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Arbeit und Leben DGB/VHS NW (ed.)
TRAMP
Transnational Mobility of Older People in Europe
–
Working with Older Volunteers in Manual
Intergenerational Projects
Final Report
and Set of Methods
The project has received funding from the European Commission,
DG Employment, social affairs and equal opportunities
The sole responsibility lies with the authors. The European Commission
is not responsible for any of the content published.
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Conducted by
Arbeit und Leben DGB/VHS NW (DE)
in cooperation with
• ASCR Workers’ Samaritan Association / KLAS (CZ)
• BAGSO German National Association of Senior Citizens‘ Organisations, (DE)
• CeL Culture et Liberté National (FR)
• GEFAS Association for promoting gerontoloy and the studies of senior citizens at Graz
University (AS)
and with the support of
• l`Outil en Main (FR)
• CZU Czech University of Life Sciences, Prague (CR)
• RUB Ruhr-University Bochum (DE)
• BTS-Reiseagentur (CZ)
• Angelika Middendorf & Andreas Schimanski (DE)
• Uwe Wehrs (DE)
within the scope of a pilot project
of the EUROPEAN COMMISSION, DG Employment, Social Affairs and
Equal Opportunities.
• Social Protection and Integration
• Social and Demographic Analysis
in the programme
ENEA - Preparatory Action On Active Aging and Mobility of Elderly People
Funding period:
15.12.2007 – 14.12.2009
Contact: Arbeit und Leben DGB/VHS NW
Landesarbeitsgemeinschaft für politische und soziale Bildung NW e.V.
Mintropstraße 20
40215 Düsseldorf
Phone: 0211 – 938 00 0/31
Fax: 0211 – 938 00 20
2
Email: lange@aulnrw.de
www.aulnrw.de
www.TRAMP.aulnrw.de
1. Auflage Dezember 2009
Umschlaggestaltung: Leoni Buscher
Umschlagfoto: Andreas Roter; Umschlaghintergrund: www.aboutpixel.de
Herstellung: Schützdruck
© Forschungsinstitut Arbeit, Bildung, Partizipation (FIAB-Verlag) im Netzwerk BildungsForschung und
Enwicklung, Recklinghausen 2009
ISBN 978-3-925724-59-6
Alle Rechte vorbehalten

Acknowledgement
The text of this publication is the result of joint efforts. The following contributors deserve
special mention:
• Elke Tippelmann who processed the contributions by BAGSO and the articles regarding
disseminaton, EU support programmes and the list of links.
• Christiana Lütkes who rendered her services regarding intercultural training and manual
work.
• Irmgard Zandonella who specifically rendered her service regarding group work techniques.
• Anja Küppersbusch contributed an article to the subject of “Conflict Management”.
• Joel Jamet provided the basics for the text regarding the multiplier seminar.
• Klara Nehodova, Jan Jarolímek and Pavel Simek produced the basis for the database text.
• With their evaluation report Josef Jelich and Christina Ruta provided the basic information
on the exchanges, a major part of the final report, which also includes contributions
by Christiana Lütkes, Barbara Kröger, Joel Jamet, Milena Svobodova, Jiri
Kuncman and Michaela Bernadová (Pexeso).
• Introduction, practice recommendations and various general subjects were processed
by Jürgen Lange.
• Furthermore, many contributions were submitted by participants of the exchanges, the
multiplier seminar and, in particular, the transfer conference.
All contributions were edited by Jürgen Lange, Christiana Lütkes and Elke Tippelmann.
The following supporters and organisations contributed to the project:
• Arbeit und Leben: Jürgen Lange, Christiana Lütkes, Barbara Kröger, Annett Heinrichs
and Ronja Pauly
• ASCR (Asociace samaritánu Ceské republiky): Jiri Kuncman and Milena Svobodova
• Culture et Liberté : Joel Jamet and Laure Onidi
• Gefas: Irmgard Zandonella and Elisabeth Kronfellner-Kraus
• Ruhr Universität Bochum: Franz-Josef Jelich and Christina Ruta
• BAGSO: Elke Tippelmann
• Czech University of Agriculture in Prague: Jan Jarolímek, Klara Nehodova, Pavel
Simek
• l’Outile en Main: Yana Boureux and Sylvie Fily
• Seniors de Moselle: Charlotte Weiler
• Angelika Middendorf, Andres Schimanski and Uwe Wehrs, who produced the videos
• Of course, many more participants from the involved organisations
• Speakers of the EU seminar and the final conference and especially Ksenija Fonovic
from SPES and Davide DiPietro from Lunaria
• Interpreters of the events and translators, especially Rowena Worsley-Potthoff, Christine
Stockebrand and Sylke Wollbold
Special thanks for the constant project support go to Ruth Brand, BAGSO and AGE
European Older Peoples Platform and the competent supporters of the European Commission,
Theodora Savova, Krzysztof Iszkowski, Anne Poliart and Detlef Gerhardt, and, in
particular, to the senior citizens at AGE in Hamm, KLAS in Zbraslav, Arbeit und Leben
Oberhausen, l’Outile en Main and Seniors de Moselle, without whom this project would
not have been possible.
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Table of contents
Part I
TRAMP – Final Report
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Project Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
• TRAMP Organisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
• Review of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
» The Structures
» The Process
» The Transfer Conference
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Exchanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
• Communication among national subgroups . . . . . . . . . . . . . . . . . . . . . . 23
• Manual work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
• Intergenerational cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
• Intercultural learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
• Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Development of a Method Set for TRAMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
The TRAMP Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
» Project documentation
» 25.sec-TRAMP
Seminar for Multipliers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Recommendations to the European Commission . . . . . . . . . . . . . . . . . . . . . . . 58
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Part II
Set of Methods
Chapter 1
Definition of Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
»
»
Definition of “Mobility”
Definition of “Target Group”
Obstacles and Success Factors Affecting the Mobility
of Older People in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Chapter 2
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
• Manual Work as a Means of Education in International Exchanges . . . . 89
• Learning by Manual Work: Cooperative Work as a Method . . . . . . . . . . 91
• Intergenerational Learning and Working . . . . . . . . . . . . . . . . . . . . . . . . . 95
• Formal / Non-formal Learning and Informal Learning . . . . . . . . . . . . . . 97
• Language / Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
• Intercultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Chapter 3
Preface “Methods” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Goals and Contents of Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
• Generating Goals and Planning of an Exchange . . . . . . . . . . . . . . . . . . 107
• Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
• Methods of Planning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
• Financing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
• Responsibility and Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
• Work Plan for Manual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
• Generating Ideas: List of Possible Subprojects . . . . . . . . . . . . . . . . . . . . 123
Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
»
»
»
General Information
Checklist: Preparing the Elderly Participants of the Host Group
Checklist: Preparation of Guests
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Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
6
• Organisation of Exchange Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
• Organisation of an Exchange Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
• Interior Room Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
• Visualisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
• Work Techniques for Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
» Teamwork Techniques
» Constructive Handling of Conflicts
» Evaluation Rounds
• Language Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
• Methods for Intercultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
• Methods for Intergenerational Learning . . . . . . . . . . . . . . . . . . . . . . . . 169
• Procedural Checklist for Manual Projects . . . . . . . . . . . . . . . . . . . . . . . 173
Post processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
• Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Chapter 4
Useful Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
With Statements from
»
»
»
»
»
»
»
»
»
»
»
»
»
»
»
»
BAGSO, Germany, p. 12-13, 63
Gustav Skuthälla, AGE / Finland, p. 18
Christine O‘ Kelly, OWN Older Women‘s Network, Ireland, p. 19
Brigitte Léonard and Ourida Farhi, Culture et Liberté Nord, France, p. 20
Liliana Caruz, PRO HOMINI, Romania, p. 20
Professor Norma Raynes, Intergen Community Interest Company, UK, p. 20
Yana Boureux, President l’outil en main, France, p.27
Günter Gewalt (p. 29), Jürgen Gerbracht (p. 28), Helmut Beyerlein (p. 30), Theo Risse (p. 32)
and Winfried Kaiser (p. 32), participants in Exchanges, Germany
Ursula Mecklenbrauck, headmistress of the Harkort Special Education School, Hamm,
Germany, p. 34
Pupils of the Harkort School Concerning the Participation in Practical Projects, p. 36
Pedro Pimenta, Travel Agents, Portugal, p. 35
Joël Jamet, Culture et Liberté, France, p. 36
Michaela Bernardová, Director of the Family Centre Pexeso, Prague/Zraslav, Czech Republic, p. 39
Davide Di Pietro, Lunaria, Italy, p. 62
Anne Dempsey, Third Age Foundation, Ireland, p. 62
Eliane Goudet, France Bénévolat, France, p. 62

