European Report on Intergenerational Learning

European Report on
Intergenerational
Learning
Elder Experience – New Knowledge Project

Project Nº 510060-LLP-1-2010-1-ES-GRUNDTVIG-GMP
Summary Report from:

Austria, Poland, Romania, Sweden &
Spain
510060-LLP-1-2010-1-ES-GRUNDTVIG-GMP
This publication is a product of ELDER EXPERIENCE-NEW KNOWLEDGE. Project Nº

510060-LLP-1-2010-1-ES-GRUNDTVIG-GMP co-funded by the European Commission.
This communication reflects the views only of the authors and the Commission cannot be held
responsible for any use that may be made of the information contained therein.
The project partnership consist of following partners:
 Fundacion de trabajadores de la siderurgia intergral (ES)

 Fondo Formation Euskadi (ES)
 Institution of Education Sciences(RO)
 University Lodz( PL)
 BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, Vienna (AT)
 Folkuniversitetet, Kristianstad (SE)
More information about the project can be found at the website

www.elderexperiencenewknowledge.com
2
Contents
Description of the seniors’ situation ....................................................................................... 4

Romania ............................................................................................................................ 6
Poland ............................................................................................................................... 8
Sweden.............................................................................................................................12
Spain ................................................................................................................................15
Intergenerational Learning ....................................................................................................18
Austria ..............................................................................................................................18
Romania ...........................................................................................................................21
Poland ..............................................................................................................................22
Sweden.............................................................................................................................26
Spain ................................................................................................................................28
Best Practice ........................................................................................................................32
Austria ..............................................................................................................................32
Romania ...........................................................................................................................37
Poland ..............................................................................................................................41
Sweden.............................................................................................................................47
Spain ................................................................................................................................49
Interviews .............................................................................................................................55
Austria ..............................................................................................................................55
Romania ...........................................................................................................................58
Poland ..............................................................................................................................59
Sweden.............................................................................................................................60
Spain ................................................................................................................................62
Summary ..............................................................................................................................66
Bibliography .........................................................................................................................70
Links.....................................................................................................................................72
Further reading .....................................................................................................................74
3
Introduction
Europe is getting older and in a crisis situation like the present one, we cannot afford loosing
the knowledge and experience accumulated by our elder people once they leave the labour
market. Encourage the active ageing, ensuring the transfer of knowledge between
generations is a basic element to reach the objectives of the Lisbon strategy of
competitiveness, balanced, sustainable and equitable growth based on the knowledge
society.
“Intergeneration programs are vehicles

for the continuing determined exchange of resources
and learning between the older and younger generations
for individual and social benefits.”
International definition adopted in Dortmund, in April 1999,
by the International Consortium of Intergenerational Programs.
We know there that getting older is not equivalent with being set aside in society, even
though the structure of society have changed towards a situation where older people no
longer have the same situation in the civic structure.
As we will show from these national reports, efforts are made to maintain momentum with
people about to leave, or already have left the labour market, either by companies,
organizations or society itself.
To let older people have an active life throughout the phases, to pass on knowledge and
skills acquired over a long period of time, not only strictly professional skills but also soft
skills to younger generations and to become role models.
We must not forget that this is a two-way process, even though the younger lack the long
experience of the old, they still have quite a lot to add to the older generations like
technological skills, computing and electronic mobility and social networking.
Hence, intergeneration projects on a European level can have a great impact on the actual
performance of seniors being socially and professionally active with a great benefit, not only
to themselves but also to younger generations and generations to come.
It is our belief that, by educating the elder within the core competences for them to pass on to
the young, we benefit as neighbourhoods, communities, countries and unions by connecting
instead of alienating generations, in a structured way.
Description of the seniors’ situation
Austria
BEST is a private institute for vocational education and training (VET) which offers courses to
all social groups of the Austrian society, including seniors citizens. Thus, BEST teachers and
trainers are in daily contact with senior learners which is advantageous in order to establish
contacts with the target group within the framework of the “Elder” project. Additionally, some
4
teachers and trainers working for BEST already retired from their original job and can thus be
designated as “active seniors”. In general, the number of people over the age 50 participating
in any kind of learning activity is constantly increasing in Austria. In 2005, Austria showed a
participation rate of 25.3% concerning non formal education for all age groups and 12.3% for
the age group of 55 – 64. Both figures were clearly higher than the European level (8.5% age
group 55 – 64 and 16.5% all age groups). In 2007, the number of 15-64 years olds
participating in formal and non-formal education amounted for 41,9%. 25,4% of the age
group of 55 – 64 participated in formal and non-formal education.1
BEST draws experience in the work with senior learners from several international projects
which have been conducted during the last years. This experience enables us to draw some
conclusions about how elders learn and what problems may occur in their learning. It turns
out that senior citizens often feel “too old” to participate in learning activities. Even though
they have more free time than younger people, their participation rate in learning activities is
lower. Consequently the first challenge for senior citizens is to develop a more positive image
of aging and learning. They have to understand that aging is not a handicap and learning is
independent of age. However, there are many barriers which prevent senior learners from
participating in learning processes, e.g. a lack of confidence and self-esteem or a lack of
knowledge and information. However, in many cases learning is a social integration factor
once a person decided to engage in learning activities. Especially intergenerational learning

can offer seniors the opportunity to move forward, follow new interests and feel useful. It is a
guarantee for personal involvement of senior citizens in society. Younger and older learners
do not differ in their ability to learn new things, but older adults tend to exhibit a slower
performance. The memory capabilities of older adults remain remarkably good, despite of the
fact that forgetfulness tends to be a sign of aging. While cross-sectional studies of
intelligence in the later years present a picture of gradually declining functions, longitudinal
studies often find intellectual gains. In any case, senior citizens possess a treasure of
knowledge as well as a multifaceted experience which they can share with younger learners.
In order to do so, negative images of age and ageing have to be overcome in favour of a
more positive notion of age. Ageing can be a productive process and it is important to
promote this image and shape the public opinion. In the German speaking countries there
are several examples for pro-age campaigns in the last years: The Österreichische
Gesellschaft für Neurologie (Austrian Society of Neurology) started a campaign on “active
ageing” in 2009.2 In 2010, the Caritas Germany, a Christian charity organisation, launched
the campaign “experts for life” which puts the expert knowledge of older people in the centre
of interest.3
More and more Austrian senior citizens are interested in learning. In 2009, 50,000 people
over the age of 60 attended non-formal education courses, approximately 2,000 seniors
studied at university and 60 made their high-school diploma.4 A variety of courses targeted at
senior citizens have been established in Austrian adult education centres (Volkshochschulen,
Bildungswerke) in the last few years. Austrian adult education centres, for example, offer 279
courses targeted especially at senior citizens from the age of 60+ (ICT, languages, sports,
senior counselling, using mobile phones, dance etc.) At the same time the promotion of
1
http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-09-044/EN/KS-SF-09-044-EN.PDF
2
http://universimed.com/artikel/%C3%B6gn-kampagne-%E2%80%9Eaktives-altern-%E2%80%93-die-
neurologie-hilft%E2%80%9C
3
http://www.caritas.de/67222.html
4
http://www.statistik-austria.at/web_de/Redirect/index.htm?dDocName=043371
5
positive perception of learning and facilitating access to educational opportunities were
emphasized by the national report on adult education. Furthermore, there are specific
information campaigns and projects designed to support a positive perception of learning and
of special courses for senior citizens. The participation of senior citizens in trainings is
especially funded by AMS, the Austrian labour market service organization (for women in
general and for men aged 45 and older). Of course, also informal learning takes place in
senior clubs and other organisations targeted at senior citizens. Also family learning is an
important component in the context of informal learning.
Intergenerational learning as promoted by the “Elders” project enables a fruitful exchange
between the generations. Senior citizens who want to participate in intergenerational learning
as mentors are more than welcome, however they also have to qualify for this position. There
are some indicators which should be fulfilled on part of the mentor in order to make the
intergenerational learning process a successful experience for everyone involved. First of all,
s/he has to possess work-related knowledge and experience to share with the mentee.
Someone whose responsibility at work only consisted of one or two handgrips may not be
particularly suitable for the job of a mentor. Instead, we are looking for seniors who possess
profound and deep knowledge about their former profession as well as encompassing
experiences (and in the best case: contacts) in the field. They should be interested in
learning pedagogical approaches to support their mentees in the best possible way and
show motivation and engagement in this respect. Social competences are also very
important. On the other hand, a qualification certificate is not always necessary. Many
learners with a migration background don’t necessarily have a certificate for reasons of non -
recognition of qualifications in their host country. This, however, shouldn’t hinder their
participation in the “Elders” project. In order to find out if the applicant possesses the
qualifications named above, the project partnership could think of an aptitude test or
qualification profile for mentors.
Romania
There are rather unstructured cooperation patterns/forms in the case of seniors; Seniors
organisations most active are the professional ones (i.e. military, law, attorneys etc.) and the
pensioners ones; in this cases there are offices and information channels that could be used
to get in contact with seniors representatives.
The informal groups can be reached in informal places (parks, clubs etc.) and in different
cultural or sport events.
Employment and pension authorities have limited incentives for promotion of dialogue and
consultation with seniors.
There are no "traditional" political preferences but most of the seniors are inclined to support
left-centre parties; except the electoral campaigns, there are rare opportunities for meetings
or other events.
Elder learning process - are there problems with participation from the seniors.
There is a low participation rate for both formal and informal/non-forma learning processes in
the case of elders in Romania, as suggested by different studies (i.e. Sava, 2007; SKRAT
Report, 2009);
6
The most important challenges are related to individual factors (early retirement, lack of
financial resources, low motivation for professional development etc.) and context factors
(including decrease of interest for financing training of elder employees, lack of LLL active
policies, scarce opportunities for training the aged unemployed etc.)
Concerning the elderly people access to education, participation is mainly related to

informal/non-formal learning opportunities;
There are no special incentives for elders to return to formal education (initial or continuous)
and this is reflected by the decreased number of seniors attending secondary and higher
education (INS, 2010);
The individual options are challenged also by the rural/urban divide in Romania, where the
upper secondary and higher education offer are mostly provided in urban areas while half of
the population lives in rural area.
To check if the seniors wants to share their knowledge, in the case of employed seniors, the
company HRD policies are the decisive factor for understanding existing competences and
strategies for transfer to younger workers; recent interest in ageing of the workforce trends
made employers more aware of the necessity to create specific schemes for mutual and
intergenerational learning and also to stimulate the motivation of elders to participate to these
schemes (see Report SKRAT , 2010)
And in the case of motivation for learning, motivation for sharing learning seems to be
influenced by three important factors: awareness of the existing level of competences held;
space for choice in selecting pace, methods, learning situations/contexts etc; awareness of
the learning activities scope. There is a wide range of incentives companies can use to
increase motivation (see report SKRAT, 2010)
The job profile of the teacher/trainer working with adults (including young employees)
indicates a wide range of competences related to both professional and personal/social
competences (understood as knowledge, skills and attitudes necessary to successfully
perform a job related activity). Among the most important in the soft skills area are the
following:
- Communication
- Negotiation
- Organisation/planning
- Learning to learn
- Task assignment/coordination etc.
Other important elements/attitudes for a successful intergenerational learning are:

assertiveness, cooperation and empathy.
Individuals and companies must think of ageing as a lifelong learning and developmental
process in which one continuously takes on new life challenges, in line with one’s interests,
opportunities and limitations. Ageing is far more complex than the usual (medical) view of
physical and mental decline and could not be understood correctly without an
interdisciplinary approach.
In the context of ELDER project, this entails understanding learning as a broad, holistic
concept encompassing individual education and training, but equally, and perhaps more
7
importantly, also entailing participative collective workplace learning that is actively
supported by the employers (CEDEFOP, 2006).
Poland
Poland, just like other European countries, faces the issue of an aging society. It is a result of
the post-war baby boom and a low birth rate. Another important demographic factor
contributing to the aging of the Polish society is a longer average lifespan5. These changes
entail serious consequences, from national security to the activation of senior citizens on
different areas of social life. It is reflected by, for example, active aging policy and age
management policy that are mostly based on the phenomenon of intergenerational learning
as a tool used for transferring knowledge and skills. It is implemented with the use of
mentoring programmes introduced in Poland and Europe.
An average lifespan in Poland is 71.5 years in case of men and 80 years in case of women.
In Łódź Voivodeship the average lifespan is the lowest in the whole country, with 69.2 years
in case of men and 78.9 years in case of women. Łódź also has the lowest average lifespan:
68.7 years – men and 78.1 years – women6.
In Poland the retirement age is 60 years for women and 65 years for men but some citizens
retire earlier; an average age of retirement is 56-58 years, while in Western Europe only in
Luxembourg the average is lower7. At the moment, the retired represent 16.5% of the
society, where 11.5% are women and 5% - men8.
38% of elderly people live in one-person households, 36% - in two-person, one-generation

households, 15% - in multi-person, two-generation households (parents and children), while
11% in multi-person, multi-generation households9.
Intergenerational learning is as old as mankind. It can be found wherever there is upbringing

and education. However, as all phenomena, it has also been subject to changes which are
best expressed by the paradigm of intergenerational distance (Mead, 2000), which basically
refers to three cultures: post figurative, configurative and pre figurative. The first is
characteristic of traditional societies, in which elderly people are mentors who transfer
knowledge, values and norms. The second type is the currently predominant one which
emphasises the transfer of knowledge between peers. The authority of the elderly is no
longer the point of reference. The last type of culture is under construction at the moment,
postulating intergenerational interactions, in which young people are entrusted with the issue
of innovative technologies, while the elderly are supposed to share their experience,
knowledge and skills gained throughout their lives. The last type of culture becomes visible in
different projects, examples of which can be found in this document.
5
http://www.stat.gov.pl/gus
6
http://demografia.stat.gov.pl/BazaDemografia/TrwanieZycia.aspx 2009 data.
7
http://www.rp.pl/artykul/606130_W-Unii-musza-pracowac-dluzej.html
8
http://demografia.stat.gov.pl/BazaDemografia/Tables.aspx 2009 data.
9
Obraz typowego Polaka w starszym wieku. CBOS. Warszawa: 2010.
8
The basic place we have contact with senior citizens in Poland is family. In our country family
is of special importance in the life of all people. The research into family and the life of elderly
people shows that a vast majority of grandparents keep in constant touch with their children
and grandchildren, as well as their siblings. 15% of the respondents over 60, surveyed by the
Public Opinion Research Centre, live with their children (or parents), while 11% of the
respondents share their households with grandchildren and other household members.
Other places one can contact elderly people are church communities where people of
different age gather and cultural centres which run different sections, cooperate with each
other and offer an opportunity for cooperation between different age groups. It is also
possible to contact them via the Internet on portals concerned with their issues but it is a
selected group of senior citizens (who have access to the Internet). Furthermore, U3As are
very popular in Poland (there are over 300 of them) and one can always find people eager to
participate in various projects there. Other places offering a good chance for
intergenerational interactions are Senior Clubs, day centres for the elderly and nursing
homes, as well as geriatric care centres.
The barriers to the participation of the elderly in the learning process could be divided into
two main categories: external and internal. The external ones are related to the lack of time
(in most cases because of taking care of grandchildren), in some cases to a part-time job,
critical attitude of the family towards the elderly who want to learn, financial problems, the
lack of information about the educational offer, the lack of access to adult education
institutions (e.g. due to communication problems or insufficient number of places), a poor
selection of magazines, television and radio channels and programmes meant for the elderly.
Internal barriers include viewing oneself as too old to learn anything (“you can’t teach an old
dog new trick”), bad school experiences and cognitive problems, such as poor memory,
concentration problems etc., and health problems. An important internal barrier in the case of
the elderly is also the lack of educational needs, often not encouraged in their childhood, due
to the lack of school education (war children). The Polish senior generation is one of the least
educated groups. Besides, it is worth noting that the process of education of the elderly does
not include professional preparation equipping them with professional skills, which
substantially decreases the motivation of the elderly to learn, as they often expect practical
and vocational attitude.
The analysis of educational experiences of a number of elderly people points to different

ways of learning. They include, for example, contacts with institutions such as: University of
the Third Age, social clubs, organisations and associations, libraries, theatres, nursing
homes, health centres (hospitals, geriatric clinics). There are also more and more
opportunities to learn via the Internet or in cultural centres. One can also find projects of the
Ministry of Labour and Social Policy aimed at people aged 50+, carried out based on
European funds and related to the labour market and vocational education, as well as
projects of the Town Council.
At the moment, more and more private and EU-financed centres are opened, where senior
citizens can learn foreign languages and how to use the computer and the Internet. An
example can be the computer courses for the elderly and pensioners in different Polish cities
organised by Centrum Szkoleń i Certyfikacji SZKOLENIA.NET10. An interesting offer is also
French courses for senior citizens and art history classes organised by Alliance Française
10
http://www.szkolenia.net./
9
school in Łódź11. Most language schools offer special language courses for the elderly12.
Furthermore, the Internet becomes an increasingly important learning medium. Despite the
fact that according to research, only 3.71% of Internet users are elderly people, the number
of senior citizens active on the net slowly but surely increases, and during the last two years
it grew by 0.7%13. In 2010 a new magazine, “Komputer Świat Senior”, meant for the elderly
people using the Internet appeared.
The basic forms and methods of fulfilling the educational aims include: lectures, talks (at
U3As, cultural centres and clubs), based on live words, seminars, based on individual
activities, allowing to increase knowledge about the given topic, workshops activating group
and individual work, self-learning and self-help groups (at U3As, in parishes, associations
and organisations), senior citizens’ own activity involving reading, using the mass media,
visiting cultural institutions (museums, libraries, theatres), journeys, trips (including
pilgrimages).
We know that elderly people are willing to share their knowledge, based on their participation
in all kinds of intergenerational projects, support groups, groups of volunteers functioning in
parishes, cultural centres, clubs or at U3As. The pioneer contribution in this field in Poland
was made by the project “Dodać życia do lat”14, carried out at the Third Age University in
Lublin in cooperation with Polskie Stowarzyszenie Pedagogów i Animatorów Zabawy
KLANZA, supervised by dr Zofia Zaorska since the end of the 1990’s. An important source of
information is the research in the 50+ category15, as well as Internet message boards16 and
blogs kept by elderly people17. Moreover, according to surveys18, 95% of the respondents
perceive the elderly as needed by the society, as they have important experience and
knowledge that younger people lack. 59% of the respondents claim that they owe something
to their grandfathers and grandmothers (usually moral rules and religious knowledge)19.
It can be assumed that competence is the ability to successfully carry out tasks related to
work or achieve the desired goals. We can use the two groups of teaching skills proposed by
R. Kwaśnica (2003, pp. 300-303).
The first one: practical and moral competences:

