1. CONTRIBUTION TO WP3 (Catalogue of Skills and Competences) TOP+ FINAL MEETING BRUSSELS 16.12.2009

2. WP3 TasksActionsOutput WP 3.1 Data Analysis Elaboration of the concept of the research on the basis of the results of WP2. Working materials WP 3.2 Conception of questionnaires Elaboration of three different questionnaires for three surveys targeted at three different types of respondents: older adults, trainers and stakeholders. Document Analytical Tools for Evaluating Older Persons’ Training Needs and Identifying Skills and Competences for Older Teachers of Adults (DVD) WP 3.3 Feeding the Databases Collection of data concerning older adults teachers/trainers/stakeholders. Files containing data on DVD Files containing data on the Project web site (Moodle platform)

3. WP3 TasksActionsOutput WP 3.4 Draft Report The statistical analysis of the outcome of the survey. The comparative study concerning EU member states regarding learning opportunities, factors influencing further education, occupation and qualification structures. Document: Analysis of the Answers to the Questionnaires Designed to Identify Skills and Competences for Older Adults Teachers (DVD) Document: Proposal of Skills and Competences Catalogue. Trainer of Older Persons Features Importance Evaluation. Analysis Results Based on International Comparisons (DVD) WP 3.5 Interviewing trainers and teachers Interviews of trainers and teachers from UE Member states conducted during the Internal Workshop (WP5) in Porto. Video-recorded interviews (DVD)

4. WP3 TasksActionsOutput WP 3. 6 Final Catalogue of Skills and Competencies Identification of attributes of the utmost importance for an trainer working with older adults and creation of the recommended skills and competences list divided into six thematic domains. Description of required characteristics of trainers active in lifelong learning concerning the attitude, defining the goals, presenting the content, applying methods, creating learning environment, social skills and technical/organizational aspects. Document: List of Identified Skills and Competences (DVD) Document: Overview of Skills and Competences Relevant to Trainers of Older Persons (DVD)

5. Lifelong Learning Participation in European Countries, 2007 Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.

6. Changes in Lifelong Learning Participation in European Countries, 2007/2004 Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.

7. Qualifications Structure in Europe, 2007 and 2013, 2020 Forecasts Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009

8. Changes in Qualifications Structure in Europe, 2007/2000, 2013/2007, 2020/2007 Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009

9. Qualifications Structure in Europe (By Gender), 2007 and 2013, 2020 Forecasts

10. Changes in Qualifications Structure in Europe (By Gender), 2007/2000, 2013/2007, 2020/2007

11. Forecast of Changes in Qualifications Structure in European Countries, 2020/2007

14. Occupation Structure in European Countries, 2006 (broad major group level – ISCO classification)

15. Changes in Occupation Structure, 2006/1996 (broad major group level & two-digit level occupations – ISCO classification)

16. Forecast of Changes in Occupation Structure, 2015/2006 (broad major group level & two-digit level occupations – ISCO classification)

17. Evaluation of the Importance of Features of a Trainer for Older Persons Survey Results – Poland

18. Evaluation of the Importance of Features of a Trainer for Older Persons Survey Results - Poland The most important: professionalism practical experience knowledge respect for others patience openness punctuality Less important trustworthiness friendliness reliability tolerance cheerfulness calmness flexibility initiative The least important:  confidence  dynamism  passion for teaching  curiosity  analytical abilities  optimism  carefulness

19. Evaluation of the Importance of Features of a Trainer for Older Persons Survey Results - Germany The most important: patience openness practical experience respect for others curiosity trustworthiness punctuality Less important professionalism passion for learning reliability tolerance optimism friendliness flexibility Initiative The least important:  extensive knowledge  dynamism  cheerfulness  calmness  analytical abilities  carefulness

20. Evaluation of the Importance of Features of a Trainer for Older Persons Survey Results - Cyprus The most important: flexibility respect for others tolerance carefulness cheerfulness Less important patience openness practical experience calmness

21. Evaluation of the Importance of Features of a Trainer for Older Persons (%) Survey Results - Romania 3 3 3 3 10 3 3 3 3 3 7 3 7 7 7 3 7 3 3 3 appropriate communication attention to group needs attention to participants feelings calm clear communication clear content confidence content and methods selection creating a good learning environment empathy expertise as facilitator expertise in the field approached friendliness give feedback open attitude open-minded oriented on achieving learning objectives patience pro-active attitude professional competence social skills

22. Most Important Shortcomings of Trainers Indicated in the Survey monotone lecture without real interest few: breaks, examples, exercises high speed, long training hours, rhythm too fast lack of patience more theory than practice poor time management unclear learning objectives not achieving learning objectives too much: theory, knowledge, materials, side discussions acting like teachers

23. Proposal of Catalogue of Skills and Competences PART 1: GENERAL ATTITUDE PART 2: DEFINING GOALS PART 3: PRESENTING THE CONTENT PART 4: APPLIED METHODS PART 5: LEARNING ENVIRONMENT PART 6: SOCIAL SKILLS PART 7: ORGANIZATIONAL & TECHNICAL ASPECTS

24. Proposal of Catalogue of Skills and Competences PART 1: GENERAL ATTITUDE concerning the importance of: professional knowledge professional experience sense of commitment recognition of needs, motivation etc provided feedback learning process evaluation

25. Proposal of Catalogue of Skills and Competences PART 2: DEFINING GOALS analysis of expectations and determination of the priorities in the learning process: knowledge and abilities to be gained by the participants, description of expected achievements, explanation of potential benefits, importance of the proposed subject matter, method of measuring progress

26. Proposal of Catalogue of Skills and Competences PART 3: PRESENTING THE CONTENT concerning the importance of: inducement of interest and critical reflection usage of experience and professional background relationship between theory and practice showing applications of obtained knowledge structuring and organization of the content

27. Proposal of Catalogue of Skills and Competences PART 4: APPLIED METHODS concerning the importance of: diversification of teaching methods involvement of the participants in physical, emotional and mental spheres tasks and problems to be solved during the training new experiences and experiments teamwork

28. Proposal of Catalogue of Skills and Competences PART 5: LEARNING ENVIRONMENT concerning the importance of: atmosphere of training (cooperation, confidence, trust, acceptance, respect, openness etc.) recognition of accomplishments pace adapted to needs prevention of exclusion from the group

29. Proposal of Catalogue of Skills and Competences PART 6: SOCIAL SKILLS concerning the importance of: emotions, relations and interactions dealing with group’s behavior and dynamics enthusiasm, interest and attentiveness patience, empathy and tact language applied listening skills

30. Proposal of Catalogue of Skills and Competences PART 7: ORGANIZATIONAL AND TECHNICAL ASPECTS concerning the importance of: physical learning environment duration of sessions and breaks partition of the training into separate units preparation and organization of training materials