Foreword
At a workshop in Prague, a French colleague who had just arrived posed the
question as to whether a project such as TRAMP could really make a vital
contribution in solving society’s problems or whether it would merely accumulate
a host of problems. He met with a vehement reaction, and rightly so.
Mobility of the elderly is a topic which is becoming increasingly more important
in view of current demographic trends. New possibilities of funding have
therefore been created in order to promote an elderly exchange within Europe.
For the last two years, we have been working on an EU-funded project
called TRAMP TRAnsnational Mobility of older People – working in manual
teamwork projects.
The aim of the project was to facilitate access to Europe for elderly people
with limited foreign language skills, and to increase transnational mobility of
elderly people within Europe. At the core, there were transnational manual
work projects for people willing to work on a voluntary basis. In addition, the
participation of younger people created an intergenerational approach.
The results of the project speak for themselves. We have people who have
become active and who have discovered mobility within Europe, people for
who in this past this was not possible. We are talking about people with few
language skills and who do not have the necessary means to afford services
such as translators, people who had to be won over to the idea of an exchange
programme which in turn, would only be feasible with a rigid programme
structure providing the necessary security for such an adventure. The feedback
from those involved proved the success of this venture. Supporting factors
in the background made it possible to communicate with one another
even beyond the language barriers. In this case, the supporting factors were
the manual work-oriented projects as well as the intergenerational approach
with TRAMP.
They have made a central contribution to the success of the whole project
and opened a field of learning which has enormous potential for the citizens
of Europe.
Regina Schumacher-Goldner
Chairwoman Arbeit und Leben DGB/VHS NW, Director of the Volkshochschule
Hamm, the municipal adult education Center.
7

TRAMP – Transnational Mobility of Older People in Europe
8 Part I
Statement
Ageing in Europe primarily results from economic, social and medical improvements.
These improvements provide the possibility to live a long, pleasant
and secure life. At the same time ageing is one of the greatest challenges for
the European Union.
TRAMP makes an active effort to increase the degree of mobility within
the European Union and enables older Europeans to play an active role in
social and economic life. The Regional Representation of the European Commission
in Bonn welcomes and supports the aim of TRAMP to facilitate
access to Europe for older people with limited foreign language skills and to
increase transnational mobility within the European Union.
TRAMP supports older Europeans to pass on their manual work experiences,
which requires few foreign language capacities. Particularly with regard
to transnational and intergenerational communication and teamwork,
TRAMP makes it possible for older Europeans to learn from youngsters and
for youngsters to learn from the more experienced. It is a great opportunity
for both sides not only to remove generational, cultural, and national barriers,
but also to be aware of how substantially the European Union has changed
over the last decades.
Stephan Koppelberg
European Commission, Head of EU-Representation,Bonn

Working with Older Volunteers in Manual Intergenerational Projects
Since the year 2000 the EU has been supporting
“A Europe for all ages - Promoting
prosperity and intergenerational solidarity”,
and since 2002 the EU has also supported
programmes that promote the mobility
of the elderly, including the ENEA
programme. This focus area is developing
with an increased intensity. A new feature
since 2009 involves the testing and support
of the mobility of elderly volunteers in the
European Programme for Lifelong Learning
as part of the Grundtvig Programme
with the campaign SVP Senior Volunteer
Projects. Currently, the planning process
for the European Year for Active Ageing
and Intergenerational Solidarity in 2012 is
already underway. The new generation of
EU funding programmes begins in 2014
and will last until 2021, the foundations of
which are now being laid.
This is the context of the TRAMP project,
which is being supported by funds from
the European Commission. The aim of this
cooperation project was to facilitate access
within Europe for people with few foreign
language skills. “We do not understand
each other’s language, but working together
runs smoothly nevertheless.” This is how
Helmut Beyerlein, one of the participating
seniors, commented on the TRAMP
project and, in particular, the exchange in
Hamm/Westfalia, which focused on manual
work-oriented, intergenerational voluntary
work. “It was fun” said Öger, one of
the participating pupils. “Working this way
was a pleasure”. This was the plan - and it
worked.
Why this project?
Preface
The CALL FOR PROPOSALS of the
ENEA PREPARATORY ACTION ON
ACTIVE AGEING AND MOBILITY
OF ELDERLY PEOPLE describes the
background as follows:
The proportion of people over the age of
55 in the total population will rise over the
coming decades firstly because the baby
boom generation will enter this age group,
and also because fertility rates are dropping
and life expectancy increasing. In this context,
it is becoming of growing importance
to mobilise the full potential of older people
through active ageing, which implies
allowing older people to stay longer in the
labour market and to develop their contribution
to society, notably as volunteers.
Active ageing can be supported through
efforts to promote the mobility of older
people, giving them access to a wider range
of opportunities for employment or volunteer
activities across the European Union.
Moreover, mobility of older people, as workers,
volunteers or tourists, may create new
employment opportunities, including the
elderly workers themselves.
The ENEA preparatory action is intended
amongst others to finance measures to
encourage the establishment of exchange
programmes for the elderly through specialised
organisations tasked with developing,
inter alia, resources for mobility and
adapting infrastructures, including travel,
in accordance with the contents of the following:
Final Report 9

TRAMP – Transnational Mobility of Older People in Europe
European Parliament resolution on the second
United Nations World Assembly on
Ageing held in Madrid from 8 to 12 April
2002, which stressed the importance
of promoting programmes encouraging
mobility for the elderly – European Parliament
resolution of 15 December 2000 on
the Commission communication ‘Towards
a Europe for all ages – Promoting prosperity
and Intergenerational solidarity.´
Under the ENEA preparatory action
three types of activities are supported. One
of these is an international exchange programme
aimed at promoting the active
involvement of older men and women as
volunteers working for the general interest.
The TRAMP project
One of seven projects of the current ENEA
funding phase was TRAMP - transnational
mobility of older people - working in teamwork
projects in crafts, which began on 15
December 2007 and ended on 14 December
2009. It was funded by the European
Commission, DG Employment, Social Affairs
and Equal Opportunities / ENEA.
The official project partners were Arbeit
und Leben DGB/VHS NW, The German
Federation of Senior Citizens’ (BAGSO) and
the Institut für Erziehungswissenschaft of the
Ruhr University of Bochum from Germany,
ASCR/Klas (Club of Active Ageing) and the
Faculty for Economy and Management at the
Czech University of Agriculture in Prague
from the Czech Republic, Culture et Liberté
from France and GEFAS Steiermark from
Austria. An additional partner was the senior
citizen organisation l`Outil en Main
from France.
10 Part I
Elderly from three countries meet
with pupils
The general goal of the TRAMP project
was to promote the mobility of the elderly
with few language skills or who lack financial
means, thus facilitating their access
to Europe. The specific goal was to initiate
communication processes between senior
citizens from France, the Czech Republic
and Germany by means of international
exchanges and joint voluntary activities. At
the start of the project, further goals were
set and involved the procurement of new
target groups, the establishment of new
cooperations and the development of new
work fields.
In order to initiate communication processes
between the participants, two methodical
approaches were selected: to enable
and promote communication processes
between participants with different languages
by uniting them in manual workoriented
jobs on the one hand (informal
learning during practical action), and by
including children and adolescents in the
project work (intergenerational dialogue)
on the other. The young should function
as mediators concerning language-related
communication problems. Insofar, the
TRAMP project had an intercultural and
intergenerational dimension. In addition
to the manual and intergenerational project
work, joint socio-touristic excursions
and encounters with people at the project
locations and the corresponding regions
should enable access to the everyday reality
of European countries.

