Currently Europe has the highest proportion of elderly in the world, standing at over 17% of the population (Eurostat, 2009). Elderly therefore have been increasingly targeted as a group to enhance economic development. While recent literature on ageing tends to focus on how elderly patterns are influenced by national fiscal variables, the reverse effect is very reasonable. In step with an increasing elderly population, more attention needs to be paid on proper old-age education technology, pedagogy, motivation and needs.

 Significance of ICT Policy in West and East Europe:

As we enter the 21st century, there has been considerable attention given to the role that ICT can play in urban education for elderly. The impact that ICT has had to date in different parts of Europe, and the potential yet for further dramatic changes, is reflected in a range of multinational policy bodies (Chaffin & Harlow, 2005).  There exist many elements within the framework of education policy planning and implementa­tion, namely: the government and the local institutions engaged in the interpretation of the policies. This paper highlights major dif­ferences that affect ICT policy implementation in two distinct parts of Europe (West and East). This paper also presents a framework of alternative rationales and components that can be used by researchers and policymakers to analyze, formulate, revise, and compare national ICT efforts in urban education for elderly.

There are more concerns but not many initiatives to reach the less educated seniors. The local authorities taking into consideration with their needs and it organizes several activities keeping them active in the society (Morris et al., 2007; Willis, 2006; Eaton & Salari, 2005). With many obstacles Europe needs to overcome in order to provide quality education for all. According to the latest International Telecommunications Union report, Europe has the highest rate of Internet users (ITU, 2009). In fact, a number of European countries, including Estonia, Finland and Spain have declared access to the Internet as a legal right for citizens. In some countries, including Netherlands and Sweden, more than 80% of households have Internet access, almost all of them through a broadband connection. Most of these homes in urban areas have good ICT facilities. Comparing with other parts of the world, Europe can be claimed the best in terms of e-infrastructure and e-society. As a result, using ICT can help tutors move towards elderly centered teaching and learning.

Two major research questions are concerned in this paper: 1)What are the concrete challenges connected with elderly people and ICT training in Europe.  2) How can positive possibilities be exploited and negative effects avoided?

The authors investigate the focus of students’ needs. We have mainly regarded elderly people’s use of ICT in their daily lives as ICT training for them. We also discuss the possibilities and limitations that technology raises for information. The focus of students’ needs under discussion is their health, entertainment, the mobility to the cities and other general social issues.

Chaffin, A.J. and Harlow, S.D., 2005. Cognitive Learning Applied to Older Adult Learners and Technology. Educational Gerontology, Vol. 31, No. 4, pp. 301-329. Eaton, J. and Salari, S., 2005. Environments for lifelong learning in senior centers. Educational Gerontology, Vol. 31, No. 4, pp 461-480. Eurostat, 2009. Europe in Figures – Eurostat yearbook 2009 ITU Yearbook, 2009. Morris et al., 2007. Internet use and non-use: views of older adults. Universal Access in the Information Society,Vol. 6, No. 1, pp. 43-57. Willis, S.L., 2006. Technology and Learning in Current and Future Generations of Elders. Generations, Vol. 30, No. 2, pp. 44-48.