a) interpretative competences, i.e. the ability to refer to the changing world in an
understanding way; the level of such competences among elderly people, who have the
knowledge related to the experience gained over years, is usually high (Halicki, 2000, pp. 19-
21);
11
http://www.aflodz.pl/
12
http://www.profi-lingua.pl/
13
http://pliki.gemius.pl/Raporty/2009/02_2009_Polski_internet_2008_2009.pdf
14
Dodać życia do lat. Zaorska, Z. Wydawnictwo KLANZA: Lublin, 1999.
15
http://www.mpips.gov.pl/index.php?gid=5&news_id=1345
16
http://www.intersenior.pl/index.php?kat=Forum+dyskusyjne&subkat=Forum+dyskusyjne&place=47 ;
http://www.klub.senior.pl/ ; http://forum.o2.pl/forum.php?id_f=51
17
http://www.internet.senior.pl/153,0,Seniorzy-wola-blogi,1778.html
18
“Polacy wobec ludzi starszych i własnej starości”, CBOS: Warszawa, 2009.
19
“Co zawdzięczamy swoim babciom i dziadkom?”, CBOS: Warszawa, 2001.
10
b) moral competences, i.e. the ability to reflect on a moral level; the last stage of life usually
makes people sum up their lives, which is connected with moral reflections, so also these
competences are well-developed in case of senior citizens.
c) communication competences, i.e. the ability to maintain a dialogue both with oneself and
the others. Senior citizens do not always have this competence. Communication
competences between peers vary, while between grandparents and grandchildren they are
usually good (usually better than between parents and children).
The second group: technical competences:
a) postulative (prescriptive) competences, i.e. the ability to choose the objectively treated
aims and identify with them; elderly people are a group that is better and better educated, so
they have this type of competences within their specialty;
b) methodical competences, i.e. the ability to act in accordance with rules determining the
optimum order of activities;
c) practical competences, understood as the ability to choose the means and create
conditions that support achieving goals.
Elderly people mostly have practical and moral competences, which makes it easier for them
to transfer their knowledge to the others.
Additional
At the moment, there is a debate in Poland concerning the extension of the retirement age.
Such changes have already been introduced in all Euro zone states20, while the European
Commission suggests reforms to all European Union members21. At the moment, the
retirement age in Poland is 60 years for women and 65 years for men, while the average age
of retirement is 56-58 years22. There are several teams working on the retirement reform,
including Michał Boni’s team, the Prime Minister’s Economic Council and the Tripartite
Commission23. The motivation to change is financially-based and results from the belief that
without the reform there will be no guarantee that pensions and disability pensions will be
paid within the following a dozen or so years24. The opponents say that there is no sufficient
number of workplaces and the ones that are available are uncertain and lowly-paid. At the
same time, the latest surveys25 show that 56% of Poles are critical of the way pension
system functions, while 27% of the respondents are satisfied with it. Most likely, the reform
will not be introduced during the current parliament term. The debate concerns also making
the retirement age equal for men and women and liquidating the so-called bridging
retirement and uniformed service pensions, which are the post-Communist relics of the
privileges of some employee groups. The society is also most concerned about a debate
over the changes to the pension system, e.g. the division of financial resources between the
Social Insurance Company (ZUS) and open pension funds (OFE).
Recently, Poland more and more often responds to the problems and issues related to an
aging society, as well as life in old age. It results in a number of programmes aimed at the
20
21
http://euobserver.com/9/30160
22
23
http://biznes.onet.pl/w-ciagu-pieciu-lat-musimy-podniesc-wiek-
emerytalny,18493,4013552,3790557,251,1,news-detal
24
Ibid. http://biznes.interia.pl/news/podwyzszenie-wieku-emerytalnego-to-kwestia-czasu,1408674
25
http://forsal.pl/artykuly/484402,polacy_chca_likwidacji_krus_ale_boja_sie_podwyzszenia_wieku_emerytalnego.
html
11
elderly, an example of which can be a TV cycle “Być seniorem”, broadcasted in the local
television of the Łódź region. The programme presented different forms of activating the
senior environments from our voivodeship, as well as the ways of fulfilling oneself in post-
productive age. A magazine supplement “50+” to the local newspaper “Dziennik Łódzki”26 is
published every Wednesday; it discusses the problems of senior citizens and solutions to
them. There is a similar supplement, entitled “Lata lecą”, to the Wednesday “Gazeta
Wyborcza”27. A guide explaining the complexities of law and procedures resulting from the
legislative changes that took place in Poland in relation to retirement and the possibility to
work during retirement is “Tygodnik 50+”28, which is a Wednesday supplement to the national
newspaper “Polska The Times”. Every Monday “Super Express”29 publishes a column
“Najlepsze lata”, previously called “Super Senior”, which presents the positive aspects of old
age. Another local newspaper, “Express Ilustrowany”30 aims at activating senior citizen on
different fields. The goal is fulfilled in a form of membership in the Club of Friends which
organises, for example, sewing workshops, foreign language classes, special events, theatre
and museum trips etc. Moreover, an Internet newspaper “Intersenior”31, fully devoted to the
issues of the elderly, was created and a monthly magazine “Żyjmy dłużej”32, aimed at readers
aged 35-65 years, is published.
Conclusion
The basic place of keeping in touch with the elderly in Poland is family, as well as churches,
parish communities, health centres, shops, e.g. hypermarkets, the Internet, U3As, Senior
Clubs, day centres for the elderly and nursing homes. Despite numerous barriers hindering
education, some elderly people are enthusiastic about taking part in projects which, apart
from pragmatic aspects, offer other values and interrupt the monotony of life. At the moment,
the educational offer for the elderly focuses on the activity of U3As which offer a wide range
of educational services. There are also other educational offers for the elderly, organised by
private units or organisations co-financed from the EU resources. Education in old age might
help to increase the income, cope with everyday life, help others, improve social contacts
and make the final years of one’s life noteworthy.
Sweden
Sweden has a population of a little more than 8,8 million people. The year for retirement is
normally the year of a person’s 65th birthday. Currently there are about 1,5 million people in
Sweden who are more than 65 years old which constitutes more than 17.5 % of the total
population. Older women are the majority of these. Older people over 80 make up 5% of the
entire population and there are almost twice as many women as men in the cohorts past 80.
There was a very high birth rate in the early 90´s but that has now decreased. There was a
high birth rate during the 1940s and the result of this will be a population with an increasing
26
http://www.dzienniklodzki.pl/?cookie=1
27
http://wyborcza.pl/0,0.html
28
http://www.polskatimes.pl/tygodnik50/79716,nowy-dodatek-tygodnik-50,id,t.html?cookie=1
29
http://www.se.pl/
30
http://expressilustrowany.pl/Community/Default.aspx?CommunityId=15213
31
http://www.intersenior.pl/
32
http://www.medi-press.pl/home/publikacje_pacjenci_detale/1/
12
percentage of elderly people. In the year 2020 it is expected that 22 % of the population will
be +65.
Folkuniversitetet have cooperation with Chripu that is an organisation for seniors by seniors.
In total there are about 20 senior universities with over 20 000 members across the country
that operate in cooperation with Folkuniversitetet. They have workshops and lectures.
Kristianstad Senior University (ChriPU) started operations in autumn 1999, today they have
about 320 members. The goal of ChriPU is that people will develop their skills stimulating
curiosity about the outside world and broaden and deepen the social community.
Sweden also has PRO that is an organisation for all pensioners. You will find a PRO club in
most districts, where you will be welcome. Here you can meet new friends, travel, study
anything you are interested in along with others, sing in choirs, exercise or take part in other
activities.
As well as being a social club, PRO looks after the interests of pensioners in various national
matters. These relate to pensions, taxes, and healthcare, care of the aged and other things
that are important to the members.
PRO is Sweden’s largest pensioners’ organisation, with 405, 685 members. They have also
developed a PROPensionNet that is an Internet meeting place where members meet new
friends, get together and share experiences.
In the elder learning process there is generally a low participation rate in the age group 55-64
but there seems to be a higher proportion in this age group participating in education and
training in countries with high rates of participation. Sweden differs considerably from the
other countries with a participation rate for this age group of 60.7%, followed by Norway
(41.2%), Finland (37.8%), United Kingdom (37.0%) and Germany (28.2%).
It is common in Sweden with evening courses and study circles, Study circles are based on
the idea that a number of adults together on their own initiative wish to deepen their
knowledge in a given area. Participants appoint one of their members as the leader. Study
circles are the most important activity of the Adult education associations. Currently,
education organizers often provide a circle leader with specific knowledge in the area. We
have different study organisations that arrange them, also in the elder care centre they have
opportunities to study in different topics as for example language, handicraft etc..
Concerning popular adult education, the state on the basis of Government Bills on popular
adult education (1990/91:82) and on popular adult education (1997/98:115) explicitly stated
its aims in the ordinance on state grants for popular adult education (SFS 1991:1977).
"The purpose of state support for popular adult education is to:

 Promote activities making it possible for women and men to influence their life
situation and which create involvement for participating in the development of society.
 Strengthen and develop democracy.
 Broaden cultural interest in society, increase participation in cultural life as well as
promote cultural experiences and individual creativity.
 Activities that aim at evening out educational gaps and raising educational levels in
society should be given priority as should activities directed to persons who are at a
disadvantage in educational, social and cultural terms. Persons with a foreign
13
background, participants with functional impediments and the unemployed make up
particularly important target groups for state support."
In addition, the Government's bill on popular adult education (1997/98:115) emphasises the
need for promoting all-around education and culture as a complement to major initiatives
aimed at adult education to raise competence. Amongst other things, the following can be
pointed out:
 The need for active citizenship.
 The culture of democracy. Today the importance of popular adult education is also an
issue about safeguarding, revitalising and developing democracy and strengthening
democratic culture.
 The need for cultural movements as forces to counteract brutal and repressive trends
in society.
The ideals of popular adult education are more in tune with the times than ever before.
Operational modes of popular adult education in folk high schools and adult education
associations provide popular adult education with its own platform in an educationally
oriented society. Its methods involve the participation of all and are based on participants'
own experiences, their own needs for insights and knowledge. These are important criteria in
all modern learning processes, both in educational contexts and in working life.
Older people have shared their knowledge for generations in time, even though the
importance of this knowledge has diminished over time to our days. To some extent this
knowledge has been replaced by educational programmes and the evolution of internet and
similar sources of information.
What we can see in Sweden is that seniors are getting more and more active in society after
they have retired from their occupational life. Life does not end after the age of 65. The
senior organizations are supplying more and more courses in various topics, popular adult
education are seeing more senior in their courses and senior universities are growing. We
can also see that seniors taking part in educative activities are taking interest in teaching and
helping people from other groups in society, like immigrants, children, seniors less fortunate
etc.
Intergenerational learning have to, as do other education, be based on the range of needs,
experiences and expectancies of the different groups involved, also the learning context,
aims and goals should be comprehensible. There must be created coherence and proper
conditions for the intergenerational groups to interact in a fruitful way.
Another important issue is the ability to create a functional base for communication between
the groups and the teacher/trainer. Communicative skills are essential to bring people
together, probably more important when dealing with groups from different generations with
the aims (or one of the aims) of transferring knowledge in one way or another.
The support to the different groups, depending of their roles and tasks would also be a
crucial factor for success, thus avoiding people from getting stuck in their predefined roles, or
the roles anticipated by other groups than their own.
The ability to moderate and interpret when needed, to ensure progress in the learning
situation and to keep participants on track.
14
Spain
The present European societies are facing a demographic reality that requires important
performances in the fields of cohabitation, integration and wellbeing. Europe is progressively
and quickly ageing. We are starting a population phenomenon which is reversing the
demographic structures, with wide social, economic and cultural repercussion. It is a silent
revolution which will progress along the 21st century and demands important changes in our
society regarding the protagonist population group: the senior people.
Spain is not outside this phenomenon. The number of elder people increases at the same
rhythm as their personal and social characteristics change. They have new ways of living
and their opinions, beliefs and objectives are very different from those composing the same
population group only some decades ago. In Spain, thanks to the scientific discoveries, the
high level of our public health and the development of social policies, people live longer and
in better living conditions. On 1st January 2011, the number of people over 65 is 7,877,798.
It is increasingly frequent to find families with more generations living at the same time and,
therefore, young people living at the same time as their grandparents. This makes seniors
become numerically more; they are healthier, more participative and, for this reason, they
have to play an important role in our society, for their right and duty, as a part of the
citizenship.
The present elder people are, many of them, active, healthy, they care themselves to be
independent and autonomous as much time as possible and ask for social space and rights.
They are willing to continue using their rights as citizens and to participate in everything that
influences and affects us as a society. This fact makes the social network as a group meet
these legitimate aspirations and get enriched by them. Therefore, it is necessary to work
intensely in the promotion of policies favouring active ageing and social participation.
The World Health Organisation defines active ageing as “the process to optimise the
opportunities for health, participation and security in order to enhance the quality of life as
people age”. The “active ageing” policies, try to boost the person’s capacities when he/she
gets older, to live a productive life in society and in economy. The term “active” refers to the
participation in social, economic, cultural, spiritual and civic affairs; not only to be physically
and economically active; and the participation in Lifelong Learning, Volunteering and
Generational Exchange processes favours the participation of our seniors in society.
Older People’s Associations

The magnitude the challenges provoked by population ageing have reached in Spain makes
it necessary for the political leaders, the senior association’s network and the society in
general to think about the most suitable strategies to favour the active participation of our
elder in society.
The old people are willing to take active and integral part in the Spanish society. In fact, 43%
of the seniors demand having higher level of representation in the different fields of society
and, besides, 47% of the Spanish society thinks that the elder’s participation should
increase.
In spite of the old age’s revitalisation, the whole recognition of the old people as social actors
15
providing and receiving is still unresolved; and it is still true that their role in a world ageing by
leaps and bounds lies more on the individual and private field than on the collective and
public one. The fact that a society composed of elder people with high rates of autonomy and
ability to perform has as a result the strengthening of the participative processes and
community performance should not be contradictory. In this regard, it is necessary to
encourage association movement of the old people as a resource for a greater social
participation and significant activity. The institutions should guide and support the
associations in their processes as groups (either old people associations or citizen
associations in general- to incorporate people of any age) whenever this need is perceived
(the availability of the group resources and skills required for the self-management of their
processes and activity should be favoured).
The ways of social participation of the Old People are multiple, as these people are
heterogeneous and diverse. Their most common way of participation is the development of
volunteering activities, where the feminine presence is higher than that of men. Their
activities are usually focused on denominational organisations, of social assistance and
support among citizens and/or neighbours.
This trend is strongly conditioned by the idea, at present dominant, that an old person, if
he/she is retired, his/her connexion with the productive world can only occur in the
volunteering manner, while the whole participation includes performances of civic
commitment including fields that go from politics to the creation of social capital, even apart
from organised structures involving the mere solidarity among people. What is important is
not to avoid the link between the seniors’ participation and supporting formulas that are
socially useful, going further than the strict field of volunteering, increasing the 28% of old
people taking active part in citizen fields.
Old People’s Lifelong Learning

By definition, the learning possibilities occur throughout the entire life; although these
attitudes evolve and change with age. Many elder are willing to learn and to teach. They are
willing to help and to be helped. Training designs the people’s abilities and possibilities to
act. Those who have high instruction, also have higher possibilities to practise certain kind of
activities and to establish relations in complex environments. If they did not get it when they
were young, it is not so probable that they have the necessary competences or motivation to
benefit from all the opportunities and it is then, that it is necessary to create resources and
mechanisms to fight against these limitations.
86% of the older people do not have primary school qualifications. There is no doubt that the
most significant change in the next generations that will get older, will be the educational
level they will have; but now, it is necessary o take profit of the learning ability of the elder to
take part in initiatives allowing their personal development.
The society of information and knowledge bears deep and quick changes. Ageing in this
scenario means facing personal changes in a society which is different from the one they
knew when they were young, where quick and unexpected changes occur and keep on
occurring. Some learning has short life; adults should have learning possibilities to favour the
achievement of their personal and social requirements. Having options to learning throughout
life is being able to participate in interaction processes, to exchange meanings, knowledge,
strategies or experience, about what is interesting for people and thanks to what they can
develop their skills and knowledge to improve their life and their relations with the others.
16
It has also been proven that people participating in training activities develop the permanent
desire to learn and a high level of autonomy in the time and activity management.
Therefore, lifelong learning should validate the people’s ways of thinking and acting, apart
from helping people integrating in a plural and global society. This way, it also encourages
old people’s continuing building a positive personal identity, to develop their capacities,
necessary to feel recognised as valuable people.
Lifelong learning allows progressing in the exercise of the old people’s rights (freedom of
thinking, beliefs and action) – no matter their difficulties or limitations – and, therefore it will
make the young and adult generations become closer to the elder.
In this regard, although there is still much work to do to promote and stimulate training of old
people, the situation in Spain are improving considerably. A proof of this is that 8% of the
people between 65 and 74 years old declared in 2007 that they had taken part in educational
activities the year before.
It is worth underlining the role Public Administrations play or are able to play in this regard.
Good examples are the Old People University, the Social and Cultural Centres in the frame
of Autonomous Communities and the so called Culture Houses and Centres for the Older in
the Municipalities. The Not formal training activities, with practical contents are also very
valuable to improve their competences for life.
Information and Communication Technologies and the Old people