Products and results
•
•
•
•
Working with Older Volunteers in Manual Intergenerational Projects
A network of active agents was established.
In total, 423 people took part in 20
events. Over the two years the following
activities took place:
» Five steering group sessions and work
groups respectively with 60 participants
alltogether
» One kick-off-meeting, two workshops,
one partner meeting with 93
participants
» Four one-week exchange programmes
in Hamm, Oberhausen, Vigy/
Metz and Zbraslav/Prag with 115
seniors, 142 pupils, 8 teachers and
many supporters from visited institutions,
companies, politics, administration
and press
» A curriculum was generated for a
further training seminar for multipliers,
which was held in Paris with 27
participants from 11 countries
» A three-day transfer conference
“Mobility of the Elderly in Europe
– working with elderly volunteers in
European exchange projects” in Düsseldorf
with 129 participants from
20 countries.
A project video documents the exchanges
and provides a visual insight into the
diverse activities of the elderly. The second
video, 25.sec-TRAMP of the artist
team Middendorf/Schimanski in Berlin,
contains 25-second statements made by
40 participants regarding their ideas and
associations with the subject “Seniors –
Mobility – Europe”.
A set of methods for transnational exchange
programmes with senior citizens
was tested and documented for interested
multipliers.
A database with senior-related European
projects was created and is available on
•
•
•
the website http://tramp.aulnrw.de/.
Organisations, projects and individuals
who are interested in the development of
manual and intergenerational exchange
programmes can access and make use of
the database.
Based on the project experiences, practi-
ce recommendations for exchange programmes
with the elderly were devised
for the European Commission.
The exchanges were evaluated and the
initial hypothesis was confirmed: the
work in intergenerational manual work
projects promotes linguistic and cultural
communication in an outstanding way.
The general conditions for success were
clarified and fixed.
The results, which were documented,
and the method set are available in book
form. An electronic version was published
on the website www.tramp.aulnrw.
de.
Project conclusion
The seminars and the overall high satisfaction
of participants demonstrate the capacity
of the concept to unite people from
different European cultures and different
generations in a common communicationintensive
learning context by applying
methods of manual work and intergenerational
dialogue. However, the implementation
also showed that meta-communication
exercises, thus intercultural training, raised
the awareness to interpret experiences of
difference, which are usually experienced as
“strangely” necessary during the everyday
seminar contact. Based on this experience a
further development of exchange seminars
is urgently recommended.
Final Report 11

TRAMP – Transnational Mobility of Older People in Europe
A statement by the German National Association of
Senior Citizens Organisations (BAGSO)
At the close of the 9 th German Senior Citizen’s Day, held in Leipzig in June 2009 under
the motto “Enjoy your age and act responsibly”, BAGSO framed the responsibility of the
elderly towards the following generations in the preamble of their “Leipzig Declaration”.
A three-day action platform “Generation Island” with the project office “Dialogue of
Generations” 1 allowed an insight into lived practice. They presented attractive forms and
areas of intergenerational commitment based on long-term experiences with projects and
competitions regarding intergenerational work. 23
Transnational projects of seniors
Intergenerative and manual
The extent of intergenerative dimensions enhancing transnational projects of senior citizens
was demonstrated by the TRAMP project (Transnational Mobility of older People
- working in teamwork projects in crafts). Its presentation received tremendous approval
during a workshop “Underway in Europe on new paths” of the 9 th German Senior
Citizen’s Day, which attracted more than 15.000 visitors. 4
New perspectives of project work with elderly people in the context of existing EUprogrammes
(with a focus on the new so-called “Senior Volunteering Projects” (SVP) 5 )
stood at the centre of a presentation held by the representative of the Grundtvig national
agency.
The declared goal of the SVP, to promote the participation of the elderly who are e.g.
disadvantaged in transnational projects due to the lack of language skills, is also the focus
of the TRAMP project, which was sponsored by the EU-programme ENEA that ends in
2010.
The joint intergenerational and manual work during a German-Czech-French exchange
project demonstrated that elderly participants were in fact able to overcome cultural
and linguistic differences. For example, elderly participants experienced in crafts
were able to teach adolescents to professionally create and build construction elements
of a playground (swings etc.), while the youths (vocational students) took over the role
of interpreters, where necessary. Necessary household activities such as cooking were also
assumed by the young. The contributions of both age groups in terms of knowledge and
skills avoided a hierarchical divide, like that of teachers and pupils, and generated an equal
level of cooperation.
1 http://www.generationendialog.de/cms/
2 BAGSO publication no. 12 “Generationszusammenhalt stärken, Fakten Projekte, Empfehlungen”
2005- http://www.bagso.de/fileadmin/Publikationen/Generationenzusammenhalt.pdf
3 Publication no. 22 “Generationendialog - Zur Bedeutung von Alt-Jung-Projekten für den gesellschaftlichen
Zusammenhalt “ 2009 http://www.bagso.de/fileadmin/Aktuell/Publikationen/Broschuere_zum_
Herunterladen.pdf
4 Picture documentation of the 9th German Citizen’s Day in: http://www.bagso.de/fileadmin/Aktuell/
DST_2009/web_bagso_kurzdoku_dst_2009_NEU.pdf; A full documentation will be available online
from February 2010 and orderable under: dst@bagso.de
5 More information available in Part II regarding “Framework conditions/EU-support”
12 Part I

Working with Older Volunteers in Manual Intergenerational Projects
However, specific EU-programmes to promote the transnational commitment for all generations
(e.g. an opening of the European Voluntary Service) are still missing today. At
best, some “good examples” come in form of “tender shoots”.
A closer look at the Youth Partnership web portal 6 shows that the topic “dialogue of
generations” is gaining importance, particularly for senior citizen organisations and organisations
of (international) youth work. The currently commencing discussion of new
EU programmes from 2013 onward will reveal the extent of this tendency affecting the
different programme areas.
European citizenship requires encounters and actions of all generations
BAGSO sees an enormous potential of transnational practical cooperation in the areas
environmental protection, nature conservation and cultural preservation. These are
the central challenges of the future, challenges, which can only be mastered by old and
young together. The project results should inspire supporters of European town twinning
projects, institutions of international youth work, and family, educational, cultural and
volunteer organisations. These should also emphasise new project features with age-mixed
initiatives in social neighbourhood-oriented projects.
It would be desirable to extend the new “Senior Volunteer Project” in form of new
“minor cooperation projects” (in addition to the “learning partnerships” and the “workshops”)
for the purpose of developing a programme with various action possibilities. 7
The recently decided “European Year of Voluntary Activities Promoting Active Citizenship
2011” should therefore be utilised to advance the setup of networks. 8
Obvious synergies with the planned “European Year of Active Ageing and Intergenerational
Solidarity“ in 2012 could promote the sustainability of measures for “active
ageing”, also in terms of an increased mobility within Europe.
We therefore eagerly await the conference during the second “European Year on Solidarity
and Cooperation between Generations” on April 29 th 2010 (under Spanish presidency).
Following a European consultation conducted in 2009, an operationalisation
of plans of the European Commission is to be expected. For more information on EU
politics see 9 .
6 http://youth-partnership.coe.int/youth-partnership/
7 Website of the European Commission
8 Council Decision on the European Year of Voluntary Activities Promoting Active Citizenship (2011)
http://register.consilium.europa.eu/pdf/de/09/st15/st15658.de09.pdf
9 Social Agenda 21 - Jumping the Generation gap - How the EU promotes intergenerational solidarity
(EN) more languages: http://ec.europa.eu/social/main.jsp?catId=737&langId=en; CoverAge/ Special
Briefing: EU public consultation on EU Year 2012 on Active Ageing and Intergenerational Solidarity
(EN, DE) www.age-platform.org/EN/IMG/CoverAGE/EN/CoverAGE_07-2009.pdf
Final Report 13

TRAMP – Transnational Mobility of Older People in Europe
Organisations in TRAMP Project
Arbeit und Leben
Arbeit und Leben is an institute of further
education funded jointly by the German
Trade Union Federation and the Association
of Adult Education Centres (Volkshochschulen)
in North Rhine-Westphalia.
This education partnership of two widely
differing institutions has, for more than 50
years, become the foundation for a successful
cooperations model. Arbeit und Leben
represents further education concerning
democracy, tolerance and social involvement
in an educational network of local,
regional and national learning opportunities
and cooperations. Arbeit und Leben
NRW is a federal organisation providing
citizen-friendly education opportunities
for 20000 participants each year in more
than 40 local consortiums in North Rhine-
Westphalia. In the last few years, more than
20 projects many of which were at international
level, have been successfully carried
out from start to finish.
Culture et Liberté International, Paris
Culture et Liberté is a Non-Formal Education
umbrella organisation encompassing
fifteen regional member organisations
– which themselves encompass hundreds
of local organisations or groups all over
France. Their activities are very diverse
and cover the following fields: active citizenship,
activities in urban and rural areas,
participation in social development of
people, development of different kinds of
14 Part 1
Project Structures
productions and exchanges and organisation
of intercultural exchanges.
ASCR - Asociace Samaritánu Ceské
Republiky
The association of the Samaritans of the
Czech Republic was re-founded in February
1992 and thus followed on from the tradition
of the Samaritan organisation. Since
it was re-founded the Czech Samaritan
Organisation took the difficult hurdle of
setting up a non-government, non-profitmaking
organisation for the rescue services
in Prague West and Melnik. The tasks also
include water and air rescue. In Melnik
there is a Samaritan school for first-aid training,
training of nurses and emergency medical
technicians. The school is affiliated to
a youth centre. The ASCR has established a
club for the elderly, „KLAS“, with currently
140 members. „KLAS“ provides cultural
and sports activities.
BAGSO – Bundesarbeitsgemeinschaft
der Seniorenorganisationen
BAGSO is an umbrella organisation which
includes 94 active German associations
with more than 12 million members.
BAGSO regards itself as a solidarity-orientated
action platform and interest group
for the older generation, which serves to
broadly publicise the needs of older people
in Germany and effectively articulate their
legitimate demands. Not only does it aim
to provide information, explain issues and

