Reflections on Learning

Reflections on learning, by Mary Mason

This is reposted from the archives of our previous blog (Friday, April 16, 2010)

I am just putting down a few thoughts I have had on the subject of intergenerational learning, but in particular, older learners.

What makes over 60s want to go back to studying?

I have taken note of my own age group (over 65’s ++) and it is quite a common comment –‘I was very good at English at school … or History … or Writing - and ‘I loved poetry’.

So, what makes one rather than another take the plunge and enrol for a programme?

What were the educational opportunities for these over 60s?

Before the advent of free secondary education in Ireland, the minimum school-leaving age was fourteen. The following scenario is from anecdotal evidence and from memory as I recall the situation when I left school, in 1952 at the age of 15, after primary plus a two-year commercial course in the High Scholl of Commerce (VEC), Rathmines.

Large numbers started work when they completed primary education.   A smaller number went on to Technical Schools (VECs) (or ‘the Tech’, as they were commonly known) i.e. apprenticeship courses and various other vocational courses which added another one or two years to their total full-time education.   A much smaller proportion, those whose parents could afford the fees and other expenses, went to secondary schools;  some up to Inter cert. standard, and a smaller number went on to Leaving cert.   A smaller number again, went to university; entry by Leaving Cert results or through direct Matriculation (the VEC’s ran Matriculation courses to prepare for this exam).

A graph showing educational attainment (copied below) ( taken from ‘The Story of Ireland’s Failure and Belated Success’, by John Fitzgerald- in 1997) bears out my recollection (and, I believe the comparison shows the effect free secondary education, introduced in 1969,  had on educational attainment):

Educational Attainment:

1997

(I have taken the age group 55-59 as a match for to-day’s over 65s and shown the age group 25-29 as a comparison)

Age Group 55-59                     Age Group 25-29

Primary            45%                             5%

Inter                 25%                             15%

Leaving            15%                             65%

3rd level           15%                             30%

(There are other variables, besides the introduction of free education, which could have had an effect on the changes, e.g. raising the school leaving age to sixteen).   (It would be interesting to see what effect the abolition of tuition fees at third level had, if any). *

The figures speak for themselves.

What stopped me from continuing my education before now?

I did continue my education; by various means:  short courses related to my work (I had resumed a full-time career and continued with it up to retirement, at age 63).   A career and other family commitments left time for little else.

How do over 65s find out about programmes for them?

In my own case, it was through my membership of the Older Women’s Network.  The Intergenerational Learning Project was brought to my notice through the Network’s monthly bulletin.   I was drawn to the opening module on ‘Understanding the Media’, through my interest in creative writing.  (And I refer to my remarks in my opening paragraph – I was one of the … ‘I always loved English literature and I always wanted to write …’ brigade!).   That led me to the current module on ITC (Information, Technology and Communication).

What’s different about the Intergenerational Learning Project?

The participation of DCU students reinforces the link that already exists between the older generation and our committed young population.   After all, we all come from families of one sort or another and its gratifying to see how the younger generation comport themselves among the older students with such ease and patience.   It comes very naturally to us to turn to our younger family members, with queries and requests to explain some new fad or foible that’s in vogue.   I believe we all did it for the generations that went before us – the time comes to us all, in some measure, when the parent becomes the child, and we are glad of it!

What have I  learned from the ILP?

I have learned a measure of self reliance.   The ‘see what I can do’ element of the  programme has been inspiring and my use of the computer is my link with the outside world:  my writing contacts, my ‘official’ world of bank, bills, tax, etc., my friends and family through e-mail, skype, photos;  the ‘rest of the world’ through Twitter ad Blogs (which need a bit more work from me, - so get going girl!).

Conclusion

I hope that in addressing the above, the answer to the first question will have been revealed.   The answers to the questions may pose other questions, for instance, it is self-evident that information must be readily available to potential takers – i.e. that implies the value of membership of clubs or organisations; and the generosity of student volunteers must be acknowledged as a vital ingredient for the mix of learning and self-confidence.