Equity in University Programs for Older People in Latin America: A Qualitative Study From the Perspective of Managers

Introduction

From their inception, university programs for older adults have been known for being an educational offering that places older adults at the center of the learning process. Among the fundamental objectives of these programs are the promotion of personal development, the encouragement of integration into their environment, the acquisition of new skills, and the pursuit of social justice. In this way, they aim to address and rectify educational inequalities in access to education, often stemming from historical circumstances, and to ensure a significant improvement in the quality of life of older adults, in line with the philosophy of active aging.

In this context, this study is presented as exploratory qualitative research aiming to delve deeply into the perceptions of administrators of university programs for older adults in various countries in Ibero-America (Argentina, Bolivia, Chile, Costa Rica, Cuba and Spain) regarding equity in education for this demographic group.

The concept of equity in education is of utmost importance in the context of education for older adults. These programs not only seek to provide knowledge, skills, and competencies to this population group but also to ensure that access to education is equal and that the fundamental rights of all individuals, regardless of their age, are respected. In this regard, the goal is to remove barriers and prejudices that may hinder older adults' access to higher education and, at the same time, promote an inclusive learning environment that encourages their active participation in society.

Equity in education for older people involves not only providing educational opportunities but also adapting pedagogical approaches and resources to meet their specific needs. Older adults may have different learning styles, life experiences, and skill levels, and it is crucial to consider these differences when designing educational programs that are genuinely inclusive and effective (Baños, Limón y Chalfoun, 2023).

The exploratory approach of this study is based on the collection of qualitative data through interviews with administrators of university programs for older adults in different countries in Ibero-America. These interviews aim to gain a detailed insight into the practices, policies, and perceptions surrounding equity in the education of older adults in the region.

Key topics to be addressed in this study include access policies to education for older adults in the different countries, pedagogical strategies used to address their specific needs, the barriers they face in their pursuit of continuing education, and administrators' perceptions of the impact of these programs on the quality of life of older adults.

Equity in the education of older people is essential not only to ensure active aging and an improved quality of life but also to build a more inclusive and just society. As the population ages worldwide, it is crucial that educational programs for older people evolve and adapt to meet the changing needs of this demographic group. This study will provide valuable insight into how equity in education for older adults is addressed in different countries in Ibero-America and will help identify areas for improvement to ensure that these programs remain effective and relevant in the future.

In this sense, university programs for older people go beyond being merely a way to occupy time. The positive impact of these programs has been observed, for example, on health, socialization, autonomy, and self-esteem. Their success is reflected in the high demand for places and the low dropout rate. However, as deduced from the contributions of the interviewees, more efforts need to be made to enable people living in remote areas to access UPOP locations, improve the training of the involved teachers, enhance the participation and social contribution of the students, and implement measures to address diversity.