Working with Older Volunteers in Manual Intergenerational Projects
motivate people, but for many years already
it has striven to affect political decisions
at the federal level by measures and reports.
BAGSO has been advancing the interests
of older people not only at national level.
BAGSO’s membership of the European
Economic and Social Committee and the
the Administration Council of AGE (The
European Platform of older people) is of
particular importance in the framework
of the representation of older people’s interests.
In addition BAGSO is involved in
some European projects concerning Active
Ageing, Active Citizenship and New Technologies.
Gefas Steiermark
Gefas Steiermark was founded in 1991 as a
platform and contact point for elderly people
in Steiermark. As a member of diverse
umbrella organisations, Gefas aims to
promote sexual equality, the quality of life
for elderly citizens and to increase tolerance
between young and old. Various projects
are carried out and many different learning
programmes initiated to achieve this end.
Ruhr-University Bochum
The Ruhr-Universität Bochum is represented
in the project by the Faculty of Philosophy,
Pedagogy and Journalism, or rather
by the Chair for Vocational and Business
Education in the Institute for Education.
The chair represents several research and
teaching core areas: legal and institutional
structures in vocational and in-company
training, professionalization and occupational
dynamics in the further education
sector, application of knowledge and professional
behaviour, organisational theory
and research and finally empiric further
education research.
Czech University of Life Sciences Prague
The Czech University of Life Sciences
Prague provides public higher education.
The Economics Faculty features an Information
and advice centre for elderly citizens,
which has created a special Internet
portal for seniors (http://www.e-senior.cz).
This portal provides information and communications
opportunities for the elderly
in the Czech Republic.
l’Outil en main
„L’Union des associations l’Outil en main“
is a French organisation which is based in
Troyes and was founded in 1987. 62 organisations
throughout France are built on
the concept of L’Outil en main. In schools
and workshops, courses are given for children
between the ages of 9 and 14. Old craft
skills are passed on to the younger generation
by real craftsmen (who have retired) in
authentic workshops using real tools. The
children develop manual skills and selfconfidence
and become sensitised to cultural
assets. At the end of the school year,
the children receive a certificate entitled
„d’initiation aux métiérs du patrimoine“ (
initiation in craftsmanship patrimony).
Review of the Project
1. A BSCW-platform (basic support for
cooperative work) has been set up on
the internet to facilitate communication
between conferences and to provide
common documentation.
2. The steering group was composed of representatives
of Arbeit und Leben DGB/
VHS NW e.V. as the project executing
organisation, representatives of the
French partner Culture et Liberté, the
Czech partner ASCR (Asociace samaritánu
Ceské republiky) and BAGSO.
3. The network of multipliers comes from
very different contexts and bases.
a. The participants of the exchanges
consisted of participants from
Final Report 15

TRAMP – Transnational Mobility of Older People in Europe
Hamm who were recruited from the
AGE groups, i.e. elderly who are socially
committed on a local level and
come from the steel, chemical and
mining industry. The French group
was also mainly recruited from dedicated
people at l’Outil en Main, all
of them craftsmen who are committed
to teach younger people about
craftsmanship. A second smaller
French group came from the Seniors
de Moiselle organisation. They
were from the mining sector and
were committed to elderly seniors.
The group of elderly from Oberhausen
were familiar with the work of
Arbeit und Leben Oberhausen and
had participated in its advanced training
courses. The Czech group came
from the senior citizen organisation
KLAS of the ASCR in Prague/Zbraslav.
They are also committed on a
local level. They make and sell dolls,
for instance, and the proceeds go to
UNICEF. The professional backgrounds
were heterogeneous, most of
them were office workers. All in all,
the groups were very heterogeneous
in age, the youngest were aged 54,
the oldest participant was 84 years
old. The foreign language skills also
varied immensely, but were mostly
bad or poor.
b. A second group was composed of
participants of the multiplier seminar
in Paris. These involved representatives
from senior citizen, educational
and exchange organisations
from 11 countries who plan to focus
on a cooperation with elderly people
and particularly on international, intergenerational
and manual work in
exchanges. The youngest participant
was 21, the oldest 73 years old.
16 Part 1
c. A third network group consisted of
participants of the transfer conference
with a total of 127 participants
from 19 European countries. These
also represented senior citizen, educational
and exchange organisations.
The common interest focused on
cooperation with elderly people and
particularly on international, intergenerational
and manual work in exchanges.
4. Many different institutions and facilities
advised and supported the steering
group who were invited to the sessions
according to the given tasks. Academic
support was provided by the University
of Bochum regarding the evaluation
procedure, in particular, the Institute
for Vocational Pedagogics. The Czech
University of Agriculture in Prague was
responsible for the setup and design of
the TRAMP database. The BTS travel
agency supported the interpreter activities,
the exchange programme in Prague
and the travel programme of Czech participants
to France and Germany and
vice versa. The AGE Agency for Social
Commitment organised and supported
the exchange in Hamm and provided
contextual advice, especially with regard
to intercultural and manual work issues.
The production of the videos was performed
by Uwe Wehrs (documentation)
and Angelika Schimanski/Andreas Middendorf
(25.sec).
Process
1. The setup of structures was carried out
quickly and without any problems. In
a first step, partners met for steering
group sessions in France and the Czech
Republic. The following kick-off mee-

Working with Older Volunteers in Manual Intergenerational Projects
ting determined the scope of issues and
tasks. The subsequent two workshops
discussed the work progress, clarified
unsettled issues and specified and planned
further proceedings. This included
the recruitment of participants and
multipliers for the exchanges, the preparation
of exchanges, further workshops
and transfer conferences as well as the
completion of other project products.
In the meantime the participating partners
met in different combinations for
control and work group sessions in order
to deal with individual topics such
as the curriculum for the EU seminar in
Paris, the exchange agendas and the development
and implementation of the
database.
2. The project was conducted in several
phases. During the first phase a structure
was devised and all participants introduced
to the subject. The second phase
involved the development of creativity
and the exploitation of the participants’
creative potentials. In the third phase
the transfer conference and concluding
workshop refocused the participants on
the subject and project goal. This part
of the process proved the most difficult,
because decision-making processes and
discussions with so many participants
proved to be a complicated matter. The
products and results of those involved
and of academic participants were incorporated
into the final report and particularly
the practice recommendations.
3. Structures of participation and decision:
a. The project management was represented
by Arbeit und Leben. The authority
to decide in terms of planning,
organisation, execution, conflict management
and controlling was assigned
to the project partners. There
were also national coordinators who
Discussion at workshop in Dortmund
participated in the planning, execution
and organisation of exchanges as
well as in workshops and the conference
and who sent delegates to the
steering group.
b. Participants and academics were included
in the production of results
as much as possible except for the
focusing process at the end. Here,
the authority to decide was left with
the steering group and/or the editing
team. Academic support / evaluation
was included in the decision-making
process, as their results accompanied
and influenced the guidelines
for the steering group sessions and
workshops. Academics also took part
in those steering group sessions and
workshops in order to present and
include their results in the project.
Project-related decisions were made
in the steering group or workshops.
c. A methodical goal of the project was
to include all participants in the process
of developing project results as
intensely as possible. The elderly and
their specific skills were therefore actively
included in the production of
results. They also took part in the planning
process of the exchanges and
Final Report 17