The new society of technology, information and communication carries some dangers and
opportunities. The possibility of new illiteracies (computing, technological, technical,
scientific, etc) constitutes a risk for the modern societies as they increase the inequality,
unbalance and exclusion in their members and groups. One of the functions of permanent
learning is to minimise this danger and prevent information society from loosing its human
dimension.
The introduction in the Old People’s daily life of Information and Communication
Technologies (ICT) is progressive, although slow. A scarce 17% of the old population
declares having a computer at home, 10% access to Internet. 3% use a computer every day
and 6% some time in a week; 2% and 4% respectively use internet.
The differences are marked by age. It is mainly the group between 65 and 70 years who use
them and by gender, men are more interested than women. It is also remarkable that the
urban habitat leads their use compared to the rural and there is even an important difference
among the autonomous communities.
Main conclusions and lines of performance in Lifelong Learning for the Old People
Without any doubt, it is absolutely necessary to promote lifelong learning without age limit so
that people might increase their competences and have more opportunities to optimise them
and use them. Therefore, it is necessary to counteract the negative stereotypes about the old
people, trying not to show the image that lifelong learning is something unusual or
extraordinary in old ages, by acting on:
 The improvement of the present offer of lifelong learning education: learning-teaching
processes and psycho-pedagogical models, supporting and guiding the offered
programs.
17
 The generation of patterns of Good Practices in the field of lifelong education,
according to the present patterns and social values and establishment of criteria for
the selection of materials.
 The progress in the use of Communication Technologies (ICT) by the elder as a tool
required for lifelong learning, taking into account their problems and fears to approach
these new technologies.
 The promotion of the encouragement and sensitising the society and mainly this
group about the importance of lifelong learning trying to involve them through forums,
debates or any other way.
 The promotion of stable forums and structures allowing all the involved agents – old
adults, professionals and managers of institutions and politicians – to work jointly in
the improvement of lifelong education opportunities in their environment.
 The development of research allowing knowing the existing offer, the pedagogic and
organisational logics underlying the different circuits and the individual and group
learning processes.
 The improvement of the learning systems of the professionals, focusing on personal,
relational and pedagogic competences, necessary to lead lifelong learning processes
for old people.
Intergenerational Learning
The main aim of the conducted research was to gather information about the
intergenerational learning in the project partner’s countries and the experiences related to it.
Based on this data, the researchers wanted to evaluate the existing good practices.
Austria
INTERGENERATIONAL LEARNING IN FORMAL LEARNING
The term intergenerational practice is used to describe interaction between the very young
and the very old or, to use the jargon, “non-adjacent generations” is on the increase. This is
because of the recognition that there is an urgent need to understand the scope of such
practices and how they may be nurtured. Cities of the developed world have found that the
encouragement of good intergenerational relations can be used to heal fractured
communities and promote policies of social inclusion. Not only do the young have much to
learn from the old but they also have much to teach them. The young can learn about their
heritage from the elders of their community, while older people can learn new skills from the
young - from sending e-mails to surfing the worldwide web. Nonetheless, there is often
mutual misunderstanding and antipathy between the generations. Both young and old may
have stereotyped ideas of each other based on misconceptions, and these need to be
addressed and remedied by the implementation of good intergenerational policies. The
young and the old can learn more about each other through the shared experience of
working side by side.
Intergenerational learning takes place in formal VET systems in Austria. Among others, this
is due to the fact that many Austrian teachers are close to the retirement age at the moment.
A generation change is going to take place in the Austrian school system within the next 5
years. While the last decades were characterized by long waiting times for young teachers
until they were able to find a position in the school system, Austria is likely to have a teacher
shortage in some years. At the moment, many students are taught by older teachers which is
18
a good example of intergenerational learning in a formal setting. However, no one in official
Austria would actually use the term “intergenerational learning” to describe the relationship
between these teachers and their pupils as it is considered as quite “normal”.
In higher education, age groups tend to be more heterogeneous than in primary and
secondary education. As mentioned above, there are about 2,000 senior students (60+)
enrolled in Austrian universities. Nearly half of them (47,4%) are between 60 and 64 years
old. Students at the age of 70+ only amount for 17% of all senior students and people who
are over 75 only account for 5,9% of all senior students. The oldest student in the winter term
2008/09 was 95 years old!33 About 55% of all senior students at university already possess a
university degree and only 10% don’t have a high school diploma which qualifies them for
higher education. For those students there are two possibilities: Either they study as students
with a “special status” or they take an exam which enables them to attend university courses.
At university, team work is a very important issue. In many courses, students have to work
together and cooperate in order to prepare presentations, conduct research and write
papers. In these settings, intergenerational learning takes place.
At the university of Graz, an international project on intergenerational learning in higher
education was conducted from 2006 to 2008. The project aimed at developing new
approaches of intergenerational and collaborative learning which facilitated the access to
higher education for non-traditional learners i.e. senior students (see Best Practices!).34
University teachers often continue their engagement when their career has officially ended.
As “professors emeriti” they give lectures and supervise students. Of course it needs a high
qualification and a respective career for this. They can’t be designated as “senior volunteers”
as they still receive payment for their courses.
An example for “senior volunteers” is the project “Lesementoren” in Wels, Upper Austria.
Residents of the local old people’s home visit the local elementary school once a week in
order to practice reading with the school children. The children read out their favourite books
and the seniors listen, correct mistakes and explain words and phrases the children don’t
understand.35 No special qualification is necessary to become a reading mentor in this
project. It is a cooperation between the people’s home and the elementary school of Wels.
INTERGENERATIONAL LEARNING IN NON FORMAL LEARNING

During the last years there has been quite a lot of activity in regard to intergenerational
learning in non-formal education. In 2008, the Public Employment Service Austria (AMS)
commissioned a study on continuing education of elder employees. The study also deals
with intergenerational learning in companies, e.g. learning tandems of younger and older
employees. It is emphasized that learning tandems are always mutual: Older adults pass on
their knowledge to their younger colleagues who teach e.g. ICT competences to them. The
elders tend to be motivated to refresh their own knowledge and competences before
supporting the young which is considered as a positive side effect of intergenerational
learning.36 From 2009 to 2011, BEST coordinates the international project TANDEM which
works exactly in this way: Older migrants pass on their work-related knowledge to young low-
level educated adults who impart ICT knowledge to their tandem partners (see Best
Practices!). As mentioned above, BEST teachers and trainers not only teach seniors in their
courses, some trainers themselves are officially retired from their first job. In order to teach in
33
34
http://add-life.uni-graz.at/
35
http://www.gleichgestellt.at/index.php?id=4384
36
http://www.forschungsnetzwerk.at/downloadpub/Enbericht_aeltere_weiterbildung_schmid_ibw.pdf
19
non-formal VET systems in Austria, one has to have certain qualifications, including a
training formation, a gender mainstreaming and a diversity management certificate and
several hours of training practice. In European comparison, Austria ranks in the middle field
when it comes to educational participation of senior citizens. In 2009, 6,7% of the age group
50+ participated in non-formal education.37
INTERGENERATIONAL LEARNING IN INFORMAL LEARNING

Intergenerational learning is often subsumed under the category of informal learning. In this
vein, even forms of community learning may be considered as intergenerational learning.
However, spontaneous intergenerational learning is nowadays on the decline. Explanations

for this include the transformation of family, alterations in the work environment and changes
in the concept of the neighbourhood, all of which result in less contact between generations.
In Austria, there are many projects and initiatives which promote intergenerational learning in
informal learning settings. In 2005, the Österreichisches Bibliothekswerk (the Catholic
association of Austrian libraries) started the initiative “life traces”. It brings together young
and old “bookworms” in order to initiate mutual learning processes. The aim is to transform
Austrian libraries into a meeting place for different generations. Older adults become reading
mentors for children and there are workshops on certain topics (e.g. contemporary history)
targeted at children and seniors equally.38 In 2009, the Austrian expert on intergenerational
learning, Franz Kolland, considered this project as a best practice example.39 Another
positive example is the “house of generations” in Götzis/Vorarlberg. A nursery for babies,
and after school care centre for school children, a youth centre, an old people’s home and
apartments for seniors are under the same roof. Several projects bring these groups together
on a daily basis.40 The project “future mentors” by the association Aufwind enables citizens of
the age of 45+ to become future mentors in their communities. This project was distinguished
by the Austrian Federal Ministry of Labour, Social Affairs and Consumer Protection as best
practice example for high quality educational work in the field of intergenerational learning.
On their website, certain characteristics are listed which a potential future mentor should
possess: s/he should be sociable, understanding, creative, humorous, interested in new
challenges and tasks, have fun with organising tasks, want to shape the future, have a
positive attitude and empathy.41 In order to become a senior volunteer in an informal learning
setting usually no certificate is necessary. However, many organisations list positive
characteristics and qualities the ideal candidate should have. Additionally, some associations
like Aufwind offer courses to seniors who want to become future mentors in their
communities.
In general, Austria ranks high in international comparison when it comes to informal
educational participation. However, these statistics don’t differentiate between different forms
of informal learning.42
37
http://www.statistik.at/web_de/wcmsprod/groups/public/documents/sitestudio/pdf_icon.gif
38
http://www.lebensspuren.net/kulturen/grundtvig/activities.html
39
http://www.bmask.gv.at/cms/site/attachments/5/9/0/CH0168/CMS1218026915594/good_practice_end
bericht_2009.pdf
40
http://goetzis.at/gesundheit-soziales/haus-der-generationen
41
http://www.zukunftsmentorinnen.at/Aufwind/Kurse.html
42
20
Romania
There are no official formal VET programs including intergenerational learning explicitly, even
if the practical placement usually promotes schemes with adult/experienced workers initiating
young apprenticeship students in a specific profession. However no clear incentives in the
education or labour policies could be identified to promote the senior as teacher or trainer for
young workers or students. This is why no assessments are made in relation with the
competences of the seniors and this is why no specific regulations exist in relation with the
certification or official approval to act as senior volunteer. The new education law is
promoting the idea of LLL portfolios and intergenerational learning but rather as a general
principle not as a concrete mechanism.
INTERGENERATIONAL LEARNING IN NON FORMAL AND IN INFORMAL LEARNING

The situation is similar as in the case of formal learning. However, at grass-roots level,
several initiatives could be found promoting intergenerational learning, rather on a ad-hoc,
non-formal basis. Here are two examples, indicated by EAGLE National Report on Romania:
a. British Council (www.britishcouncil.ro) initiative to assist the newly qualified teachers of
English in their professional development in the period of transition between initial teacher
training to the actual teaching career; the project was implemented in partnership with the
National Association of Romanian Mentors – ASMERO (http://asmero.ro). The project had a
pilot phase between 2001 – 2003 when the procedures were put into place and the support
tools and instruments have been designed and developed; a number of 20 mentors have
worked with 35 mentees, all teachers of English, in two regions of Romania (around two
university towns: Cluj and Timisoara). After 2003 the project has been extended nation- ally
and ASMERO now works with the Romanian Ministry of Education for the consolidation and
further development of the project. The process of inter-generational learning at the centre of
this project is located in schools belonging to the national education system and it involves
teams of mentors and mentees who interact in a structured manner for two academic years,
until the newly qualified teacher receives their certification as teachers. The mentor – mentee
interaction is structured as a constellation of learning practices: mentee lesson observation
by the mentor and mentor lesson observation by the mentee, structured time for reflection
based on the NQT mentee portfolio, guidance from mentor, mentor-mentee common
socialisation activities involving other social actors with a role in school life. All these
activities are mainly based on a downstream flow of knowledge, knowhow and information,
but there are instances when the flow is bi-directional (especially when in what ICT and
research into teaching).
b. At the initiative of the Mayor’s Office (www.primariatm.ro) of the city of Timisoara with the
explicit aim to facilitate intergenerational communication and learning among the different
generations of citizens in order to preserve and/or re-vitalize the spirit and the traditions of
the city. The Council of the Seniors functions as an associative structure funded publicly and
formed of citizens of the city who are over 53 years old and who volunteer to be members of
the Council; the members represent the community of the city socially and geographically
and they work in four distinct committees: ‘collective memory and traditions’, ‘third age
population’, ‘public relations’ and ‘intergenerational issues’.
The intergenerational dimension of the project manifests itself on two distinct levels. Firstly,
21
the Council of Seniors reflects on the initiatives of the local authorities evaluating the
compatibility of these initiatives with the local spirit and traditions; in this case the members
of the council of Seniors are an interface between new initiatives adopted by the authorities
and the elderly population who preserves the 'cultural memory' of the city; the learning
activities envisage community development together with social inclusion and active citizen-
ship. Secondly, the Council of Seniors organises events and meetings with pupils in schools
or participate in informal educational activities aimed at young people in the city (the motto is
‘former youth meet the future elderly’); in this capacity the Council concentrates on the
development and continuity of societal values. It is interesting that intergenerational learning
has both a public dimension (first level described above) and a personal dimension (second
level).
Poland
The documents were analysed from the perspective of the presence of intergenerational
learning on all levels of formal education, paying special attention to vocational education.
The analysis included the core curriculum content standards43 which are a collection of
obligatory educational contents approved of by the Minister of National Education. The
contents form the basis for the development of curricula. However, one has to remember that
curricula to some extent broaden the core curriculum content standards. This is why, in order
to get a full picture, the databases of Vocational Training Institutions44 were searched and
over 120 vocational training curricula approved of by the Ministry of National Education 45
were analysed. We were looking for contents related to intergeneration learning, as well as
for curricula that in full or in part address the issue of intergenerational education
programme. For the purpose of this research a notion of an intergenerational education
programme was defined, as “a social mechanism of learning through constant exchange of
resources between the older and the younger generation”, as well as “a planned, mutually
beneficial activity that connects two different generations in order to exchange experiences”
(Kaplan 2002, p. 306. Newman: Hatton-Yea, 2008).
INTERGENERATIONAL LEARNING IN NON FORMAL LEARNING

Non-formal learning by definition takes place alongside the main stream system of education
and training and does not typically lead to formalized certificates. A characteristic feature of
this form of learning is a large number of organisers. Learning may take place in workplaces,
churches, different social organisations etc. That is why, in order to track the
intergenerational learning it was necessary to get to know the offer of non-formal education.
The best strategy was to look for advertisements of lectures, workshops, seminars, meetings
or participation in projects, making use of intergenerational learning. Such offers were looked
43
http://bip.men.gov.pl/index.php?option=com_content&view=article&id=292%3Arozporzdzenia-ministra-edukacji-
narodowej-z-dnia-23-grudnia-2008-r-w-sprawie-podstawy-programowej-wychowania-przedszkolnego-oraz-
ksztacenia-ogolnego-w-poszczegolnych-typach-szko&catid=27%3Aprojekty-aktow-prawnych&Itemid=52
44
http://www.zdz.katowice.pl/; http://www.zdz.edu.pl/ ; http://www.zdz.bialystok.pl/ ; http://www.zdz.kielce.pl/ ;
http://www.zdz.com.pl/ ; http://www.zdz.rzeszow.pl/ ; http://www.zdz.torun.pl/ http://zdz.lublin.pl/lublin/index.php ;
http://www.zdz.krakow.pl/ ; http://www.zdz.lodz.pl/
45
http://www.koweziu.edu.pl/index.php?id=pakiety
22
for in chosen local newspapers46, on the portal of a non-governmental organisation47, as well
as websites for senior citizens that update the database of various events48 on an ongoing
basis.
INTERGENERATIONAL LEARNING IN INFORMAL LEARNING
This form of learning concerns mainly everyday life. It might be intentional, but, in most cases
the characteristic feature of informal learning is a lack of purposeful actions of the individual,
which points to the naturally unintentional and irregular acquisition of knowledge and skills 49
(life learning), the best way of investigating informal learning are interview. The interview
included four respondents and it was based on the interview questionnaire provided by the
Swedish partner, slightly modified by the Polish partner. The interview sample was
purposefully chosen.
Conclusion – formal learning

The secondary analysis of documents revealed that there are scarcely any or no contents
and curricula concerning the intergenerational learning. The core curriculum standards
include contents that only indirectly refer to the issues of intergenerational learning and only
after they are properly implemented into a curriculum, it could be said that this form of
learning is present in formal learning. Such contents concern the cultivation of tradition,
gathering family mementoes50, transferring values and traditions within a family, common
celebrations or spending free time with a family51, showing respect to other people,
appreciating their efforts and work, positive contribution to the family life, building proper
relations with parents, generational conflicts, reasons and ways of solving such conflicts,
responsibility for the family atmosphere and the role of authorities in our life52. An exception
of intergenerational learning in the context of formal learning in the whole country is the only
private kindergarten which employs grandmothers as teachers. The aim of this project is to
connect generations, teaching respect for the elderly and proving that the older generation is
an invaluable source of knowledge53.
On the border between formal and non-formal activities there are several actions aiming at
connecting the generations. One of them is the cooperation of some orphanages and primary
schools with nursing homes. In most cases the cooperation is related to specific events, such
as Grandmother’s and Grandfather’s Days or Christmas.
46
http://www.dzienniklodzki.pl/?cookie=1 ;
http://expressilustrowany.pl/Community/Default.aspx?CommunityId=15213
47
http://www.ngo.pl/
48
http://www.wcs.nstrefa.pl ; http://www.hospicjum-domowe.poznan.pl/poznanskie_centrum_seniora.html ;
http://www.seniorzy.ug.gda.pl/ ; http://www.klub.senior.pl/malopolskie/t-krakowskie-centrum-seniora-5676.html
49
The so-called notional tumult in the Polish andragogy and government documents results in different definitions
of informal learning. Sometimes it is viewed as everyday learning (academic perspective), while in other cases it
is treated merely as a form of self-directed learning (government documents; see the report of GUS from 2009,
“Kształcenie dorosłych”, p. 67).
50
The second part of a primary school, grades 4-6 (History and society classes)
51
The second part of a primary school, grades 4-6 (preparation for family life classes)
52
The core curriculum standard for lower secondary schools and secondary schools (preparation for family life
classes)
53
http://www.babcinakraina.wic.pl/babcie.html
23
The analysis of vocational education curricula shows that they focus only on the activities of
students and teachers during classes and on the system of checking and evaluating the
educational performance of students. Neither among the forms of education (group and
individual), nor the methods of learning, such as lectures, didactic discussions, case method
or training methods, has there ever appeared a notion or conception close to the idea of
intergenerational learning.
Non-formal learning – conclusion

