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University Programs for Older Adults (Programas Universitarios para Adultos Mayores or PUMAs) have been developed throughout the world as an outcome of two worldwide policies: Life Long Learning (LLL) and Active Aging as a priority direction (UN, 2002). According to these policies, older persons should become full participants in the development process of a society, sharing in its benefits, while policies and actions should promote a positive view of aging. The present paper sets out to report some of the results from the evaluation of four PUMAs offered in 2009–2010 at four Universities: Autónoma University of Madrid (Spain), Autónoma University of Mexico (Mexico), Catholic University (Chile), and La Habana University (Cuba). With this purpose, a study with quasiexperimental design and nonequivalent control group was carried out. In total, 313 students (75% women, age range 50–87) on these four PUMAs and 190 controls (77% female, age range 50–91) participated in this evaluation study. Pre- and postexperimental and control comparisons results yielded significant differences in the expected direction: those people attending PUMAs significantly improved their self-perception of aging and group stereotypes, as well as significantly reduced their negative affect, and improving their emotional balance. At the same time, their perception of cultural age stereotypes became more negative. The results are discussed from the point of view of the II International Plan of Action on Aging objectives: the reduction of negative stereotypes and the promotion of the role of PUMAs in active aging. [ABSTRACT FROM PUBLISHER]

The interest around intergenerational programs and the fostering of intergenerational relationships is growing internationally. However, studies on the profile and functions of intergenerational program managers are still scarce. Furthermore, available approaches to the traits and functions of intergenerational program managers have not highlighted which features are distinctive of these professionals. Through a Delphi study undertaken in Spain, with participation of 18 intergenerational program managers and 12 intergenerational specialists, consensus was reached around characteristics of both the general profile of intergenerational program managers and the specificities of this occupational role. On the one hand, being able to work on a team, having skills for observation and contextual analysis, and being skilled at managing resources were identified as the most important general characteristics. On the other hand, being good at promoting contacts, social relationships, interactions, and bonds was deemed to be the most distinctive feature of this profile. After contrasting our results with international guidelines and standards for intergenerational work, the need to develop and reinforce further the relational nature of this professional figure is argued. [ABSTRACT FROM AUTHOR]

This article presents an evaluation of an intergenerational education experience at the University of Castilla-La Mancha (Spain). For this evaluation, following a review of the literature regarding the state of the issue, we undertake an analysis of benefits and disadvantages from the perspective of the participants. Among the benefits we find that the majority of those questioned would repeat the program, and that classroom atmosphere improved notably. Participants listed the exceptional nature of the program and the teachers needing to make methodological adjustments to improve the experience (the pace of teaching, adaptation to the profile of the participants) among the disadvantages. [ABSTRACT FROM AUTHOR]

Learning and using new technologies by the older people is seen as a demand for their integration in society and as a factor related to active aging. The goal of this article is to understand the attitudes of the elderly towards information and communication technologies in the context of a training course about the utilization of a digital platform. It is the result of an empirical study with a sample of 240 older people registered in the course Tele-Services for the Elderly, that took place in the Centers for the Elderly in the province of Cuenca, Spain. Through a self-administered questionnaire, aspects related to social activity, knowledge and use of the computer and Internet, expectations on learning and use of computer technology, personal competence, and self-concept were evaluated. The results obtained showed relationships between implication in the activities, experience with computers, and belief in the usefulness of learning new technologies. The participants' involvement in the activities was related to greater contact with information and communication technologies (ICT), which, in turn, generated more positive attitudes toward its learning and utility as well as more self-confidence. The elderly said that they enrolled in different activities to learn and to keep their minds active, and they thought of training as a means of social participation and lifelong learning. [ABSTRACT FROM AUTHOR]