TRAMP – Transnational Mobility of Older People in Europe
AGE has long been concerned about the disadvantageous
conditions which increasing numbers of vulnerable older
migrants experience in all aspects of their lives and the
specific discrimination that often confronts them. Older
migrants are a large and significant group within the EU
and their numbers will continue to grow in line with demographic
trends towards an ageing population and their
numbers will also grow due to a further increase of mobility
between EU member states and third countries. Older
migrants have specific concerns and needs, which are not
always effectively met by the infrastructures in the countries
they live in.
This is a good reason to say great thanks to the agency
”Arbeit und Leben DGB/VHS NW” for this Conference
that faces a growing problem.
- the manual work approach and/or
- the intergenerational approach
In my opinion both will have a big effect, but I think that
the manual work approach will be more effective.
Gustav Skuthälla, AGE / Finland
TRAMP Transferconference
in the preparatory and evaluating
discussions of the workshops.
d. The participants of the concluding
conference were requested to submit
feedback on the conference, written
statements regarding the presented
and discussed contents as well as
further recommendations. The submitted
responses were included in
the final report.
e. At the end of the project the participation
of the different levels con-
18 Part 1
cluded with the cooperation partners
preparing the documentation of results
for the final report. The responsible
steering group decided exclusively
on the project reporting.
The Tranfer Conference
The Transfer Conference took place in
Düsseldorf between 28th and 30th October
2009. The aim was to present Tramp’s
results and to exchange ideas with experts
and other participants through intensive
and stimulating discussion. Another goal
was to develop ideas for new projects together,
thereby encouraging a creative process
with the attendees. Altogether, 130
participants took part in the conference.
The first day opened with a plenary session
headed by Regina Schumacher-Goldner,
Chairwoman Arbeit und Leben DGB/VHS
NW and Dr. Stephan Koppelberg, Head of
EU-Representation, Bonn. Afterwards, the
topic “Mobility of Elderly People in Europe
– Challenges” was presented by Dr. Krzysztof
Iszkowski, European Commission - Directorate-General
for Employment, Social
Affairs and Equal Opportunities, Brussels
and by Gustav Skuthälla, AGE European
Older People‘s Platform, Brussels. National
Aspects of Volunteering and Perspectives
for Europe were presented by Dr. Astrid
Hencke, German Ministry for Family, Seniors,
Women and Youth, Berlin, and Dr.
Jiřina Rippelová, Senator of the Czech Republic,
Prague.
Talks on European Exchange Projects –
Testing, Experiences and Results were given
by Davide Di Pietro, Lunaria, Rome,
Ksenija Fonovic, Spes, Rome, Jürgen Lange,
Arbeit und Leben DGB/VHS NW,
Düsseldorf and finally Pedro Pimenta and
Elke Tippelmann from BAGSO, Brussels.
Ruth Brand, BAGSO – (Bundesarbeitsge-

Working with Older Volunteers in Manual Intergenerational Projects
meinschaft der Seniorenorganisationen)
moderated the discussions.
On the second day various excursions,
visits and meetings took place in the morning.
Projects were inspected, lively discussions
with those involved were carried out
and a tour of the city of Düsseldorf was also
on offer:
- Keywork Ateliers – Voluntary Engagement
at the Intersection of Culture and
Society
- TRAMP – Practical Experience of Exchange
- Social Situation of the Elderly in Germany
from a Trade Union Perspective
- Guided Tour in Theory (Regio Guides)
and Practice: Traditional beer, mustard
and cartwheels (guided tour through
Düsseldorf)
- Regio Guides – Life and Work in the
Metropolis Ruhr
- The TRAMP-database – presentation
and discussion about former proceedings
and participation.
In the afternoon, workshops on the various
core areas relating to exchanges with elderly
volunteers were run in parallel.
- Opening Classical Volunteer Services
for Seniors (Davide di Pietro, Lunaria /
Ksenija Fonovic, Spes)
- Informal Learning in European Study
Visits (Laure Onidi, Culture et Liberté
/ Joel Jamet, Culture et Liberté / Jürgen
Lange, Arbeit und Leben / Christina
Ruta, Ruhr-Universität Bochum)
- Companies – Volunteers - Europe (Dr.
Christiana Lütkes, AGE Hamm / Yana
Boureux, l´outil en main / Angelika
Güttler, Vattenfall Senioren)
- Senior’s Organisations as Protagonists
in European Exchanges (Elke Tippelmann,
BAGSO / Pedro Pimenta, Associação
VIDA, Portugal / Doris Wagner,
NaturFreunde Deutschlands / Jiři Kuncman,
ASCR
TRAMP Transferconference 28th to 30th October 2009 in Düsseldorf,
Dr. Krzysztof Iszkowski, EU Commission
(a) In general I found the conference to be a good learning
experience and provided an opportunity to meet potential
partners for further projects. It was hard to make a choice
for workshops. I would have liked to do one on completing
the funding applications, but as I had to prioritise I
was happy with the ones chosen.
(b) It was very interesting to visit the beach volleyball
court and I was impressed with the amount of preparation
work, which was needed prior to the actual project commencing.
There was a misunderstanding regarding the
word „craft“, we refer to craft as being handmade items
such as knitting, sewing and so on, so while it was very interesting
I don‘t think our organisation (for older women)
would be able to undertake this type of building project
but I can see advantages in other ways. The intergenerational
approach is very attractive as a means of challenging
attitudes towards aging and this is very important to the
work we do in Ireland.
Christine O‘ Kelly, OWN Older Women‘s Network,
Ireland
Tramp-Transferconference
Final Report 19

TRAMP – Transnational Mobility of Older People in Europe
Among the participants of the conference the average
middle class was well represented. The working class was
hardly represented or not at all. And what about the immigrants
from southern countries?
Brigitte Léonard and Ourida Farhi, Culture et Liberté
Nord, Lille
Our organisation was honoured to be invited to this conference.
It was the first time that we had been abroad and
had taken part in such an event, where we had the possibility
to get to know so many senior volunteers from
many countries. I was impressed to meet people who fight
against the loneliness of elderly, who help in children education,
who support young people to make a career or
give back hope for life to very sick persons, as we do in
our organisation. The conference was very important and
it was a novelty for me. I admire your initiative to bring
together so many volunteers, especially senior volunteers.
It was a profitable experience. I hope for a partnership
with an Austrian organisation, an intergenerational project.
The theme of the conference was very interesting, actually.
It was a real success. I send you my congratulations
and thank you very much for everything.
Liliana Caruz, PRO HOMINI, Romania
I would like to provide you with some feedback on the recent
conference. I found the administration team excellent
and very helpful. It provided me with an excellent networking
opportunity. I have also taken home new ideas which
I hope to transfer to the UK. I enjoyed the opportunity
to learn more about the good ideas and practice which
are encouraging learning in older people. The information
on intergenerational activities in a variety of settings has
given me ideas for creating new projects in the UK.
Professor Norma Raynes, Intergen Community Interest
Company, London
20 Part 1
The third and final day was devoted to developing
ideas and initial drafts for future
projects and cooperations, again in the
form of workshops. The five workshops
were headed by Gabriela Schmidt / Laure
Onidi / Joël Jamet / Milena Svobodová /
Irmgard Zandonella / Klara Nehodová and
Jiři Kuncman. The results were impressive.
Although of course the projects were
not ready for application, both the sheer
volume of ideas and the quality were astonishing.
In four workshops, several project
drafts were created in each group. Those
in the fifth workshop concentrated on the
possibilities of future cooperations, also
with excellent results.
TRAMP Transferconference

The objective of the evaluation was to analyse
the international exchanges of TRAMP
in terms of the primary goal, thus investigating
whether the exchanges fulfilled the
promotion of the mobility of the elderly
with few language skills. On a contextual
level it involved the observation whether
the didactic-methodical approach via
practical work and intergenerational communication
features managed to establish a
continuous and comprehensive interaction
between the national groups or participants
in informal learning situations (manual
projects) and during informal exchange features
(e.g. intercultural training). A further
matter of interest was how the different
target groups from the Czech Republic,
France and Germany could be integrated
in the seminar and how important previous
experiences made abroad and the degree of
existing language skills were.
In a formative-responsive evaluation
process, the seminar expectations and interests
of participants as well as the specific
goals of those responsible for the execution
of the seminars were surveyed, critically
assessed and increasingly reflected in
the process of the project development. 1
Formative-responsive evaluation implies
that the evaluative process is assessed in
terms of its consulting efficiency and subsequently
made available. Ideally three work
stages should be analytically distinguished
in the evaluation process: “Programme par-
1 Kromrey, Helmut (2001): Evaluation - ein vielschichtiges
Konzept. Begriff und Methodik von
Evaluierung und Evaluationsforschung. Empfehlungen
für die Praxis. In: Sozialwissenschaften
und Berufspraxis, vol. 24, H. 2, pp. 105–
131.
Evaluation
ticipants express the objectives (mission) of
the programme. They identify the most important
programme activities, describe these
on the basis of the data to be surveyed,
interpret them and collectively evaluate the
programme. They develop goals and strategies
for improvements and stipulate the
further evaluative procedure.“ 2
The practice-related integration into the
project process, which is strongly connected
to the formative-responsive evaluation
type, requires the integration of an external
“evaluation entity” in order to “counteract
blind spots, peer pressure in the evaluation
group and immunising justification“. 3
This was ensured by means of differentiated
work structures developed by the chair of
Vocational Studies and Economic Education
at the University of Bochum.
Material principles of the evaluation included
• The participatory observation of the
conducted exchanges,
•
•
•
The analysis of questionnaires regarding
the experiences with international mobility,
language skills, continuing education
etc.
The parallel execution of intensive inter-
views with participants regarding seminar
expectations, execution and satisfaction
The critical and constructive accompani-
ment of the efforts of the steering group
with regard to the exchange evaluation and
the further exchange planning process.
2 Beywl, Wolfgang (2006): Evaluationsmodelle
und qualitative Methoden. In: Flick, Uwe (ed.):
Qualitative Evaluationsforschung. Konzepte,
Methoden, Umsetzungen. Reinbek bei Hamburg.,
p. 109f.
3 Ibid., p. 110
21