The performed analysis revealed a variety of activities related to intergenerational learning
being part of non-formal perspective. One could divide them into actions inspired by the
needs of local communities and activities being a result of EU projects or being part of the
policy of a given ministry. The project “Serce Dzwonu” 54, concerned with intergenerational
transfer of culture and tradition, and the action “Seniorzy Dzieciom 2010”55 are examples of
grassroots initiatives of both the youth, who tried to revive the old rural tradition with the help
of the elderly, and of the elderly who shared their artistic oeuvre with children.
There are many more projects inspired by the policy or EU policy. Some of them are a result
of national events such as “Cała Polska czyta dzieciom”56. It was carried out by, among
others, local libraries which encouraged the elderly to read fairy tales to children. These
activities led to the organisation of theatre performances together. Moreover, one could
mention also all the projects that are listed in the third part of this document as examples of
good practices.
Another division of activities related to intergenerational learning can be made according to

the aims of projects, as some of them focus on the transfer of knowledge and skills strictly
related to the labour market, while others focus on activating the elderly or on cultural
transfer. An example of the first aim is the project of intergenerational pairs 57, within which
pairs of people of a given trade were formed. The older people were transferring the
knowledge and skills gained throughout their professional life to the younger ones who, in
return, taught them how to optimise work with the use of modern technology. Another similar
project was “Senior Intergenerational Social Capital”58. Interesting offers are the projects:
“Sojusz dla pracy”59 and “Adults Mentoring”60. Both concern the development and testing
methods that can be used to solve labour market problems. The first one develops the job
coaching method, while the other focuses on the mentoring methodology. Both make use of
intergenerational learning.
One can also mention projects aiming at the activation of elderly people. An example of such
a project can be Międzypokoleniowa Akademia Karate61, where both older and younger
54
http://serwisy.umcs.lublin.pl/w.frackiewicz/ober.htm
55
http://opslegionowo.pl/sados81/cms/index.php?id=153&id2=102
56
http://www.wcs.nstrefa.pl/index.php?option=com_content&view=article&id=83:qcaa-polska-czyta-dzieciomq-
nadal-poszukiwani-wolontariusze-seniorzy&catid=3:aktualnoci
57
http://www.ngo.pl/files/gazeta.ngo.pl/public/Archiwum/2008/gNGO_09_2008-light.pdf p. 14
58
http://www.sisc-project.eu/
59
http://www.sojuszdlapracy.pl/
60
http://www.adults-mentoring.eu/
61
http://www.wcs.nstrefa.pl/index.php?option=com_content&view=article&id=22&Itemid=25
24
generations could take part in karate courses. The motives for intergenerational learning
were also given by intergenerational Christmas workshops62, the participants of which
prepared Christmas decorations. Another example is the project “Senior w sieci”63, as part of
which elderly people learn how to be modern grandparents who surf the net with their
grandchildren. “Seniorada”64 is a recreational fair organised in Warsaw, the aim of which was
to connect generations through recreation.
Among the projects aimed at cultural transfer, it is worth noting the already mentioned “Serce
Dzwonu” project, as well as multicultural meetings “Opowiem Ci o mojej Warszawie”65, during
which elderly people shared their memories from the past with the younger generation. Also
the meetings connecting two generations “Senior Graffiti”66 were an interesting initiative, as
senior citizens and the youth could perfect the graffiti technique together, designing a
community square and painting the room where the youth meet. A different project was
“Most międzypokoleniowy nad rzeką Szkwą”67, which included 130 representatives of all
generations – from primary school pupils to people aged 50+. The project activities focused
on cultural events, cooking together, computer lessons and interpersonal communication
workshops. Another project, called “Transgenerational Arts/Cultural Platform in Education
(TAPE)”68, developed an intergenerational learning platform concerned with artistic
education. “Toys of my Grandparents”69 is a project focusing on the communication between
two generations. As part of this project elderly people was drawing attention to toys as an
important element of the cultural heritage. The last project is InterGenerationes70, a pilot
project, the aim of which is to add the intergenerational elements to the sector of international
work with the youth, as well as to share experience between the representatives of
educational centres for the youth, adults and elderly people.
Apart from the abovementioned projects which are examples of non-formal, intergenerational
learning, it is worth noting that there are some associations in Poland, the main purpose of
which is to connect generations. Some of them are Centrum Wspierania Rozwoju i Integracji
Międzypokoleniowej71 and Stowarzyszenie Wolontariatu Międzypokoleniowego72.
62
http://wiadomosci.ngo.pl/wiadomosci/608346.html
63
http://www.gazetakrakowska.pl/malzach/oswiecim/255933,kety-seniorzy-chca-serfowac-po-globalnej-
sieci,id,t.html?cookie=1
64
http://www.espar50.org/dla50,seniorada.html
65
http://wiadomosci.ngo.pl/strona/597651.html
66
http://www.kurierlubelski.pl/stronaglowna/121230,bylo-graffiti-bedzie-niewidzialna-reka,id,t.html?cookie=1
67
http://wiadomosci.ngo.pl/wiadomosci/506657.html
68
http://www.tapeeurope.org/
69
http://grundtvig.org.pl/s/p/artykuly/18/189/final_Toys%20and%20games%20of%20my%20grandparents_CS_Gd
ansk_2009.ppt
70
http://www.intergenerationes.eu/
71
http://www.sztafetapokolen.pl/
72
http://www.infohouse.pl/f,stowarzyszenie-wolontariatu-miedzypokoleniowego,v2sm5g1.html
25
Sweden
In Sweden there were projects in the 1970´s and 80´s which aimed at integrating children
and old people in the same buildings. The projects were not prolonged and there is not much
documentation. They were, however, government sponsored. By contrast most of the
programmes you found nowadays are implemented from the bottom-up and the founders
have to work on voluntarily basis and look for sponsors. The sponsors are both from the
public and private sector.
Towards the end of the 1990´s intergenerational programmes began to expand quickly. One
reason for this was the structure of the retired people’s associations. When they want to start
a programme they can easily spread it to their members. In Sweden almost 50% of those
over the age of retirement are members of such an association.
The old people’s organisations were founded in the end of the 1930´s and the beginning of
the 1940´s. There are two big associations for retired people in Sweden and some smaller.
The PRO has about 405 000 members and the SPF has about 260 000 members. They are
very well structured and it is possible to be a member in one of these associations wherever
you live in Sweden. There are 1500 respective 890 local organisations which are connected
to regions and to boards representing the whole country. The organisations are not political
and their representatives can negotiate with the Swedish government.
The Swedish Government has adopted the theme of the UN international Year of Older
Persons ”A Society for All Ages”. Within this there is an effort towards bringing about a
broader discussion on subjects like lifelong learning and contacts between generations and
as a follow up the government started the Elderly project to work with these questions.
In Sweden the Department of Education and Science has the responsibility for childcare and
education for children. The Department for Health and Social affairs is responsible for old
age care. However in the Elderly project there are representatives from both Departments so
it would be made easier to connect the different generations. The Elderly project also has the
responsibility for funding of projects. Projects could be applied for in four different categories,
where two could be titled ”care” and two were more about involvement in society.
The themes were:
1. Participation of the elderly in the community and the elderly in working life.
2. Young people and the elderly together for a better future.
3. Attitudes towards growing old and the elderly.
Currently being developed/implemented

This is an overview of recently started programmes and the structure behind them. There are
many initiatives across the countries that are not yet documented. These are individual as
well as initiatives from churches and sports organisations. Differences are evident between
rural and city areas. Sweden has also almost one million immigrant inhabitants where there
may also be different structures regarding the Intergenerational programmes. These
differences within the country are not described or documented at the moment.
When the Elderly project distributed the money for new initiatives in June 1999 10 out of 64
projects selected were intergenerational programmes. Three of these were IT projects,
where the aim is to connect young and old people in virtual reality as well as in reality. One
project is to inform students in 4th to 6th grade about ageing and dementia. Another project
26
is named ”over generation barriers” and one is called Young meets Old. There is also one
where young people escort old and one that is named Mix of Generations. Then there is one
with a meeting place for people of different ages and a project, which is developing common
meeting places for all generations. Another programme was started by the retired people’s
organisation the PRO. The PRO has a congress every 4th year. The last one was 1996. At
that meeting they decided that in their program should be include a section on
intergenerational learning (Gemenskap mellan generationerna).
There are three objectives in this program:
1. To decrease the segregation between the younger and the older generations.
2. To create a society that is safe for all, in co-operation with other generations.
3. By experience and knowledge to increase their involvement in society
The PRO runs their own folk high schools in Sweden, ands senior citizen can go there for
courses from all of Sweden. The price is the same for boarding and travel, to not be to
expensive for those who live a long way from the school. There are also courses for persons
who are out of work. One of the courses is about Intergenerational learning and meetings
between generations. It is a weeklong and has a course book to read for discussions and
also a guide on how to come in contact with schools, and what to do when you have
succeeded.
A programme called Seniornet started 1997. It was initiated by the Governmental IT
commission and is a volunteer association for people´+ 55 which have a goal that 25% or
more than a million older adults will be active internet-users in the end of the year 2000.
INTERGENERATIONAL LEARNING IN INFORMAL LEARNING AND NON FORMAL

LEARNING
Intergenerational learning in Sweden has an old history regarding the informal learning that
has taken place and still does. However, the formal concept of Intergenerational
programmes, as such, is not used. The concept is new for Sweden. But there are both
private initiatives as well as more broadly structured programmes. Most of these are
developed at the local level.
Trends in Social Change

In the Swedish welfare state the public sector has assumed responsibility for social service
and care for elderly and children. The care for the elderly is a public responsibility and is
provided by qualified staffs, which have been specially trained. The increased degree of
employment for women has been met by a family policy designed for childcare. Although
care for the young and the old is a public responsibility, informal care is provided by both
family and volunteers. There are no reliable numbers for the amount of help that is given but
it is estimated to be of great importance. The informal care goes both ways. Younger people
are helping their parents and retired parents take care of their grandchildren. Most retired
people in Sweden live by themselves but are reasonably near to their friends and relatives.
27
In a longitudinal study starting from 1938, the Malmö study, (Bang, 1995) a questionnaire
distributed 1994, when most of the persons in the study were 66 years old, included
questions of how people from the first welfare generation in Sweden looked upon their life as
retired persons. The questions were closely connected to quality of life, where it was
expected that health might play an important role. A qualitative study of answers and
comments in the questionnaire showed that one of the most important dimensions in Quality
of life was”Network”. This category was almost twice as important as”Health” and”Work”. The
category of Network was divided into grandchildren, children, husbands and wives, parents,
friends, pets and workmates. Grandchildren were the overall most important category closely
followed by children and husbands and wives. The study shows the importance of family
network in Sweden.
In Sweden, Intergenerational Learning has not been formalized to that extent that there
are formal programmes existing on a broad scale. It is, however evident that this kind of
learning is taking place on a informal and non formal level formed by generations during
every day life and to some extent in organizations on a voluntary basis.
There are, however, efforts made as of today to highlight the benefits of Intergenerational
Learning from different points of view, from social benefits to labour market benefits due
to changes in society and on the labour market when, due to demographic changes, we
will have a generation shift.
The elderly who retire sitting on a lot of experience and knowledge that the young do not
have, or for that matter cannot acquire trough the ordinary education system, while the
younger have the new knowledge and skills on such modern technology, knowledge that the
older generation in many cases lack.
Spain
Let us start from the premise that, in Spain, the practices and performances in the field of
Intergenerational Learning are an exception rather than a rule. In Europe, the first
intergenerational programs were developed by the end of the sixties as a result of the greater
awareness of the socio-cultural differences between generations. This distance reduced
interaction between the young and the old, isolating the latter and favouring the appearance
of myths and stereotypes between generations. We have to be conscious that the
generations have a natural trend to be immersed in their own worlds. The contact among
groups of similar ages increases as much as the social contact and relations between people
of different ages decreases, so some “structural segregation due to age” is appearing. The
European civil society, including the labour market and the Lifelong Learning spaces, cannot
afford losing the knowledge, capacities, competences and professional experience of the
elder. Our seniors might assume a new function becoming “mentors for transition stages”,
that is, accompanying youngsters for certain transition period. For this reason, it is important
to promote learning experiences between people of different generations allowing filling in
this intergenerational gap and achieving:
1. Fighting against the stereotypes between the different ages: the shared learning
experience between young and old might offer a way to social integration of the older and
the creation of new links.
28
2. Generation of Social Capital: intergenerational education creates the conditions to help
developing links: widens, enriches and reconstructs social networks and contributes
creating confidence and establishing relations. It influences the development of shared
rules and values such as tolerance, understanding and respect, influencing on individual
behaviour and on attitudes for the participation in the community.
3. Cognitive stimulation: it is obvious that the memory capacity and other cognitive skills
improve in those participating in intergenerational programs. Several surveys point out the
positive effects of these programs in the young people’s life. Others underline the mutual
benefits both for the young and for the old.
4. The development of an integrating community: intergenerational exchanges might
help re-establishing social networks, developing the community capacity and creating an
integrating society for all ages.
5. Living learning and experience: intergenerational exchange is focused on the still
unused potential of the old people. The main approach is not as much to the learning
affair itself as to the collaboration towards a joint objective: that of joining the different
generations and allowing them to interact. Intergenerational exchange has cultural
dimension, as the transmission of usages and social rules, but also a socio-labour
dimension as it transmits the experiences and working skills acquired throughout an entire
life.
What is intergenerational learning?

The term intergenerational learning involves the participation of members from two or more
generations in learning activities. Intergenerational programs contribute to:
 Both young and old share experiences benefiting both generations
 Stimulate links between the generations
 Encourage cultural exchange and provide systems for social support
 Generate empathy between people of different ages, underlining the positive elements
of each group. This way, people might gain new experiences.
 Form communities with greater cohesion; from the social point of view, it is integrating
as we develop resources that might be used by the elder and by the young people.
Much of the intergenerational learning takes place spontaneously when we speak with our
grandparents or older friends in our families. This learning usually occurs in informal contexts
and is motivated by the people’s needs and interests. But it is also possible to generate
intergenerational learning contexts through more organised and planned activities. In this
regard, intergenerational learning should go further than the structured intervening programs.
It includes social and institutional policies, cultural and community practices and efforts to
configure the environment to boost intergenerational commitment. Therefore,
INTERGENERATIONAL LEARNING:
 Is linked with the interdependence and reciprocity that should exist between groups of
different ages and ways of seeing life.
 Is important to do joint activities and grow together, that is, it is something more than a
simple interaction,
29
 Is explicitly addressed to the reciprocal knowledge of different realities,
 Is focused on the exchange of experiences so the specific skills of each generation
should be encouraged,
 Is designed to promote critical thought about “ours” and encourage empathy between
different groups of people,
 Is aimed at counteracting the negative stereotype of ageing and takes into account the
older people’s competence level and their importance in the education of the young.
At operational level, the intergenerational exchange practices could be of different nature,

depending on the direction knowledge is transmitted between generations:
 Processes where the elder play a role of mentor for youngsters to increase self-esteem
and performance,
 Processes where the young people help the older to develop new skills,
 Processes where the young and the old collaborate in projects of mutual interest, which
produce higher mutual understanding and respect.
Elements that should be taken into account to develop intergenerational learning

Intergenerational learning programs should be designed so that they should offer
opportunities for a collaborative learning, in which both the older and the younger people
work together in the classroom, exchanging ideas, without this becoming intergenerational
fight. We should take into account that in this kind of processes, both the old and the young
are more motivated if they have the opportunity to show their knowledge, their skills and their
experience. In this regard, we should take into account several key elements if we want to
benefit the most from intergenerational learning processes potential:
 The organisation of intergenerational programs is an activity of intense work, which
usually requires qualified professionals and the support of an institution willing to
provide the necessary space and services to carry out this task correctly.
 We have to accept the diversity of the methodological approaches in intergenerational
learning because of the different political, social and cultural characteristics of the
different regions.
 The cultural differences might become barriers for intergenerational activities. The
participants should be conscious of their own cultural environment, becoming willing to
go beyond their own horizons.
 Intergenerational learning should mean something more than the simple mutual
acceptance. It should be reciprocal communication.
Due to the fact that we are still in a stage of development of theories on intergenerational
learning, it is very important to develop evaluation methods allowing those developing the
didactic programs and the teachers to make a deep reflexion on the learning process.
Some general principles to design efficacious intergenerational learning processes

 Take into account the range of needs, experiences and expectancies of the different
groups involved, as well as the specific characteristics of the learning contexts.
 Try to be innovative and creative
30
 Explain clearly to the people taking part in these educational processes what
“intergenerational learning” means.
 Make sure that the potential of intergenerational processes is used as much as
possible, integrating the knowledge, capacities and experiences of each group.
 Explain the participants that the pedagogic methods do not have to be a “dogma of
faith”; there might be different approaches to a topic and different theories, and there is
not one “only truth”
 In the cases where the older people act as mentors, it is necessary to offer them
support and technical advice to help them solve the problems that might arise in an
intergenerational group. This advice should be provided by the pedagogic professional
team in charge of managing these intergenerational learning processes.
 Make sure that all the opinions and different perspectives are listened and valorised.
 Use a language that does not offend the different generations.
 Encourage the team work to boost intergenerational cooperation.
 Adapt the evaluation methods to the learning context and the particularities of the
students. Think of the possibility of using not conventional methods which are often
more suitable for intergenerational learning.
 Take profit of the evaluations feedback as a part of the learning process
31
Best Practices
Austria
Title of the EUROPEAN GENERATION LINK

Project
Type of Pilot / Experimental / Research
Project
Year 2006 – 2008
Duration 2 years
Promoter
Coordinator: BEST Institut fuer berufsbezogene Weiterbildung und
and Partners
Personaltraining GmbH
Mariahilfer Strasse 8
1070 Vienna
Partners: Artemisszio Foundation (HU), BANLIEUES (BE), Biuro Inicjatyw
Rozwojowych, Bialystok (PL), Carpathian Foundation (RO), Città della
Scienza (IT), Folkuniversitetet Kristianstad, (SE), Gabinet d'Estudis Socialis
(ES), IRFA Sud (FR), KTP (CZ), Latvian Adult Education Association (LV) ,
PAPILOT Zavod (SI), University of Glasgow (UK), VHS Cham (DE), Global
(TR)
Geographical AT, CZ, DE, UK, ES, FR; IT, LV, HU, PL, RO, SK, SE, TR
scope
Target group Teachers, trainers, guidance counsellors working with low educated/
motivated young learners
Reason why Why we consider it is a good practice? What have we learnt from this
you include experience?
as a “best Such intergenerational learning has encouraged innovative and alternative
practice” learning pathways of Lifelong Learning for both learner groups;
Both worked in tandems and learnt about things that interested them, which
they decided to ask for and to be relevant to them. While the youths learnt a
lot about European history and culture as well as about autobiographical
work and journalism, the seniors acquired basic ICT skills and learnt how to
handle a computer, surf the internet and write a letter with a word processor.
All liked the exchange and work and enjoyed learning.
The younger students as well as the migrant seniors were actively involved
in the design of their exchange of experiences, values and feelings and
thereby experienced the fact that learning had something to do with them
personally.
Above all, the young learners acquired deep knowledge about Europe and
different migration histories. The mutual approach provided the young
generation with the chance to act as “teachers” and transfer ICT and
language skills to older people. All members of the tandem team could
improve their self-esteem.
Aims of the  to bring together people of different generations and cultural
project backgrounds
 to promote tolerance and reducing xenophobia among different
32
cultures and generations

to make valuable knowledge in the context of a wider European
perspective of elder people with migrant background available to
others
 to promote understanding of historical backgrounds
 to raise the learners’ awareness of their responsibility for their own
learning contents (e.g. using a foreign language in oral or written
form)
 to bring about greater intergenerational respect.
Actions and The EGL project was based on an individualized approach: within interviews
Methodology young and elder people with migration background could learn from one
another. The elder interviewees talked about their lives and their
multicultural background, the young interviewers taught computer skills to
their tandem partners. The stories produced in these interviews were stored
in the digital EGL library; they are based on structured interviews.
The teacher has an important function in this context. As s/he accompanied
by continuing tutoring in order to provide according information and support
the well-directed development of knowledge, skills and competencies this
intergenerational learning process.
Products and “European Generation Link Guidelines” - a collection of methods on how to
Outcomes sensitise the younger generations, how to get in contact with seniors, how to
conduct interviews with older people who can contribute to the library, how
to take away their fears and anxieties and how to transfer basic ICT skills
without “overloading” them with sophisticated and confusing contents.
“ Interview Guide” - to provide young people without experience in journalism

with structured information and help; The Interview Guide contains a variety
of questions in order to help the students capture the multicultural
background of the interviewees
The interviews are stored in a digital library

