BACKGROUND The Communication “Adult learning. It is never too late to learn” (2006) acknowledges that adult Learning increases social returns in terms of improved civic participation, better health, and greater individual well-being and fulfilment. This statement it’s full supported by academic researches and other studies. In fact education not only "transforms people's lives", but also enables them to cope "with the multifarious stresses of daily life" (Schuller, 2004), it can maintain mental and physical health, increase general well-being and self confidence, and help combat feelings of social isolation or exclusion (Tucket & McAuley, 2005; Withnall, 2007).However, at least a quarter of the ADULT POPULATION FAILS TO REACH THE MINIMUM LITERACY LEVELS needed to cope adequately with the demands of everyday life and work. (OECD, 2007). CURRENT SITUATION According with a very recent Eurostat Adult Education Survey (full publication expected in 2009), MORE THAN HALF OF THE POPULATION DO NOT PARTICIPATE IN ANY KIND OF FORMAL OR NON-FORMAL LEARNING activity. Furthermore, the average of people not attending nor wish to attend it’s frightening high (48%). It seems that AGE IT’S THE TRIGGER FACTOR TO DISCONNECT PEOPLE FROM LIFELONG LEARNING ACTIVITIES. E.g: in Greece the attendance rate to formal and non-formal activities it’s 14% for those between 35-54 years but only 5% for people between 55-64 years. For the same age groups the rates in Poland are 21% and 7%; in Spain 31% and 17%.OPPORTUNITIES The challenge is now on how to deliver strategies, learning activities, support and recognition of learning outcomes which can address both the motivation and learning needs of learners and the demands of society and the economy. This requires for a partnership at European, national and local levels to improve the efficiency of the adult learning sector, to widen and facilitate access and to facilitate proper funding. (OECD, 2005)The Project PALADIN (Promoting Active Learning and Ageing of Disadvantage Seniors) it’s embraced by an experimented group of institutions in key-dimensions to this subject: academic/research profile (P4,P7), policy-oriented (P2,P3,P8) and community committed/education providers (P1,P5,P6). Targeting 5 precise goals, PALADIN intents to contribute to the empowerment of seniors at disadvantage (over 50 years old and low qualified) trough the development their readiness for self-directed learning, especially in 5 fields of their lives: health, activity (employment, voluntary or other), education (either formal, non-formal and informal), citizenship and finances.GENERAL GOALS- Develop and test, a package of methodology and instruments to facilitate self-learning processes, of seniors at disadvantage(over 50 years old with low qualifications);- Setting up a network of innovative activities, focused on self-training , at Community level.OPERATIONAL GOALS1. Produce a self-directed learning index (including 20 self-directed learning didactic tools)2. Develop 5 Self-directed Learning Readiness Scales for seniors at disadvantage, in 5 specific areas3. Organize 25 public round tables in 5 different countries4. Organize 4 International Events 5. Produce a Memorandum: “Lessons and recommendations for policy-makers and Lifelong learning deciders”All Products will be available in 7 idioms (EN + partners idioms), and the Memorandum with “Lessons and recommendations”, in 22 UE idioms.More than Produce tangible outcomes, PALADIN intents to challenge people's minds. DIRECT TARGET PUBLIC Seniors at disadvantage involved in the 25 round tables: 500 Seniors committed with in lifelong learning: at least 80Policy-makers, education providers and researchers, to be involved in 4 international events: 900Others trough Partner's networks (Europe/World)Face to face/large meetings will be privileged, but PALADIN will also have a website and printed material (8.000 copies).