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It argues that while macro-level policy formation matters, research into micro-level community policy and teaching practices is equally valuable for shaping effective adult learning frameworks. Through an illustrative longitudinal example, it reports student experience evidence on approaches that maximize long-term centre operation and improve retention despite funding and staffing shortages.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-older-adults-technology-training-policies-lessons-from-community-practices/594352/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-older-adults-technology-training-policies-lessons-from-community-practices/594352.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper emphasize micro-level community practices in addition to macro policy formation?","Question",{"text":112,"@type":113},"It argues that consistent attention to what works at the everyday level can meaningfully assist policy formation, not just high-level policy design.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do community and non-profit organizations play in older adult ICT training?",{"text":117,"@type":113},"They function as major providers and develop their own ICT training policies and teaching practices to meet learner needs in the absence of government guiding frameworks.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is used to illustrate how older adult retention is maximized?",{"text":121,"@type":113},"The paper reports student experience examples from one community centre, based on an illustrative longitudinal case, describing policy and practice types linked to long-term operation and retention.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594352,1792170792,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 47, Number 2, July 2007  \nCreating older adults technology training policies: lessons from community practices  \nMichael Nycyk  \nPostgraduate, School of Social and Behavioural Sciences University of Queensland  \nand  \nMargaret Redsell  \nSkylarkers Healthy Ageing Program Inala, Queensland  \nInfluencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important to address macro issues of policy formation, research into micro issues can also be valuable in assisting policy formation. Using information technology and communication teaching in a community centre, it considers analysis of informal daily policies and practices  \nCreating older adults technology training policies: lessons from community practices 309  \nand what is working at the everyday level is important. Student experience examples at one centre teaching these skills to older adult are reported to show the types of policies and practices which maximised the long-term running of the centre and long periods of student retention. Like researchers addressing macro adult learning issues, it requires consistent reporting of results to educational policy-makers to remind them of what practices and policies do work for older adults.  \nIntroduction  \nLifelong learning for adults over 55 years of age is increasingly continuing beyond ceasing paid work. Yet it is argued that, overall, government educational policy-makers are not keeping pace informing supportive training polices to manage the growing demands for older adult learning (McIntyre 2005, Anderson 2004) . Much attention is being focused on the need to form national educational policies to guide how older adults are taught and how community learning programs are administered. Creating lifelong learning policies for retraining and skilling older adults has individual and community benefits. These benefits include the prevention of individual isolation from the community, access to social networksand the ability to use complex new technologies. Community and non-profit organisations are now major providers of older adult training and they provide opportunities for such benefits.  \nGovernments attempt to create uniform national training policies that advise community training centres on effective ways of teaching adults. Yet it is believed that this process of forming uniform policesis inconsistent (Bardon 2007) . Kearns (2005:373) has commented that, in Australia, community learning is little acknowledged as a key contributor to rapid and consistent social change. The assumption  \n310 Michael Nycyk and Margaret Redsell  \nfrom these comments is that adult training is not a priority for government in policy formation.  \nIncreasing attention is being paid to information and communication technology (ICT) training for older adults. Despite growing demand from retired and working older adults to learn such skills, governments take little interest in forming policies in this area. There have been attempts from government departments to advise on adult learning policy and desirable teaching of older adults. The federal Department of Communications, Information Technology and the Arts (2005), for example, has published case studies on the policy and teaching practice successes of various non-profit organisations. A common theme in these studies has been how community organisations form and administer their own ICT training and skills policies and teaching practices to meet learner needs. Creating effective policies and practices to administer and teach ICT skills for a growing older population, without government policy guiding frameworks, becomes the function of community organisations.  \nOlder adult ICT training policies have been successf","cbCaio83o4R6dlwV","https://ap.wps.com/l/cbCaio83o4R6dlwV","pdf",171956,17,"English","# Introduction\n## Lifelong learning and government policy gaps\n## ICT training demand and limited government frameworks\n# Research on policies and practices in Australian ICT training programs\n## Defining policy and identifying effective local informal approaches","[{\"question\":\"Why does the paper emphasize micro-level community practices in addition to macro policy formation?\",\"answer\":\"It argues that consistent attention to what works at the everyday level can meaningfully assist policy formation, not just high-level policy design.\"},{\"question\":\"What role do community and non-profit organizations play in older adult ICT training?\",\"answer\":\"They function as major providers and develop their own ICT training policies and teaching practices to meet learner needs in the absence of government guiding frameworks.\"},{\"question\":\"What evidence is used to illustrate how older adult retention is maximized?\",\"answer\":\"The paper reports student experience examples from one community centre, based on an illustrative longitudinal case, describing policy and practice types linked to long-term operation and retention.\"}]","Creating older adults technology training policies: lessons from community practices | PDF",1792078999,43]