Folder Senior and intergenerational learning

Senior and intergenerational learning

The ageing of the population is one of the significant transformations being experienced in European societies and a critical social policy issue facing families, governments and communities.


default Intergenerational approach handbook (A guide for planning, implementing and evaluating local initiatives in intergenerational learning)

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The Big Foot project aimed at tackling common challenges of the rural mountainous regions, including the lack of economic opportunities and out-migration of the younger population, by applying a participatory intergenerational learning approach. The project demonstrated the value of enabling and valuing the skills and knowledge of both the older and the younger generations in order to enable innovative, creative and productive solutions for local sustainable development.

Based on current intergenerational programmes, initiatives and practices the Intergenerational Approach Handbook has been developed as a facilitator guide for communities, organisations and individuals by providing a framework to plan how activities can be developed to address their particular interests and to be a gateway to a range of resources to support and inform this planning. The Handbook can be also used as a reference document for people already engaged in programmes by presenting procedures for assessing and evaluating those activities.

The Intergenerational Approach Handbook is set out as follows:

  • Following the introduction, Section 2 provides a short introduction to Intergenerational Learning;
  • Section 3 sets out the overall overview and purpose of the Intergenerational Approach Handbook;
  • Section 4provides a generic Process Model for Intergenerational Activities related to project management elements;
  • Section 5 contains a concrete Intergenerational Planning Model grounded in theory and practice, including operational templates for practical work;
  • Section 6 describes Do’s and Don’ts in Intergenerational Practice in order to give hands-on guidelines how to make Intergenerational Activities work;
  • Section 7 demonstrates procedures for assessing, evaluating and validating Intergenerational Activities using the Big Foot experiments, including templates for summarising the results of those experiments;
  • Annex I lists the used sources and suggests further readings;
  • Annex II contains a Screening Questionnaire for Intergenerational Experiments;
  • Annex III finally provides the templates for i) a Project Failure Prevention Analysis and ii) for an Issues Plan.

default Intergenerational Learning and Active Ageing

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This report provides an exploration of the theme of Intergenerational Learning and its contribution to active ageing in general and to promoting European Union policies in this regard. It presents the context in which Intergenerational Learning activities develop in Europe and examines some samples of practice from the field. It has been produced as the result of a study carried out between June and September 2012 at the request of the European Network for Intergenerational Learning.

The report represents the third major product of the Network, after an online platform with various tools and a conceptual document defining intergenerational Learning. The findings of the report will be used in the development of Peer Learning Activities and for advocacy purposes in the years to come.

To carry out the analysis, a team of four experts in the field of adult education investigated and considered the contribution of Intergenerational Learning approach and activities to active ageing, intergenerational solidarity and social cohesion in Europe. The report presents the findings and conclusions of the study followed by a set of recommendations on the ways in which the Intergenerational Learning could be used and promoted by European institutions, national authorities, the European Network for Intergenerational Learning and practitioners at large. It also attempts to show how Intergenerational Learning could contribute to the implementation of European policies, including the Renewed Agenda for Adult Learning.

This Report has been written for ENIL by Franck Dantzer, Helen Keogh, Fiona Sloan and Radu Szekely.

default Learning Families | Intergenerational Approaches to Literacy Teaching and Learning

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While ‘family literacy’ is a relatively recent approach to promoting literacy and a culture of learning, particularly in disadvantaged families; the term ‘family literacy’ was first used by the US educator Denny Taylor in 1983 to describe literacy learning activities involving both children and their parents. Yet family literacy is in fact based on the most ancient of educational traditions: intergenerational learning. Intergenerational learning practices are rooted in all cultures, and educational programmes with literacy components involving families are found in all world regions, although these are not always referred to as ‘family literacy’. Family literacy and learning presents adults and children with an opportunity to become independent, proactive lifelong learners ...