Where we www.european-generation-link.org
can find
more
information
Title of the TANDEM – How to establish intergenerational and intercultural

Project communication and how to provide for transfer and transparency of
competences in VET
Type of Pilot
Project
Year 2009 – 2011
Duration 2 years
Promoter
Coordinator: BEST Institut fuer berufsbezogene Weiterbildung und
and Partners
Personaltraining GmbH
Mariahilfer Strasse 8
1070 Vienna
Partners:
ROC Nijmegen (NL), RACTI (GR), Business Foundation Education (BG),
33
VHS Cham (DE), Banlieus abls (BE), Rogaland School and Business
Foundation and Kommune Stavanger (NO),
Geographical AT, DE, BE, BG, GR, NL, NO
scope
Target group VET teachers/ trainers/ career counsellors working with young or elder
learners
Reason why Why we consider it is a good practice? What have we learnt from this
as a “best So far, major success factors identified affected the learning outcomes and
practice” satisfaction of the interviewer-interviewee tandem in the process of
knowledge transfer, awareness of learning/teaching success, learning pace,
reflection of intergenerational roles.
The library could raise the younger learners motivation to learn and to get in
contact with elder people having a migration background.
Young people can learn how to address people and run interviews; they can
improve their social skills and learne new working techniques.
Aims of the * develop appropriate and consistent vocational education training materials
project * emphasize that competences and skills should become more transparent
for transfer into other education and labour systems
* to allow and manage the communication between young and old European
citizens
* to promote intergenerational and intercultural vocational competences and
skills
Actions and
TANDEM brings together young low-level educated individuals and older
Methodology
migrants to make them benefit from each other. Both groups are among the
most affected by low participation in the labour market and by social
exclusion. This idea draws on the previous project in which older people with
a migration background passed on their stories and experiences from
having lived in different European countries to young people who
consequently documented these encounters within an interactive
electronically library. An important difference between the two projects is the
focus of TANDEM on work related aspects, instead of more general day-to-
day life situations.
The interviews conducted by the participants of the TANDEM project are

stored in the TANDEM Library. This is an interactive electronic library with
individual volumes containing the stories, complemented by photographs
and, in some cases, audio files and video clips. The TANDEM Library is one
of the main products of the TANDEM project. It offers templates for a
structured input of the information and provides registered users with the
possibility to add, edit and remove content from the library. Visitors can
search the library using different parameters. The stories are structured by
work sector (i.e. agriculture, construction/building, tourism, manufacturing
and retail and health and social services), as well as seven key
competences and the “Europass CV” concept of the European Union:
personal, social, organisational, technical, computer, artistic and other skills
and competences
Products and Besides the TANDEM library, that will include various experiences and
Outcomes “work life stories” documented as text and pictures, films and/or audio files
from older migrants documented by young adults. Other products are:
34
 TANDEM Didactic Guidelines
 TANDEM Library User Manual

 TANDEM Implementation Concept for each target country
Where we www.tandem-project.eu
can find
more
information
Title of the „GenerationenLernen“

Project
Type of Pilot
Project
Year
Duration
Promoter Association GenerationenLernen
and Partners Public libraries in Salzburg
Geographical Salzburg (AUSTRIA)
scope
Target group Adults who have time and want to help young children with school
homework
Reason why The project provides for the involvement of elder people who have more
you include spare time during their retirement to spend with young children 2 hrs per
as a “best week doing homework, advising them on vocational issues or helping them
practice” to prepare for exams.
Aims of the Intergenerational and –cultural dialogue,
project Social inclusion,
transfer of knowledge
citizenship
Actions and The project uses a participatory development approach to engage elder
Methodology people, giving them confidence in their own knowledge and enabling them
to participate actively in the development of (very) young generations. Older
people, through their experience and familiarity with vocational practices,
their communities, etc are well placed to support young ones in learning and
developing their sense of citizenship. They can guide them in school related
matters but also general life related issues (e.g. social processes).
Products and Young generations have contact to elder ones
Outcomes Elder can spend their time ‘meaningfully’
Where we
can find
more
information
Title of the ADD LIFE - ADDing quality to LIFE through inter-generational learning
Project via universities
Project
Year 2006-2008
Duration 2 years
Promoter University of Graz, Austria, Coordinator
and Partners Brno University of Technology, Czech Republic
35
Goldsmiths University of London, UK
Summer University of Jyväskylä, Finland
University of Pécs, Hungary
University of A Coruna, Spain
European University Continuing Education Network - EUCEN
Geographical AT, CZ, FI, UK, HU, ES, European scope
scope
Target group Young and old learners in Europe
Reason why The project provides deep insights into intergenerational learning today,
you include especially in higher education. Intensive theoretical research was conducted
as a “best on the topic. The project partnership developed 12 thematic modules which
practice” can be applied in intergenerational learning settings. Additionally, three
reports on “lessons learnt” were written which were integrated in the ADD
LIFE Tool Kit. The comprehensive collection of materials is very useful for
successor projects and/or people working in the field of intergenerational
learning.
Aims of the  Develop new approaches of intergenerational learning
project  Promote the participation of individuals in the European civil society
as promoters and mentors of other people
 Develop new provisions for older learners on university level as well
as in intergenerational learning settings
 Systematic evaluation of the lessons learnt
 Dissemination of outputs
Actions and The project partnership developed new approaches of intergenerational and
Methodology collaborative learning.
Products and  ADD LIFE European Tool Kit for Developing Inter-generational
Outcomes Learning in Higher Education: The Tool Kit offers best practice
examples of intergenerational learning which were developed by the
project partnership.
 ADD Life Modules: Modules about topics such as Civil Society,
Information Society, Health Sciences and Sustainability and
Development which can be applied in intergenerational learning
settings
Where we http://add-life.uni-graz.at
can find http://www.uni-graz.at/add-life_toolkit_de.pdf
more
information
Title of the Intergenerational Learning in Organizations (IGLOO)

Project
Project
Year 2007-2009
Duration 2 years
Promoter BFI Tirol, Austria
and Partners University Innsbruck, Austria
University of Molise, Italy
LiNK MV, Germany
EuroFortis, Latvia,
FEMXA TRAINING, Spain
Geographical AT, DE, IT, ES, LV
scope
36
Target group Companies and organizations, i.e. employers and workers in
intergenerational work settings
Reason why This Grundtvig project focused on intergenerational learning in work
you include contexts in order to raise the awareness of employers and employees on the
as a “best issue. Every partner country conducted extensive research on the current
practice” national situation concerning intergenerational learning in companies.
Additionally, a literature survey has been made in order to identify best-
practice examples. Finally, training materials were developed which are
available on the project website. Companies, especially human resources
managers, are now able to draw on a comprehensive collection of materials
and data which facilitate intergenerational learning processes among
employees. The materials support managers in identifiying problems and
training needs and develop innovative solutions.
Aims of the  Respond to demographic changes
project  Raise awareness of employers and workers on intergenerational
learning
 Re-establish the intergenerational balance in companies
 Improve the work climate
 Competence development of employees
 Improve the competitiveness and innovativeness of organizations
Actions and The project partnership developed a complex mix of new learning strategies,
Methodology settings and techniques. The innovative learning and teaching approaches
are mostly based on information and communication technologies.
Products and  Literature report: Scientific state-of-the-art in the partner countries
Outcomes concerning intergenerational learning in organisations and
competence development
 Summary of the surveys which were conducted in different
companies of the partner countries
 Online training course: this course (which is also available in an
offline version) is dedicated to human resource managers and
employers who want to promote intergenerational learning and
knowledge transfer in their companies.
Where we http://www.iglooproject.eu
can find
more
information
Romania
Title of the CROSS AGES

Project
Type of 134442-2007-IT-GRUNDTVIG-GMP
Project
Year Project ended in 2009
Duration 3 years
Promoter and University of Padua, Department of General
Partners Psychology
4 European Countries, Italy, France, Romania
and Germany, with 7 partner organisations
37
Geographical Countries members of EU

scope
Target group Aged workers, experts, decision-makers, practitioners.
Reason why Comprehensive review of inter-generational learning, from diagnostic to
you include impact
as a “best evaluation. Presentation of best practices studies.
practice”
Promotion of an integrated LLL education and training model based on the
inter-
generational approach, characterised by transferability at European level.
Aims of the Facilitation of aged workers active participation in the society, through the
project participation of an integrated learning path based on the support and
enhancement of intergenerational exchange.
The project approach is deducible from the analysis and the contents of the
consecutive working steps (identifying in the ‘core’ project Work Packages).
It is related to an effort of capitalisation and valorisation of already achieved
results and of their new-reading and innovation in terms of better use and
better accessibility from part of users. The concept was to integrate and to
adapt positive solutions experienced in working contexts with other
dimensions, as the social one and the educative one.
Actions and Analytical phase (development of the LLL model for intergenerational
Methodology learning) and practical phase (testing and validation of the model)
RES1: Identification of good practices. This project activity phase is

synthesisable in
the capitalisation and valorisation of previous positive project results (tools,
products, methods, tests, studies);
RES2: Analysis and research. Survey and study on contents pertaining to
the experience of older people at professional level and in social life.
PREP1: Adaptation and integration of previous good practices, adapting
and extending
methodologies from the world of labour, where these practices have been
implemented, to the local communities;
PREP2: Experimentation of inter-generational learning modules;
PREP3: Design of an integrated LLL education and training model based
on the intergenerational approach, characterised by transferability at
European level.
In the first project period Cross Ages has already implemented the project
phases related to research activity (RES1 and RES2) and started the
realisation of those related to the development (PREP 1 and PREP3).
Products and Research products (including best practices) and methodologies.

Outcomes Adaptations of the
good practices, experimentation of the intergenerational training paths and
design of a definitive lifelong learning model.
Where we can www.crossages.uv.ro
find more
information
38
Title of the European Approaches to Inter-Generational Lifelong Learning

Project EAGLE
Type of The EAGLE-Project is co-funded by the European Commission, DG
Project Education and Culture under the SOCRATES GRUNDTVIG Programme.
Grant Agreement Number: 229981 - CP - 1 – 2006 - 1 - GR- GRUNDTVIG
– G1
Year 2006-2008
Duration 2 years
Promoter and Lambrakis Foundation (LF), Promoter, Athens, Greece
Partners
FIM-NewLearning (FIM), Friedrich-Alexander-Universität Erlangen-
Nürnberg, Coordinator, Erlangen, Germany
SCIENTER (SCI), Bologna, Italy
TKK Dipoli (TKK), Espoo, Finland
The Beth Johnson Foundation (BJF), Stoke-on-Trent, United Kingdom
European Distance and e-Learning Network (EDEN), Milton Keynes,
United Kingdom
Romanian Institute for Adult Education (IREA), Timisoara, Romania
National School of Public Health (NSPH), Athens, Greece
German Children and Youth Foundation (DKJS), Berlin, Germany
MENON Network EEIG (MENON), Brussels, Belgium
Geographical Country members of EU
scope
Target group Decision-makers, practitioners, scholars/experts
Reason why EAGLE or ‘European Approaches to Inter-Generational Lifelong Learning’
you include (EAGLE) builds upon different existing aspects in individual lives and in
as a “best society at large and in learning across age groups and generations,
practice” especially in the light of an increasingly aging population, the substantial
demographic changes caused hereby and on the constant need for re-
qualification and re-generation within the concept of Lifelong Learning
(LLL).
Aims of the EAGLE is a action research project in the field of inter-generational lifelong
project learning processes within the frameworks of formal and – of specific
importance – non-formal, informal and autonomous learning.
Actions and Research and development of specific methodologies and tools on the
Methodology growing evidence for the importance of intergenerational practice in
addressing
demographic change and developing communities and social structures
that are age friendly
Products and Main product: EAGLE Toolkit for Intergenerational Activities as a framework
Outcomes for practitioners, policy makers and educators to develop and/or implement
intergenerational programmes based on a well-articulated conceptual
framework that has a foundation in analysed good practice.
Where we can www.eagle-project.eu
find more
information
39
Title of the Strategic Know-How Retention and Transmission
Project
Type of Lifelong Learning Programme 2007-2013, PROJECT NUMBER: 142570-
Project LLP-1-2008-1-ES-LEONARDO-LMP
Year 2008-2010
Duration 2 years
Promoter and - Spain - Fundacion Metal (coord.)
Partners - Germany – IG Metal
- United Kingdom – Entente
- Italy - Training2000
- Portugal - CENFIM
- Romania – Institute of Education Sciences.
Geographical 6 EU countries
scope
Target group Managers and HRD specialists of SMEs in metal sector
Reason why The project explores an overall learning promotion strategy at company
you include level based on retention and transfer of competences/know how;
as a “best intergenerational learning has an important role in different stages of the
practice” methodology and specific tools are presented in the Guide for companies
and methodological annex (Tool Kit)
Aims of the SKRAT main area of interest is the innovation in company-based policies
project for knowledge retention and know-how transfer with a special focus on
improving the environment for life long learning within companies and the
management of demographic change.
SKRAT trans-national project aims at offering a tested methodology, a

