is a good thing."

This was reflected by another participant, who told us that anyone thinking about getting back to learning should do it: "Do something outside your comfort zone - you might enjoy it." She said the fact that she enjoyed the painting session through Zoom "proves you should push the boundaries."

The facilitator showed participants how to paint their lion, providing tips on how to sketch the image first, and then how to build up the painting, using different colours and brushes for different sections. He emphasised the importance of "creative interpretation" when painting, and stressed that no two paintings will be alike and that is a good thing.

This helped to ease participants' sense of self-doubt or unease at the process. One learner reported that she was apprehensive about the session beforehand. "But I've broken that barrier in my mind," she said, and felt she would now be more confident with online learning.

While digital learning was the only option available for most of the last two and a half years, now many are choosing to return to in-person learning. Learners often find this more beneficial as it provides a sense of community and inter-personal contact. It gets people out of the house. It is also often easier to learn, to ask questions, or to maintain attention in an in-person learning environment.

However, remote or online learning is still a valuable option for many. This can be to do with geographical location, and we had learners join the "Creativity Takes Courage" programme from across the country, from Clare to Donegal to Wicklow. Online learning can also be a good option for older people or those with health concerns. COVID-19 is still with us, and some people are not yet comfortable about returning to in-person classes. It can also be helpful for those with caring responsibilities or demands on their time, such as part-time or full-time work. One participant on the programme was minding her grandchild, who decided to paint along with us (showing the intergenerational power of learning!)

Several of the learners expressed surprise at how much they enjoyed the experience, given how nervous they were beforehand. One participant said she felt "anticipatory dread" the night before, but then asked herself: "What's the worst that could happen?" She said that the tone of the session was warm and friendly, and it helped that the AONTAS team and the facilitator all took part in the painting sessions.

Another learner said that she had been apprehensive. "But I've broken the barriers in my mind," she stated. Online learning is important for her because she has a degenerative disease and at some stage, "the digital world will be my world."

One participant described it as "extraordinary" that people could get together online, from all across Ireland, for a facilitated painting course. He was energised by the experience and spoke about the boost it provides. Similarly, another learner stated that it was "great fun and fun is really important in learning."

"But there's a difference between academic learning and creative learning," another participant commented. She said that in academic learning, there is no fun, while in a session like this one fun is part of the process.

Findings from the programme are still being developed, and there is a third and final session next week for this year. However a couple of preliminary findings include:

The importance of setting the tone with learners, including holding ice-breaker sessions, break-out discussions, gathering feedback, and, importantly, letting the learners' needs guide how the programme or course is structured and delivered

Working towards making academic learning, or education for skills or employment, more fun and engaging, and more of an enjoyable experience. Education can be designed to achieve a goal for learners, while also being an enjoyable experience and a warm, encouraging, positive environment. Positive reinforcement works much more effectively than negative reinforcement, especially when encouraging learners to keep coming back and keep logging on, and especially in consideration of other difficulties and barriers they may face, such as health issues or caring responsibilities. If we can make learning accessible, engaging and fun, people will want to learn.

On 9 th August, we will hold a further session with the group to gather more feedback and ask their ideas about how online learning can be improved. Watch this space for more.
Click here to find out more about last year's Learners As Leaders programme. This programme is funded through the New European Agenda for Adult Learning.
For more information, contact our Ecem Akarca, AONTAS EU Projects Officer, at: eakarca@aontas.com

Written by Dr Kate Smyth, AONTAS Communications Officer

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"Do something outside your comfort zone - you might enjoy it!": New Creativity Takes Courage Learners As Leaders Programme

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"Learners As Leaders" is a learner-centred flexible programme that brings adult learners together from across Ireland, empowering them to share their stories, build their skills, and become advocates for adult and community education, and for their communities.

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Excellent discussion and conclusions. But we still need to demonstrate that digital skills and technological transformation are paramount to reactivate older people .  

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Excellent discussion and conclusions. But we still need to demonstrate that digital skills and technological transformation are paramount to reactivate older people .  