1. Solidarity between generations: a focus on ageing workers
Lifelong learning for active ageing
Solidarity between generations: a focus on ageing workers
, Brussels
Gina Ebner

2. EAEA and LLLP LLLP: EAEA:
represents all of all of learning: all ages, all forms
The umbrella of the umbrellas
More than 40 members: all European associations
EAEA:
Represents (non-formal, general) adult education
From 16 / 18 / 19 / 25 to ....
133 members in 44 countries

3. Policy level Demographic change
Action Plan: It’s never too late to learn
Crisis
Highlight: 2012 European Year
2014: move of skills from DG EAC to DG EMPL: cohesion a bit lost
Renewed Agenda for adult learning

4. Renewed Agenda for adult learning
The crisis has highlighted the major role which adult learning ( 1 ) can play in achieving the Europe 2020 goals, by enabling adults — in particular the low-skilled and older workers — to improve their ability to adapt to changes in the labour market and society. Adult learning provides a means of up-skilling or reskilling those affected by unemployment, restructuring and career transitions, as well as makes an important contribution to social inclusion, active citizenship and personal development.
 In order to achieve an adult-learning sector capable of supporting the Europe 2020 strategy, much more remains to be done in relation to effective and efficient financing; in relation to the provision of second-chance opportunities and the acquisition of basic skills such as literacy and numeracy, but also digital skills; in relation to targeted learning for migrants, early school leavers and young people not in education, employment or training (NEETs), as well as for people with disabilities and older adults; and in relation to cooperation with employers, social partners and civil society.
 — Enhancing learning opportunities for older adults in the context of active ageing, including volunteering and the promotion of innovative forms of intergenerational learning and initiatives to exploit the knowledge, skills and competences of older people for the benefit of society as a whole.

6. Nevertheless Germany has a focus on older learners
Austria has linked their lifelong learning strategy with the strategy for older people
Countries with good adult education infrastructure tend to have older learners (and teachers!)
Positive impact of learning in old people’s homes

8. Universities of the Third Age
University, in this sense, means a gathering of people. It is not a college building, but simply a group of people interested in following a common programme of activities. No educational or professional qualifications are required (and there are no exams!)
The "Third Age" is the time in life when your career may be coming to an end, and/or parental and caring responsibilities have lessened. Third-agers have more time to explore new opportunities – both educational and social.
U3A members organise their own activities and learn together. They draw on the skills, knowledge, and experience of one another - everyone teaches and everyone learns. 
U3A originally began in France in 1974 and has spread worldwide.

9. Recommendations I
Rebalance resources fairly and sensibly across the different life stages
We need public agreement on the criteria for fair and effective allocation of resources for learning across the life course.
As a start, we propose a very broad goal: to shift from the current allocation ratios of 86: 11: 2.5: 0.5 across the four stages outlined above, to 80: 15: 4: 1 by This means approximately doubling the proportional support for learning in the third and fourth stages.
To counter any sense that we favour age segregation, we recommend redoubling efforts to support family and intergenerational learning.

10. Recommendations II
We need to ensure learning provisions for seniors in all European countries
We need to raise awareness for the benefits of learning (for seniors) across European societies (different ‘returns of investment’)
We need a more extensive outreach system for less privileged seniors
Adult education providers need to take learners’ voices into account (see learners’ charters and manifestos)
Better infrastructure / different learning environments
Higher estimation of non- and informal learning

11. Thank you!