guide and a good practices handbook and so assisting SMEs in metal
sector, social partners and training consultants/ practitioners in developing
innovation in company-based policies for knowledge retention and know-
how transfer. SKRAT has a special focus on improving the environment for
life long learning within companies and the management of demographic
change.
Actions and National studies of the metal sector ageing challenge in all 6 partner
Methodology countries, synthesis report. This report was the basis to develop the SKRAT
methodology for know-how retention and transmission presented in a
Guide for companies and a Methodological annex. Based on the field
testing and validation of the methodology, a Good Practice Manual was
published in all languages of the project.
Products and Coutry reports
Outcomes Synthesis report
Guide for companies and methodological annex (Tool Kit)
Good practice manual
Where we can www.know-how-retention.eu
find more
information
40
Title of the SEELERNETZ
Project
Type of Grundtvig – Multilateral project, 141961-LLP-1-DE-GRUNDTVIG-GMP
Project
Year 2008-2010
Duration 2 years
Promoter and Organisations from Austria, Bulgaria, Germany, Romania and Greece.
Partners
Geographical 5 EU countries
scope
Target group Elder persons and decision makers
Reason why An educational project on elders for elders offering an insight on challenges
you include and strong points in seniors learning. As teachers, the ELDER target group
as a “best of seniors should be equally good learners!
practice”
Aims of the Creating innovative tools for facilitating the learning of seniors with seniors.
project
Actions and Research, observation, field testing.
Methodology
Products and Practical manual for facilitating group learning of elders and policy
Outcomes recommendation report.
Where we can www.seelernetz.eu
find more
information
Poland
Title of the
Senior Intergenerational Social Capital
Project
Acronym – SISC
Type of
Grundtvig – Multilateral Projects
Project
Year
Form 2008 to 2010
Duration
Two years project
Promoter and
Promoter; Italy, Partners; Germany, Poland, Bulgaria.
Partners
Geographical
Working in joint multicultural teams covering different geographical regions
scope
across Europe; Italy - Lazio region; Germany - Hessia region, Central Poland
region, Western Bulgaria region.
Target group
The main target of the project is 1) senior workers close to retirement; 2)
young workers, 3) companies 4) trainers and HR managers.
Reason why
This project, as best practice of intergenerational learning, is in the first place
you include
because directly reflect the philosophy of our project. Intergenerational
as a “best
learning can be perceived as a transfer from senior to youngster and revert
practice”
41
but this one is focused on transfer of senior know how and competencies to
new generation of workers within company so the knowledge created by
institutions involved in this project allow us to get information how to exploit
the potential of senior, how to engage them to the project and what is most
important give us information about what kind of main knowledge and
competencies is needed by senior employees in order to become effective
mentors.
Aims of the
The main aim of SISC is to exploit the potential of senior workers, especially if
project
close to retirement, fostering the transfer of individual know how and
competencies to new generations of workers within companies. Another aims
was cope with changes and remain active in the society, and strengthening
the contribution of older people to the learning of others. Operational
objectives 1) Make seniors acquainted with their own “shadow
competencies”; 2) Provide tools for properly transferring know how to new
generations of workers; 3) Enhance senior workers willingness to contribute
to intergenerational learning; 4) Convince entrepreneurs about the importance
of exploiting senior workers’ know how.
Actions and
Partnership defined the SISC Logical Framework Analysis tool which was
Methodology
suitable to evaluate project coherence, and to ease the identification of
indicators for monitoring and evaluating the impact of implemented actions.
SISC foresaw two entire WPs dedicated to the valorisation of the results:
dissemination (24 months) and exploitation (6 months). Each phase was
coordinated by a specific partner. Each partner contributed to the activities,
clearly defined within a specific dissemination plan. Many project activities
foresaw a direct involvement of the target group. SISC partners project
created also detailed plan for dissemination in order to make project results
visible. They achieved this by newsletters, awareness raising conventions
and a final dissemination seminar. The project also foresaw the direct
involvement of companies in the perspective research good practices for the
implementation of mentoring schemes within EU companies. SISC e-learning
path draft version was tested on 20 senior workers close to retirement, in
order to calibrate final results to their specific needs and exigencies. Project
also foresaw exploitation events in order to assure the real use of SISC
training tools within EU companies. On the bases of the exploitation events, a
guide containing SISC good practices was produced. Partnership work was
periodically monitored in order to promptly identify possible grey areas and to
ease communication flows. Four transnational coordination meetings and
three periodical conference calls was the main sharing moments, together
with weekly contacts via email. There was also a specific evaluation and
monitoring system, detected with the support a questionnaire developed by
the whole partnership according to expectations and desires concerning the
project. Much attention was paid to the final tools and user guide.
Products and
Products and outcomes of this project is published on the website.
Outcomes
Partnership research over knowledge transfer methods, the barriers to these
processes is presented in transnational publication entitled “Knowledge
sharing, mentoring and e-learning within European companies”. It is a
document describing good practices in the implementation of SISC training
pathway and stressing the deriving added value, to be used as the base for
the sustainability of the project after its conclusion, and for convincing
42
managers to promote mentoring programs within companies. Another one
entitled “Training pathway about mentoring”, attempts at convincing senior
workers close to retirement about their own importance in terms of owned
know how to be transferred to new generations, and provide them with proper
tools and knowledge.
Where we
http://eacea.ec.europa.eu/llp/project_reports/project_reports_grundtvig_en.ph
can find more
p
information
http://www.sisc-project.eu/
Title of the
Students-Retirees Intergenerational Learning Circles
Project
Project acronym STU-RET ILC
Type of
GRUNDTVIG
Project
Pilot program
Year
From 2007 to 2009
Duration
Two years project
Promoter and
Promoter; Bulgaria, Partners; Poland, Spain, Cyprus, Finland
Partners
Geographical
Working in joint multicultural teams covering different geographical regions
scope
across Europe. The Central Bulgaria region; The Central Poland region, The
Northern Spain region, Finland -West Tampere region.
Target group
The main target of the project is; 1) seniors who are about to get retired; 2)
older employees (55+); 3) organizations of and for seniors; 4) organizations of
and for retirees; 5) teachers/trainers of seniors; 6) young people (secondary
school pupils); 7) young people from disadvantaged groups 8) young
employees
Reason why
Despite this project does not reflect directly an aim of elder project but it still
you include
has something important to share with. Research report pointed out that
as a “best
intergenerational learning are highly appreciated by both students and
practice”
retirees and making learning more attractive. Moreover this project survey
says the working in mixed-aged teams both target groups became aware of
their advantages and they used them positively in order to produce high
quality project results. They began to better understand each other, as well as
that diversity is something positive which should be tolerated. They also start
to learning to learn. This all together are very important pieces of information
in a perspective of our project. Finally Students-Retirees Intergenerational
Learning Circles project show us that intergenerational learning is still
underestimated and every single effort to bring seniors and young together is
so precious and support each other for mutual benefit.
Aims of the
To develop a supportive intergenerational learning environment where
project
intergenerational learning circles of retirees and students will be formed so
that they can get aware of their cultures and respect diversity; To elaborate
learning materials in order to improve some of the European key
competences as well as the physical activity and health awareness; To use
the blended learning approach with both retirees and students so that they
43
can self-determine their learning environment, self-manage their time; To
enhance the teaching competence of both target groups thus contributing to
the mutual transfer of knowledge, skills, and experience for the benefit of the
community; To elaborate team and partner country profiles (portfolios) in
order to share intergenerational experience within the partnership, as well as
to promote intercultural awareness in order to better understand and tolerate
cultural diversity within Europe; To elaborate teaching materials in relation to
teaching approaches used for young and adults so that both target groups
gain teaching competence which will contribute to the mutual transfer of
knowledge, skills, and experience, as well as to this transfer to other social
groups; to promote intergenerational practices throughout Europe and
transfer knowledge and experience as regards adult lifelong learning; To
strengthen the cooperation between training organizations, universities, and
organizations of retirees so that more attractive, accessible, and relevant
learning offers are provided on the European lifelong learning market.
Actions and
In this very project there was several following methodologies which have
Methodology
been used; 1) Cooperative learning: students and retirees supported each
other in the learning process. They worked in small mixed-aged teams while
producing the project products. They learned to learn from each other; 2)
Peer support: during the initial ICT training retirees helped each other in
acquiring basic ICT skills; 3) Hands-on approach: both students and retirees
were able to learn by practicing and using the experience of the others; 4)
Involvement of the target groups in the project: both target groups were
involved in the project from its very start in the following aspects: participation
in project meetings, participation in the elaboration of project products and
participation in the evaluation process; 5)Team work: the whole project is built
on team work. Every issue is discussed first and then a decision is made. As
regards products, they are developed also by teams. Comments are shared
between teams and products are improved until all team members get
satisfied with their quality.
Moreover at the very start of the project a survey among the target groups
was carried out in order to identify their feelings, disposition and needs in
relation to intergenerational learning. The results were analyzed on a
comparative basis and a report was produced.
Another step was evaluation strategy. The partnership developed an
evaluation procedure (the way in which the evaluation process is carried out),
Evaluation Plan (who, what, when and how) and Evaluation Panel (list of
external experts in the relevant project areas).
The partnership created also detailed plan for dissemination and exploitation
in order to make project results visible. The dissemination activities performed
as follows: project web site, project info via mailing lists, participation in
international conferences with papers and presentations, articles in printed
media, interviews in electronic media, leaflets/brochures, internal
dissemination briefings, assessment workshops, participation in exhibitions,
project info at meetings/briefings in relation to other national and international,
promotional materials (post-it pads and postcards).
Products and
Products and outcomes of this project is published on the website and consist
Outcomes
of: Intergenerational e-learning environment based on intergenerational
learning circles of students and retirees, implemented by: 1) intergenerational
44
curriculum; 2) learning materials concerning following issues: social skills,
physical activities and health issues, basic computer skills for adults, basic
English for adults 3) teaching material for both students and retirees; 4) team
portfolios and country portfolios; 5) reports on the research findings; 6)
reporting, quality and evaluation procedures. 7) partnership e-communication
system. 8) evaluation and progress reports. Moreover specific outcomes and
resulst can be describe as: Questionnaires for the survey among the target
groups, short interview training of students and retirees, reports on students’
and retirees’ findings, combined reports on research findings, sort ICT training
for the retirees and project web site, report on project progress, partnership
electronic communication system, two project meetings (participation of target
groups as well).
Where we
http://www.sturet.eu/
can find more
information
Title of the
Tandems go! - twinning the elderly and young people as a
Project
possibility of e-learning
Type of
Grundtvig Learning Partnership
Project
Year
From 2008 to 2010
Duration
Two years project
Promoter and
Promoter; Poland, Partners; Slovakia, Slovenia, Turkey, Malta, Greece,
Partners
France, and Portugal.
Geographical
scope Working in joint multicultural teams covering different geographical regions
across Europe; Poland -Silesia region; France- Île-de-France region,
Target group
The main target of the project are 1) elderly people from all sectors of the
community, including those suffering from disadvantage or from mild
dementia, sharing their life stories with 2) young people from secondary
schools.
Reason why
This project, as best practice of intergenerational learning is a bit different
you include
because of mixture institution and organization which represent both
as a “best
theoretical and practical perspectives. The network between practitioners
practice”
and researchers in this very project give us a great input tool to our elder
project.
Aims of the
The main aim of partnership is create a collaborative e-learning environment
project
where all the learners (elderly and young) can acquire and improve their
digital skills, and to seek the innovations and best practices by the means of
e-learning and digital communication.
Operational objectives; to motivate the whole community to adopt a caring
approach to its elderly residents and improving, as a result, the overall
quality of their life; to change the roles in the learning process between
elderly and younger people; to identify the needs of older people in order; to
45
enable them the participation in the evolving digital or information society and
definition of appropriate ways to meet these needs
The adults will share their life stories written on blogs with young people.
Young people will be “paired” with adults under trainer’s supervision and
enable them to gain the new skills (Internet, e-mail, blog, chat, games).
Interaction between adults and youth will be focused on topics (i.e. places,
schools, historical diets, former jobs, and health and safety
procedures/measures used in the past and those in use at present). Adults
will gain IT skills, confidence and self-esteem, while the youngsters will
enrich their knowledge of the history and the social changes in their
community.
Actions and
The approach will concern the organization of four partner meetings including
Methodology
the following activities: 1) exchanges of experiences and good practices of
each partner (study visits, professional workshops, meetings with target
groups); 2) workshops with organizations (concentrating mainly on target
groups) belonging to the network of every partner of the project; 3) synthesis
of the meetings and writing of a short methodology of e-learning; 4) to
change own practice and to seek to integrate the acquired knowledge into
the practice of own institutions or organization; 5) To disseminate examples
of best practice.
Shortly speaking this project was concentrated on dual course: first, during
project meetings (4) and study visits partners will listen to the presentations
and collect good practices (and methodologies, too) of e-Learning in
educational institutions for senior citizens, to make finally synthesis of it all
proper to project objectives. Second, each partner will recruit not more than
10 representatives of each target group- seniors and young people (10+10),
put them into the pairs and implement the short methodology (elaborated by
the external expert) for e- learning. These active target groups (of each
partner) could establish an Internet contacts between each other through
chat and e-mailing.
Products and
Products and outcomes of this project is published on the website and
Outcomes
consist of: 1) project handbook; 2) information about best practices of
intergenerational practice and use of new information and communication
technologies; 3) newsletters; 4) web sites; 5) All partners in project team
have developed different programmes for intergenerational learning.
information
http://tandemsgo.eseniors.eu/
46
Sweden
Title of the InterGen - International, Intergenerational Mentoring
Project
Type of LDV Transfer of Innovation
Project
Year Running
Duration 2 years
Promoter UK-United Kingdom
and Partners
Geographical Europe
scope
Target group Children
Reason why InterGen will create, test and publish new training resources to support
you include Intergenerational Mentoring: one-to-one sessions where older people can
as a “best spend time with children who need support.
practice”
Aims of the The project is based around two successful Lifelong Learning projects which
project together provide key insights into the work, and a fully tested methodology
for delivering it.
We want to analyse the success of the previous work, and create new "Train
The Trainers" material which will allow for fast, effective replication. InterGen
will directly create new mentoring sessions as part of the project's
development - so we can achieve immediate benefits.
Actions and Intergenerational mentoring offers benefits for everyone:
Methodology
• Older people find useful activity and interest by actively supporting others
• Children find a new role model and support from an adult outside their
family
• Families obtain the support of a non-judgemental person
• Educators, social workers and schools welcome the additional resources
The partnership has a great deal of experience in working with older people,
disadvantaged children and families. We want to use our expertise as
trainers and designers to create practical material that will provide valuable
new activity, directly during the project, and be fully accessible to others.
Products and The products will be: new “InterGen” groups in each partner country, with
Outcomes new networks of interested organisations; a Train the Trainers handbook
and supporting material, in print and on the web; new documentation about
the concept and its benefits.
Where we www.pointeuropa.org
can find
more
information
47
Title of the Granddad

Project
Type of Pilot
Project
Year First time 1997
Duration 1-3 years, still operating in some municipalities
Promoter Municipality
and Partners
Geographical National
scope
Target group Children, Seniors
Reason why It’s a good examples of how older people can share their experience and
you include this project promotes the development of children, got a male role model, to
as a “best meet an older person - like a grandfather. Many children do not have the
practice” opportunity to socialize with their grandparents. The elder get a better
quality of life through his involvement and the networks they gain.
Granddad building bridges between generations and share his knowledge
about culture and history.
Aims of the The aim of the project is to promote children’s development and enrich
project their lives.
Actions and The project then evolved into association "Granddad for Children". The
Methodology project is not intended to be a strengthening of the teaching resources or to
compete with any other category of staff. In contrast, the men who come to
school for the children, seen as resource persons, who are at school, class
and the teacher's disposal. The men's tasks formulated in consultation with
the Principal and class teacher of the students or the class needs, and for
each individual teacher's needs and planning, and of course, after each
man's talents and personal preference. Class Grandfather's job is not to
"guard" the students or to be "prefect" at school, but they are there for the
kids, as an adult role model, mentor and help them with everything.
Products and Evaluation of the project
Outcomes Important things that granddad provide to the school :
- granddad are there for the children
- an extra resource in the class room
- an extra resource on outings
- helping the children
- solving conflicts
- a male role model
- share his experience and knowledge
Where we http://www.klassmorfar.se (Swedish)
can find
more
information
48
Title of the Swedish for seniors
Project
Type of Pilot
Project
Year 2010
Duration Still going on
Promoter Chripu
and Partners
Geographical Regional
scope
Target group Elder immigrants
Reason why Seniors are mentors for elder immigrants, good practise to increase their
you include language skills and to meet other people – Social skills.
as a “best
practice”
Aims of the The aims are that elder immigrants meet Swedish seniors and to exchange
project their culture. Also to increase their language skills. Increasing the knowledge
About different culture and social life.
Actions and Language learning and improving the social skills. Important to avoid social
Methodology exclusion.
Spain
Title of the SECOT – Voluntariado Senior para el Asesoramiento Empresarial
Project
Type of SECOT is a Non Profit Association and of Public Interest in 1995. Its
Project volunteers are the Seniors, Full Members of SECOT, retired skilled
professionals, early retirees or active, altruistic spirit, wishing to offer their
expertise in business management to those in need.
Seniors analyzing confidential advice, offering his diagnosis and proposed

actions for business development, responding to questions that do, when,
how and where to go.
Year Association founded in 1989
Duration There is no deadline as it is an association created with no deadline
Promoter Foundational Círculo de empresarios
and Partners Partners Consejo Superior de Cámaras de Comercio
Acción Social Empresarial
More tan 1.000 retired seniors (ex-professionals and
Full Right Partners
ex managers of big companies)
GeographicalNATIONAL scope although they collaborate in Development Cooperation
scope projects in countries that need help
Colectivo Throughout SECOT, the SENIORS offer their knowledge, skills and
destinatariocompetences in Business Administration to SME, Young entrepreneurs,
NGOs, Business Training Centers and Third world countries
Reason why Why we consider it is a good practice? What have we learned from this
as a “best SECOT is the only SENIORS VOLUNTEERS ORGANIZATION decelerated
practice” as a Public Interest in Spain. They can be consider as a good practice as
49
they reach 2 aims:
1. It is a good tool to keep active to those seniors who are retired and it
helps them to have a better quality retirement as they are active
sharing their knowledge and experience they got during their working
years
2. Thousand of organizations and people who needed the 1st push to
create their new companies or to have advice on how to improve their
business and activity have had the profit to obtain the knowledge and
experience of the senior people.
Aims of the  Allow retirees and other volunteers offer their expertise in business
project management.
 Promote job creation
 Advice to SMEs, to collaborate with public and private organizations,
in general, be useful to the most vulnerable.
 Be a forum for thought, discussion and debate on topics of interest for
seniors (the extension of working life, saving seniors, active aging,
etc)
Actions and  Help and advice to young entrepreneurs, people at risk of exclusion or
Methodology social difficulties, small businesses, nonprofit organizations,
developing countries ...
 Advise government agencies and financial institutions
 Promote training and technical training - professional.
 Collaborate in international cooperation programs for development
(Latin America, Maghreb, Central and Eastern Europe, ..)
 Conduct studies and publications on topics related to volunteer work,
the elderly and active aging.
Products and ADVICE FOR ENTREPRENEURS AND SMES: Is my idea good business?,
Outcomes What is the difference between being independent and set up a SL or a
cooperative?, At what point does hiring someone to help me?, How taxes
affect my business?, How I can improve my sales?, what do I do if my
business is not going well?
ADVISING NONPROFIT ORGANIZATIONS: A very important part of the

advisory process undertaken by Secot what constitutes a group of activities
aimed at improvements in systems, techniques and processes for managing
non-profit entities. How can we help?
 Implementation of quality systems
 Strategic planning
 Organizational diagnosis
FACE-TO ADVICE: Advisory Service of Secot face is directed primarily to

help and advice to entrepreneurs, SMEs, Non-Profit Organizations and
groups at risk of exclusion or social difficulties, they need advice and
technical support for the commencement or Secot development business
management activity
ONLINE ADVICE: Since 2006 Secot offers free online advice for
Entrepreneurship, SMEs and Non-Profit through its Online Advisory
Platform, an initiative developed through our Seniors advisers. These are
the different areas which can make inquiries:
 Home activity
50
 Quality
 Financing
 Communication
 Accounting
 Strategy
 Taxation
 Legal Framework
 Human Resources
Where we www.secot.org
can find
more
information
51
Title of the “Helduen Hitza” – “La voz de los mayores”

Project
Type of Adults Non profit organization.
Project
“Helduen Hitza” – “La voz de los mayores” is a non profit organization for
peopleo over 55 years old. It was created in 2003 by the adult learners of
the “ESCUELA DE EXPERIENCIA – EXPERIENCE SCHOOL” and it is
open to those seniors who want to participate in Lifelong Learning
processes and increase the social relationship and the friendship
Year 2003
Duration There is no deadline as it is an association created with no deadline
Promoter Adult learners of the 2003 Experience School
and Partners
Geographical Basque Country
scope
Colectivo Adult people over 55 years old
destinatario
Reason why This experience has been selected as a good practice as it was created as
you include an outcome of a SENIOR TRAINING COURSE. The seniors who
as a “best participated in that course they decided, after its conclusion, to create an
practice” association to promote the participation of the seniors through different
social, cultural and training activities.
Aims of the The aims of this organization is collected in their own statutes. They were
project created to promote the cultural, training and social activities that allow to the
seniors over 55 years old to have an active role in the society
Actions and As a means to achieve our objectives, we perform various activities, which
Methodology have emerged in the interest of our partners and are carried out with the
collaboration of all, being at the head of each one responsible. Note that in
all, besides the activity itself, is perceived as enjoying the socializing effect
of group, which increases the cycle of relaxation and friendship. Concretely:
Products and  Training courses
Outcomes  Basque language
 Hiking
 Thrusday forum
 Cultural activities
 Excursions
 Magazine
 Literary speaches
Where we http://www.helduenhitza.com
can find
more
information
52
Title of the SIDELAN – Seniors who promote the employment

Project
Type of
National I+D+i Project
Project
Year
2010-2011
Duration
12 months; October 2010 – September 2011
Promoter
Fundación de Trabajadores de la Siderurgia Integral
and Partners
Geographical
Regional – left bank of Bilbao´s river and Miners Zone (Biscay – Basque
scope
Country)
Colectivo
1st – unemployment people from the Miners Zone and the Left bank of
destinatario
Bilbao´s river
2nd – Seniors with experience in Siderurgic industries
3rd – Lifelong Learning Professionals
Reason why
SIDELAN borns as an innovation project in the sphere of guidance,
you include
advisory, labour intermediation and training process. We pretend to design,
as a “best
experience and assess a new intervention methodology, that prentends to
practice”
improve the efficiency of the resources and services that are being applyed
in the sector.
Even if SIDELAN has been borned as a complementary element of the
existing resources map, we can identify 3 specific innovative elements:
- Intervention of the Senior Collective (pre retired and retired people) in
the scope of the guidance, advisor and labour intermediation processes.
- Inclussion of the methodological figure of SIDERURGIC SENIOR
(volunteers senior catched by the FTSI), that will transmit their
knowledge to 3 different collectives:
1. Unemployed people that are looking for a job and they use this
service.
2. Lifelong Learning professional who want to make some questions
3. Companies that need work candidates to cover their human
resources needs.
- Introduction of the NTIC in the Service: chats and videoconferences
between the Seniors and the collectives, to attend their questions on
line.
Thanks to the SIDELAN programe, we promote an innovative
accompaniment resource to the labour insertion, personalized and adapted
to the needs of our social and work enviroment, and at the same time we
are promoting the lifelong learning values and active citizenship between the
Senior Collective
Aims of the
General Aims
project
53
1. To develop an innovative methodology, applicable to the guidance,

training and work intermediation processes.
2. To improve the efficiency of the guidance services and resources
already exist.
3. To promote the active citizenship and the Lifelong learning values in the
Collective of Siderurgic Seniors.
Specific Aims
1.1- to convert the Seniors as a collaborative actors in the guidance, training
and labour intermediation processes.
1.2- to introduce the methodological figure of SIDERURGIC SENIOR as
MENTOR and TUTOR for unemployed people, for professionals of Lifelong
Learning and companies that need new workers.
1.3- appliation of NTIC to the SIDELAN methodology.
2.1- to increase the satisfaction levels of the unemployed persons who use
SIDELAN
2.2- to increase the satisfaction levels of the guidance professionals who
use SIDELAN
2.3- to increase the satisfaction levels of the companies that are looking for
new workers and are user of SIDELAN.
2.4- to improve the insertion percents of the unemployed people who are
users of SIDELAN.
2.5- to reduce the waiting times of the unemployed people when they ask for
an appointmen with the SIDELAN.
2.6- to improve the adequacy between the professional profiles of the
unemployed people and what the companies are demanding.
3.1- to promote the active citizenship
3.2- to promote the Lifelong Learning
Actions and
Study – Desing Work Phase
Methodology
1) analysis and study of previous experiences with seniors collective
2) difussion, catchment and coordination with SIDELAN collaborative
organization
3) Design of tools needed to perform the SIDELAN service
4) Information and catchment of Seniors
5) Selection of Seniors for the SIDELAN service
6) Design and perform the training courses adressed to SIDELAN seniors
7) Validation of the performance protocole with other organizations
54
Experimental application and results assessment Work Phase

