Educative guidance in university programs for seniors. Evaluation of the professors’ role

Abstract

ABSTRACT

Educational processes for seniors are becoming more relevant due to, among other aspects, the increasing number of people that are part of this segment of the population and the higher quality of life that people enjoy in the aging process. In this context, Universities for Seniors or University Programs for Seniors (UPS) have been growing in interest over the last few decades. The education imparted in these programs is determined by the characteristics of the senior-adult alumni. It is, in essence, a process carried out under the principles of continuous education and lifelong learning, where educational guidance plays a very important role. Nevertheless, bibliography on this guidance role is very limited.A case study over the body of professors of UNED Senior analyses this issue from an empirical perspective. It is conducted through the evaluative research methodology, applying the CIPP model and using questionnaires ad hoc for the data collection. To that end, it works with the different populations of the aforementioned program (alumni, professors and the group of coordinators). Results reveal the evidence and pertinence of educational guidance in this context, although it is quite diffused in the educational process itself. This guidance focuses on the tutorial intervention and the attention to the alumni. Its responsibility befalls over the professors, who have been undertaking it properly. There are evidences, however, that show the need of a greater formalization of this intervention (educational guidance with senior students from UPS), as well as the necessity of developing specific structures for its performance, starting with a more explicit reference in the very educational laws regulating these programs.