TRAMP – Transnational Mobility of Older People in Europe
TRAMP Transferconference: workshops, excursions, …
TRAMP Transferconference, Ksenija Fonovic, Marco Koopmann and
Reinhard Wagner
22 Part I

Four exchanges were conducted within
the scope of the TRAMP project.
• A total of 80 participants took part in
Hamm between 8 - 14 September 2008:
25 elderly, 59 pupils (10 of these on a
temporary basis) and 7 accompanying
persons (teachers, interpreters, evaluator).
• A total of 50 participants took part in
Oberhausen between 19 - 24 April
2009: 16 elderly, 27 pupils and 7 accompanying
persons.
• A total of 60 participants took part in
Vigy/Metz between 24 – 30 May 2009:
27 elderly, 26 pupils and 7 accompanying
persons.
• A total of 73 participants took part in
Prague between 15 - 21 June 2009: 35
elderly, 30 primary school pupils (13 –
15 years old), 8 secondary school pupils
(17 – 18 years old) as interpreters and 6
accompanying persons.
1. Communication among
National Subgroups
Results
The goal of TRAMP, to promote the communication
between senior citizens from
Germany, France and the Czech Republic
despite a lack of foreign language skills, was
achieved during the exchanges in Hamm,
Oberhausen and Prague.
We were able to observe active communication
processes between all national
subgroups during the project work in the
mornings and during activities in the afternoons
and evenings. The group atmosphere
during the project work and excursions
Exchanges
was always candid, amicable and dialogueoriented.
Furthermore, by the end of each exchange
week all projects of the work groups
had been completed in the workshops.
Amongst other things, this proves that there
were no communication breakdowns regarding
the honorary project work.
This result is also suggested in the assessment
of the participants themselves who
were requested to fill in evaluation questionnaires
at the end of each exchange. The
majority of participants “strongly agree” or
“agree” that the communication between
the national subgroups was a success:
One exception concerns the exchange in
Vigy. Occasional complaints were made by
French and Germans regarding the project
work who thought that details could not be
communicated. They expressed their desire
for a stronger presence of interpreters.
However, all project tasks were also successfully
completed in Vigy.
Success factors and obstacles
Uniting participants in joint work processes
The most important factor in terms of encouraging
communication processes involved
the cooperation of the elderly in certain
tasks instead of merely uniting them
in activities such as sightseeing. A separate
23

TRAMP – Transnational Mobility of Older People in Europe
paragraph below deals with the joint workshop
efforts.
Organisation
The sound organisation contributed to the
successful communication between the national
subgroups before and during the exchanges
because it had a positive influence
on the participants’ satisfaction (and thus
their motivation to successfully complete
the projects), and their sociability. In the
evaluation questionnaires, almost all senior
citizens rated the overall organisation as
a significant factor for successful communication
between the national subgroups.
The organisation comprised preparatory
work in the run-up to the exchange, the selection
of participating seniors and schools
and, in particular, including the elderly in
the organisation process itself.
Selection of participants
Organisers selected the elderly for the exchange
participation by means of already
existing contacts. The elderly were already
socially committed prior to the exchange,
however, only on a local level and not across
European borders.
Prior to their retirement most French
participants were either employed or selfemployed
craftsmen in different trades and
were at that point involved in the French
organisation l’outil en main. In the regional
or local centres of l`outil en main children
are taught the different basic skills of manual
work. A central goal of l`outil en main
is to familiarise children with the joy of ma-
24 Part 1
nual work. Some of the French participants
were from the senior citizen organisation
Seniors de Moselle. These were previously
employed in mining or other industrial
sectors and are also active today in different
social domains such as the care of very old
people who live alone.
The Czech group consisted of seniors,
who are involved in KLAS (Club of Active
Ageing), the senior citizen department of
the ASČR (Czech Samaritan Association). In
contrast to the other groups from France
and Germany, the majority of this group
were women. They particularly produced
handicraft work such as dolls. These dolls
were sold at school or town fairs and the
proceeds donated to UNICEF. That money
supported projects in Africa. The participants
were mainly employed in office jobs
in different occupational fields.
The German participants from Hamm
are involved within the scope of the AGE
(Agency for Social Commitment) in socially
meaningful projects and within the scope
of SchuB (School and Job) in projects where
they prepare adolescents for the demands of
the working world. Both are local projects
of Arbeit und Leben NW. The participants
were employed in different jobs in the industrial
sector for example, as electricians,
technicians, technical lab assistants, factory
mechanics, mechanical engineers (several),
industrial mechanics, works council, retailers,
heads of vocational training, welders,
technical power station assistants, plumbers,
chemical workers and pipe works inspectors.
The elderly from Oberhausen had participated
in advanced training courses of Arbeit
und Leben Oberhausen. These involved
younger, more active senior citizens from
different trade backgrounds. In the end a
joiner, a postman, two housewives, a fireman,
a professor, a railwayman and a machine
operator joined the project.

Working with Older Volunteers in Manual Intergenerational Projects
Exchange Oberhausen, final presentation of the projects, french participants, pupils and politicians
Due to this selection, most of the participants
had gained experiences in terms of
social commitment as well as intergenerational
cooperation (l’outil en main und
SchuB), which could be drawn on with
regard to the exchange organisation. Furthermore,
most of them were employed in
manual work-related jobs and were able to
contribute with their valuable knowledge.
The elderly were frequently able to provide
detailed information on tools, the time
needed for upcoming tasks as well as estimating
their level of difficulty. This particularly
applied to tasks involving concrete,
wood or sandstone works. In the run-up
to the construction of the beach volleyball
court in the schoolyard of the comprehensive
school in Oberhausen the participating
elderly provided valuable hints regarding
logistics and thus contributed to a successful
running of the project. For instance,
they pointed out that the excavation of the
future beach volleyball court could not be
managed by hand and suggested using a
digger, which was provided by courtesy of
the THW (Technical Agency for Relief).
The native elderly assumed the role of
host and proved to be excellent assistants of
the seminars. They organised car pools for
the excursions, provided their own materials
for the tasks, prepared snacks for discussion
rounds etc. The native senior citizens
at KLAS in Prague contributed immensely
to the realisation of the programme week,
which was partly due to the fact that some
of the project tasks took place on their premises
in the afternoons. On the final evening
they organised a very nice party with
dancing, singing and a raffle. All this contributed
to a warm and hearty atmosphere
and had a major influence on the willingness
to communicate.
Based on these positive experiences it is
highly recommended that the participating
Final Report 25