1) Difussion campaing and catchment of SIDELAN users
2) Kick off the SIDELAN service
Results transference Work Phase

1) Ajustment, perform of improvement areas and study of a posible
extensión of the Project-service
2) Difussion of the results to organizations, professionals and to the society
in general
Products and
SIDELAN is a Project that is being performed now. At the end of the porject
Outcomes
we will achieve the following products:
- Specific Training Materials to train the Senior Collectives in NTIC, to
show them the guidance processes, to be able to be closer to the social
exclusion risk collectives.
- Interact Databases of the target groups: unemployed people, seniors

and companies
- Comparative report of the results obtained by the Guidance Services

already exist with the SIDELAN service, over the base of the operative
aims defined, (number of persons atended, waiting times, satisfaction
levels and insertion levels reached)
- Measurement report of the influence of SIDELAN Project as a favor

methodology to promote the active and healthy aging
Where we
Currently – www.ftsi.es (voluntariado / Sidelan)
can find
more Under construction – specific website of the project
information
Interviews
Austria
1st interviewee:
In his 70ies, he was a lead worker in engineering; without specific qualification, he started to
learn his work at the work place and evening schools. Before he retired, he had coached
several young colleagues through different work processes at that work place. He had
changed work places only once in his life and has lived good and not very good moments
there.
In his opinion, elderly people who want to teach younger generations outside traditional
school systems should know their work in detail thanks to many years of experience (at least,
55
if not based on educational qualifications in addition); they should have gone through
different work processes and have solved labour related problems. Such, young people can
learn theoretical background at formal schools and benefit from practical and handy tips/
advice and activities with the elder ‘mentors’. He thinks that nowadays respect is a very
serious problem for some young people and these ‘mentors’ should be able to deal with this.
Thus, being able to use informal speech, explain things adequately, sympathise with learners
and know how to motivate them but have enough patience with those who might not
understand quickly, seem to be important abilities to him. He, himself, has hardly used IT but
knows that nowadays even in his former job the job profile would foresee to have basic skills
in this respect.
Interestingly, he also mentioned to have learnt much from young learners: like to favour
simple approaches and find solutions outside the “traditional” procedure (e.g. when fixing
things, when calculating etc.). He felt that learning as elder one was more difficult in
occasions he could not relate to what he already knew or if he had to learn something by
heart. (Nowadays, he would still know how to do things and could explain what and how to
do but feels it is becoming more and more difficult to learn new things.) In other occasions,
he could balance differences thanks to his vocational experience and understand more
quickly e.g. impact on his work compared to very young colleagues.
Regarding social contact, he could always become acquainted with his “apprentices” quickly
as he thought that giving them the feeling of ‘being one of them’ was of importance.
However, social integration with other colleagues (e.g. to have a coffee together before
starting their work, having a drink after work or similar) helped, too, particularly since his job
required team work more often than individual work. In general, one should know how to
work alone but also in teams.
Nowadays, he would still like to teach things but is totally aware of new methods, information
technology and devices he would not know.
2nd interviewee:
He is in his 50is responsible for the education of many youngsters and training/ consulting
staff; he would not be interested in working as a volunteer but within his organisation there
might be some. More importantly, he could contribute his expertise (due to his pedagogical
studies) to what abilities a person should have to improve a learning process. The following
were mentioned in the interview:
 personal skills, social skills,
 basic pedagogical skills (e.g. on methods, approaches etc.),
 experience in working with the target group,
 motivation and attitude of a motivator & generalist.
In his opinion, ICT competences are very important for young and elder people and one
should be able to use the most common office software programmes (useful e.g. to make
reports, describe activities etc.), know how to work in teams and solve problems on his/her
own.
Regarding intergenerational learning, he has experience as he also used to teach much
younger learners. Regarding differences in learning needs, he sees that elder people could
compensate slower learning pace thanks to their memories in some cases. Both targeted
learner groups would need some instructional teaching but more possibilities to practice
56
things and connect to what they already know; such the most important tools should be the
world of labour itself (or the simulation of the labour practices). As he has also taught elder
learners, he knows that age does not necessarily mean, learners are more or less willing to
learn, faster or slower, nor more or less willing to adapt to other learners and learning in
groups.
3rd interviewee:
He holds a master degree and is in his 50ies, still working part time in IT system engineering;
He has experience in teaching and has been guiding several apprentices in the last 4 years
(he, for this, therefore holds the necessary qualification).
Regarding intergenerational learning, he has been teaching these young apprentices with
major success. By involving them in daily activities from their first days onwards, they can
learn practices and theoretic background knowledge. As tools, real life IT infrastructure is
used. As main abilities for teaching adults, he thinks that the following are important:
 knowledge about the subject to teach,
 social skills and Emotional Intelligence (to understand the situation of the young ones,
to understand how to talk and work with them etc.),
 language skills (to express ideas, commands, run discussions on different linguistic
levels – on formal and informal level),
 skills to develop/ utilise practical examples,
 know basic didactic principles and know how to measure and evaluate learning,
 feeling of responsibility and commitment,
 stress resistance,
 creativity and entrepreneurial spirit.
Besides abilities, he feels that practical experience in different contexts is of major benefit.
Intergenerational learning is seen as key element in all kind of schools as basic principle;
furthermore, a combination of individual and team work should be practiced in the most
realistic context – or any other working method to mirror a “real work life” situation and to
equip young learners with knowledge about benefits. Most of these elements are rather
neglected in traditional VET schools but are of relevance in day to days work and should
therefore be included in training like ELDER.
He regrets that there is no chance to have a closer contact to the apprentices’ VET school
teachers; in his area, he also misses the possibility to work with other “teachers” of
apprentices. He thinks that it would be of benefit to have a small team work with young
learners – but not too many as the personal relationship is of importance.
4th interview:
The last interviewee holds a PhD, is in his early 50ies and an investor in various business
sectors; he has contacts to both political and other stakeholder levels in education. He would
not be interested in acting as a volunteer and does not have a qualification as teacher, but he
knows that both, ICT and social skills are key elements in all learning processes that take
place in the business world/ labour and should thus be topic in intergenerational learning.
57
Intergenerational learning outside a formal education system could have the advantage to
motivate learners and combine different topics [remark: similar to the CLIL method].
Nowadays, in his experience, there are many young, low-motivated people who apply but do
not find a company to accept them as an apprentice or similar to gain their vocational
education (due to bad marks at school or disciplinary or similar reasons). Working with this
target group would require to have mentors who are aware of behavioural and educational
issues he/she will have to tackle with this group. He would recommend to have a team of
both women and men to coach these young people, if they have migration background even
more importantly to have a similar history.
Romania
The interviewed was born in 1947 and has an University degree, have also specific training
to act as a senior volunteer (formal training course, accredited at national level and also an
extensive teaching experience).
She has more than 8 years of working as a senior volunteer performing tasks for preparatory
stage teachers of English (graduates preparing for the entry exam in the education system,
definitivat).
Main findings:
The different kinds of intergenerational learning promoted: is there any model? How was
developed? And the reason why they success or unsuccessful? Tools that they apply?
A direct, peer-to-peer mentoring method is used, with a constructivist understanding on the
way how young adults learn. It was promoted within British Council and National Association
of Romanian Mentors – ASMERO project and the practice continues to be promoted even
after the formal ending of this project.
The success demonstrated by several evaluations is explained based on the quality of the
selection of experienced mentors and the various learning environments and tools used.
Main skills of the seniors to influence the learning processes of young teachers are related to
the capacity of finding specific professional, personal and social competences that need to
be developed.
Some of the most important tools used in the learning process are related to: observation
tools need analysis tools, skills evaluation tools, monitoring tools.
The employees (school management boards) and other kind of stakeholders (i.e. school
inspectors) positively assessed the process of the inter-generation learning since it is one of
the most effective ways of training the young graduates intending to have a teaching career.
Elder learning needs and younger ones could not be generalised but contextualized: without
a win-win situation the motivation of learning with and from the others quickly erodes.
Differences not only in the attitudes to work but also other differences could be identified:
 Theoretical knowledge
 Physical abilities
 Work experience
 Motivation
58
 Dependability
 Good judgement
 Social skills
Preference strongly focused on team work and communication among peers.

All youngsters included in such a program had a higher effectiveness and a faster
professional career.
ICT is more and more used in the learning activities, especially thanks to e-learning materials
(i.e. moodle platform for providing online assistance and developing new learning activities).
Professional development; Member of several professional associations, participating
regularly to seminars, conferences and other relevant meetings. Participating to in-service
trainings both in Romania and abroad, majority funded out of own pocket.
Connect between the studies and the school education (not clear answer)
Good ability to hold up stressing situation, thanks to special trainings in this area: behaviour
management, class management, active listening, assertive communication etc.
Poland
Four people (three women and a man), aged 67-73 years were interviewed. Three of them
have secondary education, one has higher education. All interviewed people worked in their
professions: two were teachers and two were accountants. Gathering information about
intergenerational learning was extremely difficult, as the respondents did not recognise the
notion. Only after additional explanations it was possible to get some incomplete materials
that were analysed.
The respondents defined intergenerational learning as referring mainly to children acquiring

knowledge at school. They also said that it is knowledge handed down from generation to
generation, although at first they were unable to say what it might concern. They gave U3As
as examples, which were probably the first thing that came to their minds in relation to the
education of elderly people, ascribed to an educational institution. That is why we cannot say
that there is any developed model of intergenerational learning. Despite the respondents’
problems with the interview topic, in the following part of the research they tried to share their
intuitive knowledge about it, so we can try to describe the intergenerational learning process,
based on the opinions of the respondents.
It turns out that learning from generation to generation is an imperceptible process which
usually takes place unintentionally. It is a natural process, which is confirmed by the fact that
even people aware of fulfilling the objectives of intergenerational learning say that the
transfer concerns only professional knowledge. None of the respondents said that it may also
concern the transfer of values, attitudes, norms, rules of conduct and social coexistence,
which in other words might be described as sharing life experience.
It turned out to be extremely difficult to point out the skills possessed and necessary in the
intergenerational learning process. Within the area diagnosed by the respondents as
intergenerational learning – professional knowledge transfer, the vital skills are those related
59
to interpersonal communication. It is also important to be able to create a friendly
atmosphere, which requires an open and obliging attitude. Out of the possessed skills the
respondents mentioned mainly organisational skills. What they lack most are skills related to
using modern technology. Another problem is a small range of vocabulary.
From the perspective of the project, an important question was whether the respondents
were willing to participate in intergenerational learning process. Out of four respondents,
three said they would be willing to take part in it. They were motivated by the willingness to
get to know the opinions of other people, the readiness for lifelong learning and teaching the
younger generation how to respect people’s work. However, it was difficult for the
respondents to say exactly what kind of knowledge they would like to share with the next
generation. Professional knowledge was mentioned. The lack of willingness to take part in
intergenerational learning process was justified with the plan to focus on one’s own
development and pay more attention to one’s own needs that were previously neglected. It
resulted from the fact that the person used to have too many responsibilities, i.e. combined
professional life with raising children, then took care of grandchildren and worked for twenty
years as a volunteer in different local governments, committees and commissions. Two other
respondents were also involved in voluntary work for many years.
The willingness of the elderly to take part in an educational project may be determined by
their school experiences, so the respondents were asked about their attitude towards school
education. It is difficult to point out any relation, as the sample was very small, but the
assumption that people who had positive school experiences are more willing to take part in
such projects was confirmed.
Working environment is an extremely important source of information about the contexts of
intergenerational learning, so special attention was paid to the preferences concerning
individual and group work, coping with stress and mutual help. The conducted interviews
show that respondents value both individual and group work. They see mutual help as the
basis for all activities. However, all of them emphasised problems with coping with stress.
The most often chosen strategies were of defensive character: withdrawal, reticence,
analysing one’s own behaviour. The strategies lacked communication and the attempt to
solve conflicts directly.
In the sentences the respondents were asked to finish they wrote that being a teacher means
mainly great responsibility and hard work, related to painstaking explanations, patience,
understanding and remaining calm, which consequently leads to professional satisfaction.
Sweden
Interview 1
The interviewed was a man that is 65 years old that have a Primary Degree from vocational
education. He has worked as a carpenter and before the retirement he was unemployed for a
couple of years.
After an offer from the labour office he started to work with the Granddads at the age of 63, in
a compulsory school for children between 9-12 years old.
He worked there for three years, and he did not have any experience of this kind of work
before.
60
When you work as a granddad it’s a benefit is to be open minded – to have the ability to
share your knowledge and experience – and to have a lot of common sense.
Another important thing, where my experience came in handy, is to have the ability to work in
groups and teams - working with teachers and other staff - but also be able to take your own
initiative.
The most important job of to be a granddad at school, to my mind, was to give children a role
model and be there for them. Many of the children don’t have any grandfathers, or other
grownups for that matter, nearby and they lack a male role model.
The cooperation with the staff and head master is important and in the beginning we had
some education about the situation in school and the need of the children.
The most important aspect of the work was to have positive influence, to share my
knowledge in different topics, support and assist based on my own experience, create a
better environment for the children, to make the children feel safe during their time in school.
It is also important to me to feel that someone needs me, that I still have more to give to
other people, and to enrich the social life and I have learned how society functions today with
regard to children and young people.
Interview 2
This man is 70 years old and have a University Degree.
He has worked as a teacher for many years in an upper secondary school.
After retirement, he joined the senior organisation Chripu a “senior university” for retired
people who organize courses, trips - but also meant for social interaction, networking - to
share their knowledge, the seniors themselves are instructors for the various courses if they
want and have the skills for it.
Chripu started a project for the Swedish immigrant seniors - the purpose of the project was
that immigrants would have a social life while they learn and practice Swedish language. The
seniors from Chripu were their mentors and language teachers.
The language teachers must be responsive and able to listen, also have an understanding of
other cultures. The course also provides information about the Swedish society. The ability to
inform and teach in a simple but understandable way is very important here because of
language limitation from the participants.
The advantages are that people are sharing their knowledge and experience and getting
much in exchange. This is a good example of life long learning, you learn new things every
day and about new cultures.
Interview 3
A woman 66 years old with a University Degree, she has worked in schools for many years.
She was a mentor for young unemployed people in a project for young people with problems
called Solsoc
She contributed with her knowledge and experience, was a helping hand and young
unemployed got someone from the outside to talk to, someone who listens but also someone
that is capable of answer questions and explain rules, behaviour etc.
61
You need the ability to be patient and responsive, it is a process to gain confidence and build
trust, and to know when you can speak and when not to.
In this project it was very important to talk and have discussions about the labour market,
society, attitude and behaviour, to be able to talk to employers when searching for training
places and study visits and to organize field trips.
We learned a lot from each other - when it comes to IT and mobile phones and other more
technical stuff, they could much more than the mentors - it was also part of the process of
increasing their self-confidence and they were given responsibility by teaching the knowledge
and skills they could.
Through interviews, it appeared also that the youngsters/children felt that they developed a
lot with the help of mentors and their experience, where they can share their life experience
and different skills.
This part of the project was not structured according to a schedule, this was a function
outside the ordinary schedule. This was an additional feature which, after a slow start,
became an appreciated feature within the project. Lots of discussions and conversations on
all possible topics with the youngsters.
Spain
Interview 1
62 years old
Pre-retired
Technical Mechanic Engineer, specialist in Industrial structures and installations
Degree in History and Geography
Teacher in the San Francisco Javier School in Santurce, teaching science, maths, physics
and chemistry in Senior year
Storehouse and transport boss in AHV (in different work places)
Fundación de Trabajadores de la Siderurgia Integral – FTSI
I cooperate as GODFATHER in the Foundation WORK SHOP since 1 year ago. It is a
programme in which the Young people in social exclusion risk learn some professions
(learning by doing) while they rehabilitate the Old AHV Apprentice School. In this Workshop
these youngsters are being prepared to their social and labour inclusion.
The people we work with are excluded youngsters, with many bad habits acquired (some of
them drug addicts), with a very low cultural and educational level. They are people that never
listen, that must be pulled by convincing them with good words and avoiding any anger.
Additionally to the building professions that are learning, we work, as volunteers, 5 persons
as MENTORS. We try to give them some key values: to know how to talk, to know how to
establish personal relations and trying to take out from them the positive qualities that they
have inside them. Especially I am very worry with those who have not the basic studies.
Once the training in the workshop is being completed and the exams are getting closer, I use
to go to the School and I try to help them in those matters that have more problems (social
area and technology). Usually we go 2 days by week, plus the meetings or concrete actions
that could be needed.
62
Previous experience or training to be a volunteer, NO. But professional experience, YES.
When I work as teacher in San Francisco Javier School I had to work with internal learners
that use to have similar problems as the ones they have the youngsters I work with now. And
my experience in AHV I used to be trained once a year and after that I had to transfer that
knowledge learned to my workers
The firs difficulty was the group. Although I thought I knew the youngsters, you realize that is
not true. Even the person in charge of the School told us their characteristics in advance, the
1st contact with the youngsters was very hard.
I don´t really think it was a heavy problem the transmission as I have experience as a
teacher, I guess. The key is to look for the most suitable words to the person and the
moment, and sometimes it is necessary to use a more technical language and other times a
simpler language.
To know something about PHYCOLOGY it is very important, as not all of us we have it. The
first virtue or characteristics needed is not to fail down, the motivation and the constancy. It is
necessary to be on the people always. The patience, the empathy and, of course, to have
the technical knowledge,; it is very useful the experience obtained in AHV as always can be
used as an example when you have to transfer the knowledge
To have a personal experiences “database” that will be use to tell as an example. It is
important to perform a “trainers training”, to have some models to be able to transfer the
knowledge. Not all of us we talk in the same way or we have the same transfer skills.
Interview 2
65 years old
Retired
My training pathways has been electrician, industrial teacher and finally electrician engineer
All my professional career has been developed in AHV since 1961 ´till the company was
closed: I was 3 years in the Apprentice School of AHV. After that I worked in AHV as oficial
of thermal control developing the 3 levels of knowledge during 10 or 12 years. After that I
worked in the COCK BATTERIES developing several tasks as a production responsible (with
several persons in my team, etc.) ´till the batteries were closed. My last tasks were to
collaborate in the demolition and scrapping of the factory.
Fundación de Trabajadores de la Siderurgia Integral – FTSI
I collaborate as a GODFATHER in the WORKSHOP SCHOOL of the Foundation for 1 year.
This is a programme for youngsters with difficulties in which the can learn some professions.
(learning by doing) while they are rebuilding the Old Apprentice School of AHV. They are
being prepared for their social and labour inclusion.
They are youngsters completely disorganized, with no basic formal training, with no social
skills. “They know everything about everything”, but they don´t know how to express their
selves, they don´t know how to ask, etc. Most of them they have problems with drugs.
We collaborate with the teachers of the WORKSHOP SCHOOL to educate these young
people. They are taught in basic education and building professions. Our main task is to talk
with them, ask them how they feel, if they have any doubt. They hate the theory, but we try to
teach them they must manage the basic concepts of the professions they are learning. And
worst of all we try to transfer them key values and abilities like communication, team work
63
etc. We collaborate with the school teachers in the assessment process about their learning
process. Each volunteer has assigned 3 youngsters. We use to be with them 1 day per
week, plus the meetings between the volunteers with the teachers
I didn´t have any previous experience as volunteer. The professional experience was the
only one I had it. When I started to work in AHV the way they use to manage the company
started to change. The role of the boss changed, he started to be not a hierarchical person,
but to become a person who was responsible of his workers. First we trained the team
leaders and after that we had to train our workers, trying to involve them, transfer the new
values of the company. It was a different group but I also had to transfer some values like we
are doing with the youngsters.
At the beginning with one of the youngsters we had behavioural problems and we had to
reject him. This was one of the most difficult parts of my volunteer experience. I would like to
be with him more and try to understand why he had that attitude, etc. At the beginning the
youngsters were very closed, but little by little we open their souls.
Be natural. I tell them my messages and knowledge in the same way I used to do it in the
factory. It is a matter of try to convince them instead to impose. I try to explain to them the
importance of what we are doing.
A topic very important is the motivation, to believe in the project they are working on. Also the
social abilities as communication and assertiveness, and the respect to the collectives we
are working on (the Young people) and the teacher we are collaborating with.
Independent of our professional experience, I really think it could be good to have a previous
specific training in “trainers training”. If I am going to teach values to these youngsters, I have
to be clear about which ones they are and how to transmit them. Also to know the
characteristics of the collective we are working with (as the School responsible did it with us)
Interview 3
65 years old
Retired
Industrial Engineer (Madrid´s Engineers High School)
Specific training depending on the task developed
I started to work as a Technician for a SME aimed on railroad constructions in the 68´s,
working to give electricity to the railroads. After that I worked for the Mondragon Cooperative
Corporation, since the 70´s to the year in which I was retired in 2006 (36 worked years).
Mainly I worked as a Project Manager for the industrial and engineering companies of the
MCC group: assembling and dismantling of factories in Spain and abroad (3 years and a half
in Libia, for example). And my last year’s my work was focused on project designing,
specialising in urban development with the public administrations
I collaborate with SECOT – Seniors para la Cooperación Técnica since 5 years ago (2006-
2011). SECOT is a Seniors Volunteers association. We are pre retired or retired workers with
a high level of knowledge and experience (MBA, technical engineers, etc). We dedicate to
advice to new creation companies, but for those persons who have no resources or they
have biggest difficulties. Also we collaborate with municipalities (for example BILBAO),
training to small companies and entrepreneurs of the municipality that have difficulties, or to
help them to improve the management of the municipality 3rd sector
64
Inside of the different activities of SECOT, I use to collaborate in the development meetings
of WORLAN, of the 3rd sector economy of the Basque Government. In these meetings big
companies like Eroski, Caja Laboral, Iberdrola, Telefónica participated, technicians from
companies and the General Director of the 3rd Sector of the Basque Government. In these
meeting all the proposals are taking into account to improve the business development in the
3rd sector and we give some advices.
Most of the people that I help are young people, with a high level of knowledge who use to
come from the Formal Vocational Learning System. Also there are many immigrants that
decide to kick off their own business just to face the crisis situation in which we are placed.
Throughout these meetings we study the projects and we look for financial solutions (just to
be in contact with Banks) and logistic support (new companies cradle, etc.). In these
development meetings the people who has the idea, they tell us, we analyze it, we give them
some advice, etc. Sometimes, depending on the idea, we look for specific profiles with
experience in that sector, to offer them an specialized advice and to act as a Mentors. We
develop the Business plan, the company project and we help them to start the company
activity (for those that are considered as a good project idea)
Training or previous experience I didn´t have it, but neither I need it. Due to my work style
and my professional pathways, I never received training; I learnt by doing, with my own
experience. I didn´t received training in the MCC group neither in SECOT. There is an
specific training for volunteers but I didn´t needed; it depends on the person and on the
works must be done and the urgent in which must be done.
The most difficult part is always to manage the complicated situations that use to happen
when you are dealing with people. Many times we use to be very implicated and we don´t
know how to help them as you would like it and you think; I can´t understand why I am in this
business if I am retired? Sometimes people don´t know their responsibility and when things
are going bad it is my fault.
The difficulties in our case are given by the expectations of the person who needs our help.
The people expect one specific kind of help or service, and it is necessary to make him
understand that what we are offering is just a part of what he is demanding. Sometimes it is
complicated to communicate something to a person who doesn´t what to hear anything. They
are expecting that we are their miracle salvation and it is not always like that.
The senior volunteer must know what is he/she talking about (technical knowledge);
understanding and transmit abilities; to understand the other person (that is not easy) to be
ready to transmit the message; to have patience and the empathy: to put in the place of the
person who come to you hopeless to tell you his projects, to be able to transmit the message
but adapted to his needs and characteristics
Small training pills depending on the collective you are helping, to know their characteristics,
etc. We suppose we have the experience and the technical knowledge and we use to
transmit them
65
Summary
There is great potential to find senior citizens willing to share their knowledge and
experience. However, interested seniors have to possess several competences and
capacities which qualify them for the position of a mentor, such as profound work-related
experience, willingness to get to know new pedagogical approaches and methods and social
skills such as communication skills, empathy, reliability, open-mindedness, etc.
In Europe it is clear that the population is getting older and the demographic structure has
shifted towards the “ageing society”, due to the post war baby boom, improved living
conditions and a relative low birth rate.
Senior are getting more and more active in society, getting better organized and participate
to a greater extent in social, economic, cultural and civic affairs, and their interest of learning
is increasing correspondingly. Hence, there is an increase in courses directed to senior and
elder, non- and informal, arranged to meet the needs of this target group. These courses are,
with very few exceptions, not intergenerational. We can also see, from the good practices
presented, that by introducing informal education and training to seniors, there are many
benefits for those involved, besides the seniors of course the younger adults and children,
young trainees at different companies and education providers who educate and train the
seniors.
From the national reports above we can see that there are quite a few similarities regarding
the senior situation in relation to education and learning. There is no doubt that senior
possesses a great deal of knowledge, connected to different areas of life, such as social
competence, work experiences (specific and general), family and children etc. There are,
however, differences in educational background, whereas those seniors with formal
educational background have a tendency to adapt more easily to learning opportunities than
seniors without formal educational background.
For the seniors there are several organizations dealing with learning, most of those learning
opportunities are non- and informal, arranged by different kinds of organizations like Senior
Organizations, non-profit and volunteer organizations, and they most often offer learning
opportunities “on demand”.
By trying to implement an informal/non-formal concept for intergeneration learning on a
broader scale, aiming at basic skills in the key competences (Key Competences of the
European reference framework of key competences for lifelong learning) directed to seniors
regardless of educational or professional background by promoting the concept through their
normal channels of information, be it senior organizations, trade unions, educational
providers and other channels used.
Intergenerational learning is not officially regulated within the surveyed countries, even
though some effort is made to take advantage of older people within organizations when
introducing young co-workers in the organization. This is a conscious process, as opposite of
what normally is regarded as an unconscious or informal process.
Regarding formal learning, intergenerational learning does not exist in a formalized way, the
lack of curricula and content is evident. Nor does methods of learning such as lectures,
didactic discussions or training methods appear when it comes to intergenerational learning.
The project, Elder Experience-New Knowledge, will supply a structured base for the
66
horizontal use in the European Community including not only methods and theory, but also
practical training in an informal/non-formal way.
When it comes to non- and informal learning, intergenerational learning does exist in the
surveyed countries, mostly on initiative from bottom-up, ad-hoc and demand-oriented.
Voluntary initiatives and community based forms are, together with projects funded by the
EU are the most prominent organizers of intergenerational learning.
There are highlights on some projects in the field as best practices which indicates a general
awareness of the importance of intergenerational learning. Often, informal learning takes
place in the family or in a community setting. However, if the intergenerational learning
process is moderated by associations or organisations, there are usually minimum
requirements which qualify seniors for the volunteer position. These include mostly social
competences such as communication competences, open-mindedness, etc. In non-formal
and formal learning senior volunteers usually need some kind of degree or qualification in
order to qualify for the job.
Intergenerational learning is a natural and thus omnipresent phenomenon but it is socially

“invisible”. It means that it is present in most social situations, such as upbringing or
socialisation.
Just like learning and upbringing, generational learning slowly enters the institutional path,
i.e. it starts with natural activities reflected in everyday life when individuals are not fully
aware of the intergenerational learning phenomenon (informal learning) and goes towards
more formalised activities, the present manifestation of which are all kinds of projects (non-
formal learning) and soon perhaps also curricula (formal learning). An example can be
Grundtvig programme, the sixth priority73 of which directly refers to the intergenerational
learning phenomenon.
The best known area for intergenerational learning is the non-formal field where the
awareness and importance of such activities is slowly being recognised, which is reflected in
various projects. Preparing the basis allowing the intergenerational learning phenomenon to
reach the public opinion awareness (informal learning) largely depends on the formal context
which is able to diagnose, define and shape the perception of the phenomenon, making it
“visible”. Still, intergenerational learning is intuitively “felt” as a common social and individual
experience. As the Elder Experience project aims at finding a structured way of start
intergeneration learning, mostly on a horizontal level, it is vital to get information about the
project and its benefits throughout the duration of the project, and since there is, in Europe
today, some efforts made to enhance intergeneration learning, the timing is right to start the
process of structure and uniformity.
As shown in the “best practises” the concept of intergenerational learning is recognized,

efforts are made to implement this concept in Europe in a variety of projects. What is
interesting and shown in those “best practises” is the diversity regarding target groups which
is ranging from teachers/trainers through employers/HR-managers to the old and the young
individual.
The aims of those “best practises” deals with social exclusion, communication between the
old and the young, transfer of knowledge, demographic changes, active citizenship, and the
development of structured possibilities of formalized intergenerational learning.
73
http://ec.europa.eu/education/llp/doc/call10/prior_pl.pdf
67
From the interviews made with seniors we see an interest of taking part in intergenerational
learning and their view of the importance of this concept in various situations. The most
important features are listed below.
• Theoretical knowledge
• Physical abilities
• Work experience
• Motivation
• Dependability
• Good judgement
• Social skills
It have to be noted that these interviews were made with people active in intergenerational
learning in one way or another, and to activate seniors in intergenerational learning incudes
quite some work making many seniors overcome uncertainty, low self-esteem and self-
confidence, lack of time and other parameters conflicting with the commitment of
development.
This is one of the benefits with the Elder Experience project, to attract seniors with various
backgrounds by not only making the outcomes in- and non-formal, but also make sure there
are time and means to let the senior grow (to deal with uncertainty, low self-esteem etc.) to
meet other generations in an educative situation.
Conclusion
Taking into consideration the conducted research and the expected further actions aiming at
the identification of key competences which facilitate the transfer of knowledge between
generations, we:
- recommend developing a tool for senior citizens, which will diagnose their knowledge
and competences and point out the skills they could use in the intergenerational
learning process;
- emphasise the need to include social competences in the standard competences

(communication competences, the ability to cope with problems etc.), as they were
most often named as desired both by the respondents and in the analysed so-called
best practices;
- have identified the need to equip elderly people with the ability to use ICT technology,
which will make it easier for them to share their experiences and diversify the sources
of information needed in the learning process, as well as give them a chance to
communicate quickly with others; furthermore, the skills may be seen as an element
connecting the generations;
- believe that methodological competences related to the technical aspect of sharing

knowledge are also of great importance.
- recognize the importance of dissemination of the project, the aims, structure,

methodology, activities etc. to attract the seniors and related organizations to show
the benefits of those actions;
68
- believe that there is a strong need for a conceptualization of intergenerational
learning that will have an impact on a long term basis, that have the basis for
development to cope with future needs from the target groups. I.e. to be the flexible
foundation for Intergenerational learning on a broad perspective;
- the seniors that will take advantage of the Elder Experience project will gain benefits
both on an individual level as well as on a social level, which will enhance quality in
further intergenerational context.
69
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71
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Sweden
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Links
Austria
ADD LIFE
http://add-life.uni-graz.at
http://www.uni-graz.at/add-life_toolkit_de.pdf
EUROPEAN GENERATION LINK

www.european-generation-link.org
IGLO
http://www.iglooproject.eu
TANDEM
www.tandem-project.eu
Romania
EAGLES: European Approaches to Inter-Generational Lifelong Learning, funded by EC –
Socrates Grundtvig Programme, implemented by IREA – Romanian Institute for Adult Education,
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AGE MANAGEMENT, funded by EC - IC EQUAL, implemented by Confindustria Veneto

Siav (www.agemanagement.it);
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72
Spain
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Sweden
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PROGRAMES
INSTITUTION COUNTRY WEBSITE

Age Concern England www.ace.org.uk
Better Government for Older People England www.bgop.org.uk
The Beth Johnson Foundation England www.bjf.org.uk
Centre for Intergenerational Learning, Temple U.S.A www.temple.edu/cil
University,
Dialog der Generationen Germany www.generationendialog.
de
Generations Together, University of Pittsburgh U.S.A. www.gt.pitt.edu
Generations United U.S.A. www.gu.org
HelpAge International UK www.helpage.org
Intergenerational Programs and Aging, Penn U.S.A. http://intergenerational.ca
State University s.psu.edu/
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United Generations Ontario Canada
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NIZW intergenerational site Holland
www.nizw.nl/nizwic
73
Further reading
Austria
Meese, Andreas (2005): Lernen im Austausch der Generationen. In:
http://www.diezeitschrift.de/22005/meese0501.pdf (15/12/10)
Neidhardt, Heike (2008): Wenn jüngere und ältere Erwachsene gemeinsam lernen ... Altersintegrative
Erwachsenenbildung. In: http://www.die-bonn.de/doks/neidhardt0801.pdf (15/12/2010)
Romania
Wenger, E. (1998). Communitiesof Practice. Cambridge: Cambridge University Press
Wermundsen Terhi (2008) Intergenerational Learning in Europe. Policies, programmes and
initiatives,TKK Dipoli Finland available at: http://www.eagle-project.eu/welcome-to-eagle/policies-
programmes-initiatives.
Poland
Jakubowski J., 2010, O pożytkach dialogu międzypokoleniowego [in:] Zarządzanie wiekiem i nie tylko.
Informacje użyteczne dla pracodawców i pracowników, Akademia Rozwoju i Filantropii w Polsce.
Bugajska B., (ed.), 2010, Młodość i starość. Integracja pokoleń, Szczecin.
Nikitorowicz J., Halicki J., Muszyńska J., (ed.), 2003, Międzygeneracyjna transmisja dziedzictwa
kulturowego, Białystok.
74

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European Report on

Elder Experience – New Knowledge Project

Summary Report from:

This publication is a product of ELDER EXPERIENCE-NEW KNOWLEDGE. Project Nº

The project partnership consist of following partners:

 Fundacion de trabajadores de la siderurgia intergral (ES)

More information about the project can be found at the website

Description of the seniors’ situation ....................................................................................... 4

“Intergeneration programs are vehicles

Description of the seniors’ situation

once a person decided to engage in learning activities. Especially intergenerational learning

Concerning the elderly people access to education, participation is mainly related to

Other important elements/attitudes for a successful intergenerational learning are:

38% of elderly people live in one-person households, 36% - in two-person, one-generation

Intergenerational learning is as old as mankind. It can be found wherever there is upbringing

The analysis of educational experiences of a number of elderly people points to different

The first one: practical and moral competences:

"The purpose of state support for popular adult education is to:

Older People’s Associations

Old People’s Lifelong Learning

Information and Communication Technologies and the Old people

INTERGENERATIONAL LEARNING IN NON FORMAL LEARNING

INTERGENERATIONAL LEARNING IN INFORMAL LEARNING

However, spontaneous intergenerational learning is nowadays on the decline. Explanations

INTERGENERATIONAL LEARNING IN NON FORMAL AND IN INFORMAL LEARNING

INTERGENERATIONAL LEARNING IN NON FORMAL LEARNING

INTERGENERATIONAL LEARNING IN INFORMAL LEARNING

Conclusion – formal learning

Non-formal learning – conclusion

Another division of activities related to intergenerational learning can be made according to

Currently being developed/implemented

INTERGENERATIONAL LEARNING IN INFORMAL LEARNING AND NON FORMAL

Trends in Social Change

What is intergenerational learning?

At operational level, the intergenerational exchange practices could be of different nature,

Elements that should be taken into account to develop intergenerational learning

Some general principles to design efficacious intergenerational learning processes

Title of the EUROPEAN GENERATION LINK

“ Interview Guide” - to provide young people without experience in journalism

The interviews are stored in a digital library

Title of the TANDEM – How to establish intergenerational and intercultural

The interviews conducted by the participants of the TANDEM project are

 TANDEM Library User Manual

Title of the „GenerationenLernen“

Title of the Intergenerational Learning in Organizations (IGLOO)

Title of the CROSS AGES

Geographical Countries members of EU

RES1: Identification of good practices. This project activity phase is

Products and Research products (including best practices) and methodologies.

Title of the European Approaches to Inter-Generational Lifelong Learning

SKRAT trans-national project aims at offering a tested methodology, a

Title of the Granddad

Seniors analyzing confidential advice, offering his diagnosis and proposed

ADVISING NONPROFIT ORGANIZATIONS: A very important part of the

FACE-TO ADVICE: Advisory Service of Secot face is directed primarily to

Title of the “Helduen Hitza” – “La voz de los mayores”

Title of the SIDELAN – Seniors who promote the employment

1. To develop an innovative methodology, applicable to the guidance,

Experimental application and results assessment Work Phase

Results transference Work Phase

- Interact Databases of the target groups: unemployed people, seniors

- Comparative report of the results obtained by the Guidance Services

- Measurement report of the influence of SIDELAN Project as a favor