TRAMP – Transnational Mobility of Older People in Europe
elderly are involved in the planning and
implementation process of the workshops.
The selection of the elderly (as well as
the participating pupils and teachers) also
proved to be success in other respects. All
participants were very open-minded and
eager to communicate with others. This
was probably due to their previous social
commitment, also in intergenerational
contexts. Furthermore, many of them were
active in other institutions such as clubs,
trade unions and political parties etc.
Community orientation
In this respect positive experiences in terms
of the selection procedure can certainly be
verified. The individual source-related projects
proved to be an excellent introduction
to engage in border-crossing experiences
with other national cultures, which were
based on direct encounters and communication
– a challenge that entails many
uncertainties.
Regarding their participation, the individual
schools were approached by the respective
local organisations. School-leavers
in Oberhausen were selected for the project
by their teacher who was the head of the
job office in the school at that time and
who accompanied pupils during the transfer
from school to job employment. Two
classes were selected that combined pupils
of the final school year. These were joined
by interested volunteers from the domestic
science classes who were won over by their
teacher. Pupils in Vigy came from the Ecole
26 Part 1
Primaire Paul Rousselot in the small town
near Adeppa Courcelles-Chaussy. They
were aged between 10 and 12. Within the
scope of the SchuB positive experiences
(high liability, good organisation) had been
previously made with the special education
school, the Harkort-Schule in Hamm,
which was also selected for the project. An
additional school was the Elisabeth Lüders-
Berufskolleg with a focus on social professions
whose pupils were appointed to accompany
younger children and to actively help
with the translations. Two schools could be
won over in Prague/Zbraslav: the primary
school Vladislav Vančura and, for translation
tasks, older students of the secondary
school Ota Pavel in Radotin.
Course of events of the week: Discussions in
the plenum
During the exchanges the responsibilities
and procedural structures were clear, which
provided participants with a high reliability
of expectations. Introductory events took
place at the start of the project week, in
which participants were informed on the
course of events of the upcoming week and
in which they could acquaint themselves
with each other. For example, during the
project week in Oberhausen, both the elderly
and pupils involved met every morning
in school for a discussion session, in
which they analysed events of the previous
day and clarified the upcoming tasks for the
current day. First, this had a motivating effect,
as everyone was reminded of the work
progress of the previous day. Secondly, the
plenum helped to assess if the groups were
ahead of time or lagging behind, so that
groups were able to help each other out.
Furthermore, it provided the opportunity
to discuss missing materials and who would
be best to acquire them. In case of missing
protective wear or tools, many of the elderly
participants provided their private ma-

Working with Older Volunteers in Manual Intergenerational Projects
terials. One participating couple agreed to
do the shopping for each day. Due to this
coordinating effect, these regular plenum
meetings in the mornings (particularly
with the collaboration of teachers and pupils
of the cooperating schools) are highly
recommended.
Afternoon and evening programmes
In addition, the varied afternoon programme
(which was perceived as being interesting)
and the evening meal together contributed
to the increase of participants’
satisfaction and enforced the communication
processes between them.
Afternoon and evening activities included
the following:
At the invitation of the city of Hamm, the
mayoress, as political representative of the
town, welcomed the group at the castle
Oberwerries for lunch. They learnt about
the structural change of the Ruhr area by
example of the Maximilianpark and dealt
with the topics of migration and religion
using the example of the Hindu temple.
The Czech group (which was interested
in theatre) met the director of the Helios
Children’s Theatre, while the German-
French subgroup exchanged experiences
regarding the school education of children.
On one evening the group drove to
a hut on the premises of a mining pit in
Hamm, where they had a barbecue and ate
the salads which had been prepared in the
cooking workshop in the morning. Many
participants afterwards praised this barbecue
evening as one of the exchange “high-
The participation of l‘outil en main in the TRAMP project
has proved successful for our organisation. We have
met with associations from various European countries
with different experiences and our participating craftsmen
have learned a great deal. They gave enthusiastic reports
about the meetings and realised that language is not the
“non plus ultra”, but that manual work and “know-how”
are part of a context-rich communication.
Another positive aspect: l‘outil en main provides its volunteering
seniors with the dynamic and purpose of a “second
life“ (meaning retirement): travelling through Europe and
getting to know other projects and methods to reach a
common goal proves to be an excellent remedy for the immobility
in volunteer work. L’outil en main would like to
organise further exchanges with like-minded associations
on the following subjects, validation of manual work and
exchange of know-how in the intergenerational context.
In doing so, we would like to organise exchanges between
craftsmen, invite colleagues to our associations and send
groups to “colleagues” in other European countries.
Yana Boureux, l’outil en main, Troyes
lights”. During the exchange in Oberhausen
the participants visited the industrial
housing estate Wisenheimer, which serves
as an excellent example of political commitment
and creative options of citizens.
The structural change was also discussed
here by using the example of the Gasometer
and the World Heritage Site Zeche
Zollverein. In Prague the group toured the
old town, learnt about structural changes
by looking at a silver mine and discussed
the role of religion in history and present
using the example of the Holy Mountain
in Pribram. The Czech organisers went to
great lengths with regard to the evening
programmes. For example, they organised
games’ evenings and a major farewell
party. Amongst other things, the group in
Final Report 27

TRAMP – Transnational Mobility of Older People in Europe
I was surprised by the good cooperation between the generations.
The children and young people from the various
types of schools as well as the elderly from three European
countries got along well even without the use of words. It
was just great! After work, during culture and leisure time,
the organisers had a lot to offer in order to get to know
more about the country and people. In my opinion this
helped in a better understanding of each other and also
reduced some pre-existing prejudices. A great contribution
to a unified Europe!!! Certainly a sound and not unwelcome
side-effect of “TRAMP”: international friendships
developed which will hopefully last for a long time!!! In my
opinion, this was an actively lived Europe of citizens and
not the Europe of bureaucrats, and I certainly hope this
project has a future. It can make a difference, as statements
and reactions of the participating schools and associations
strongly prove!!! Participating in “TRAMP“ was a lot of
fun and the time spent together provided even more fun,
even without profound language skills!!!
Jürgen Gerbracht, participant in Hamm and in Prague
Vigy took a tour of the Robert Schumann
House in Scy-Chazelles. Robert Schumann
is considered one of the founding fathers of
the European Union and this introduction
caused participants to reflect on the further
development of Europe. Another issue in
Vigy dealt with the role of Lorraine between
France and Germany and its recent
history using the example of the Maginot
line.
It was considered very important to have
free time between the practical work in the
morning and the afternoon programmes.
Regeneration takes time. Participants also
considered it important to have at least one
free afternoon to explore the environment
of their own accord or to visit some of the
hosting participants at home. For most of
the elderly the exchange was the first intensive
stay in the relevant country. Informal
rounds proved stimulating to communication
processes, especially during or after the
meals together. In this context participants
particularly emphasised the barbecue evening
in Hamm. Informal rounds also ensued
after the evening meals in Vigy, not least
28 Part 1
due to the fact that, unlike other exchanges,
all participants in Vigy, including the
native participants, stayed in one place of
accommodation.
Opinions differed regarding the evening
activities. In Vigy, for instance, 8 of 30 participants
would have preferred an organised
evening programme and less free informal
time. In Hamm, however, this informal
time was welcomed and positively assessed
(the unforgettable barbecue evening). The
entire French group (with one exception)
and several participants of the German
group would have preferred to dine in restaurants
outside the town centre at least
once in a while. Others again emphasised
the amenities of the natural surroundings
and enthused in interviews about the pleasant
evening walks. Incidentally, the geographical
location was not a problem, as
most of the participants arrived in cars.
In principle it is highly recommended
that the hosting senior citizens are involved
in the planning process regarding accommodation,
catering and especially the programme
itself.
The assignment of interpreters and the
foreign language skills of some participants
The assignment of interpreters and the
German skills of some French and Czech
participants also contributed significantly
to successful communication. Abstract
issues cannot be communicated by means
of gestures, therefore interpreters and participants
with relevant language skills were
always consulted in discussions with more
complex topics. It is therefore recommended
that each national subgroup is accompanied
by at least one interpreter.
The foreign language skills of the participants
themselves certainly promoted communication
processes as well. During each
exchange there were at least one or two par-

Working with Older Volunteers in Manual Intergenerational Projects
ticipants from the French and Czech group
who had a good command of German.
This was particularly the case during the
exchange in Oberhausen, where a large percentage,
one in three participants, was able
to speak German. Furthermore, one participant
of the German subgroup who took
part in the exchanges to Oberhausen and
Prague had a good command of French.
In general, around half of the participants
of each exchange claimed to have some
knowledge of at least one foreign language.
Upon further inquiry this knowledge mostly
corresponded to the levels A1 and A2 of
the European Framework of Reference for
Languages. Some participants had learned
German at school, thus 50 years ago, and
had hardly spoken it afterwards or not at
all. The interview answers also included
foreign language skills, which were not
part of the involved mother tongues, thus
German, Czech and French. German participants
primarily mentioned English. The
Czech group contained participants who
had a good command of Polish or Russian
and who were able to communicate well
with pupils from families with Polish or
Russian migration backgrounds.
Although the language skills of some
participants surely benefited communication
processes and although these participants
could function as interpreters, the
participation of senior citizens with foreign
language skills cannot be considered
a continued success. The German-speaking
Czech and French participants and the
French-speaking German participant had
an alleviating effect, because they were consulted
regarding communication problems
in informal situations and therefore made
the language attempts of other participants
unnecessary. On the other hand, it
demonstrated the will to communicate and
the confident handling of communication
problems when interpreters were called in
as problem solvers.
It was fun to work with seniors from other countries
(France and Czech Republic) during the projects. However,
the communication sometimes proved to be rather
strenuous due to the lack of language skills of all participants.
But it worked. Of course there was a problem once
in a while. From my point of view this mainly concerned
the supply of materials in the various projects, which proved
to be problematic at times. But somehow everything
got done in the end. Altogether it was a week full of variety
and new experiences.
Günter Gewalt, participant in Prague
In this context another phenomenon
which frequently emerges during trinational
exchanges should be pointed out
with regard to the lingua franca. Most of
the time, German was the lingua franca.
On the one hand this was due to two of
the four exchanges taking place in Germany
and only one in France and one in the
Czech Republic. But on the other hand this
was particularly due to the fact that several
Czech and French participants spoke
German, but none of the Germans spoke
Czech or, with one exception, French. Moreover,
German was also the lingua franca
of the interpreters. Thus, French and Czech
were first translated into German before
being translated into the other corresponding
language.
Exchange Oberhausen, construction of a beachvolleyball court
Final Report 29

TRAMP – Transnational Mobility of Older People in Europe
2. Manual Work
In addition to the intergenerational dialogue,
manual work was determined as a
central method to encourage communication
between the national subgroups. The
following work tasks were performed during
the exchanges:
The exchange in Hamm
• Construction of swings for the schoolyard.
Preparation of the ground, assembly
of 5 swings and encasing in concrete.
• Restoration of a schoolyard wall. The
wall was cleaned, undercoated and painted
with motifs chosen by the pupils.
• Construction of a wooden puppet stage.
One subgroup performed the wood
and decoration work, while the other
subgroup practised the stage play with
younger children.
• Silk painting. In this group silk painting
techniques were taught and motifs for
scarves and postcards designed.
• International cooking. A fifth group ran
a kiosk for snack and prepared meals in
the school kitchen for all 80 participants
with recipes from participating countries.
The exchange in Oberhausen
Upon request of a participating teacher, a
beach volleyball court was constructed on
the schoolyard lawn of a comprehensive
school in Oberhausen. During the planning
phase the project remained unclear for
a long time. Unclarified issues involved
We from the AGE-group have done quite a lot of projects,
and it is highly interesting for me to work with French
and Czech people together in this project at the Harkortschule.
We do not understand each others’ languages, but
working together runs smoothly nevertheless.
Helmut Beyerlein, Hamm, participant of the exchange
in Hamm
30 Part 1
• The construction (How do you construct
a volleyball court? Which materials
are needed? How much time do the different
work steps take? Is the designated
location suitable? Do we need to organise
an approval by the TÜV? Etc.)
• The financing (What will materials cost?
Which sponsors can we ask?)
• The legal side (Public schoolyard? Access
for non-pupils? What happens when accidents
occur?)
These issues required a lot of information
and many discussions – keeping in mind
that this was all dealt with by lay people.
Finally, a positive decision on behalf of the
school administration enabled the start of
construction (performed by the elderly):
• Construction draft, obtain measurements
and requirements
• Determine work steps and a plan for
necessary materials in appropriate numbers
and necessary tools
• Testing the soil (regarding dangerous
waste accumulated over the years) and
determination of marginal measurements
with appropriate markings
• Excavation works were monitored by
the THW (moving of bushes, excavation
of drain channels and soak away)
• Ordering of materials, organisation of
tool loans
• The project was divided into work
groups, each with 5 seniors of different
nationalities and 5 pupils. The work
groups were assigned with different
tasks in a necessary sequence: 1. placing
the drainage system, 2. setting pillars in
concrete, 3. modelling the margins, 4.
+ 5. filling of gravel, grit and sand. The
work groups worked in parallel and, as
soon as the tasks were completed, joined
the filling groups 4+5. Finally, all participants
had to help with the earthworks
surrounding the beach volleyball court.
On the Friday, everything was prepared
for the grand opening.

•
Working with Older Volunteers in Manual Intergenerational Projects
The international cooking project also
required preparations beforehand in
order to make the project week a success:
inquiries regarding recipes and
necessary ingredients, setup of menus
for the German kitchen, barbecue day,
initial thoughts on the buffet for the
final ceremony, exploring the kitchen
and its devices, talks with the domestic
management, compilation of shopping
lists and the shopping itself, copies of recipes
for all kitchen teams. The tasks of
the international cooking project were
organised as follows: six senior citizens
made up four internationally mixed
groups with 2-3 pupils each. The dishes
were separated onto four stove hobs and
prepared according to recipes. A service
providing drinks and cakes/sandwiches
for the workers (pavilion beach volleyball
course) was organised. Each day, the
setting of tables and the arrangement of
the buffet took place at 12:30 pm. German
food was served on Monday, Czech
food on Tuesday and French food on
Wednesday. A joint barbecue took place
on Thursday and a final buffet was organised
for the Friday.
The exchange in Vigy
• Woodworks: renovation of a wooden
fence (height approx. 80 cm, align, fixate,
polish, varnish…)
• Gardening: layout of flower bed at the
entrance of the premises and layout of
an herb bed, surrounded by a mesh of
hazelnut twigs, for the restaurant. A
coach from the local centre assisted the
group. Setup of a plant barrier (visual
screen).
• Repair of a boule site (basic site already
existed) and layout of marginal plants.
• Masonry: Cut stones (sandstone), manufacture
according to drafts, e.g. sundial,
orientation table. Two masons assisted
Exchange Vigy, working with cut stones
•
the group of around 10 participants and
provided the materials.
Fabric work: handicraft with different
materials, silk painting, welcome greetings
in several languages and the corresponding
flags. A coach from the local
centre assisted the group.
Exchange Prague/Zbraslav, after work party - using the
new boule site
Final Report 31

TRAMP – Transnational Mobility of Older People in Europe
The best thing about the trip to France was the companionship
and the companionship with people from other
countries, and that we worked together and also that we
got to know another culture and existing differences. We
learned how the elderly live in France and the Czech Republic
and what their situation is like. This improves the
knowledge of human nature. Regarding the communication,
there were some difficulties in the beginning and
at first everyone tended to stay in their own little group,
but over the course of time they tended to mix more and
more. We either communicated using our hands and feet
or with the help of someone who spoke a little German.
All of that worked pretty well. We definitely came closer
to Europe. And the children probably learned from the
experience of working with people from other cultures.
We would definitely go again and we think it would make
sense by all means to expand such projects.
Theo Risse and Winfried Kaiser, Hamm, participants
in Metz
The exchange in Prague
• Interior decoration of the nursery Eliška
– the elderly and pupils of the primary
school coated and painted the walls together.
Result: nicer atmosphere in the
nursery.
• Construction and repair of benches and
tables at KLAS, decoration of the garden
and construction of a boule site. Result:
improved environment for leisure activities
of the elderly.
• Setup of benches in the school garden:
polishing and varnishing wood, assembly
of benches, positioning and encasing
in concrete, works on the surrounding.
• Securing the KLAS premises – building
of a fence around the KLAS building.
Result: increased protection and more
aesthetically pleasing appearance.
32 Part 1
• Renovation works on KLAS building –
the fence, main door and windows were
repainted (originally not planned – this
was initiated by German seniors). Result:
increased lifetime and more aesthetically
pleasing appearance.
• Design of puppets for UNICEF, silk
painting and tiffany works. Result: products
for the UNICEF stall and support
of child vaccinations in Africa.
All project works were completed by the
end of the exchange week and presented
during the final ceremony.
The concept of encouraging communication
between people with different native
languages in a manual work context despite
a lack of foreign language skills has proved
to be a success. This was also indicated by
the participants themselves during interviews
and in the evaluation questionnaires.
On the one hand this is due to the fact
that manual work activities usually do not
require a very complex theoretical context.
Most of the information can be communicated
in a non-verbal manner. On the
other hand, as one participant put it, it is
‘craftsmanship international’. The participants
enjoyed the selected project work,
which contributed to an open atmosphere
and promoted communication processes.
In an interview one of the participants of
l’outil en main said: “I really enjoy passing
my knowledge on to adolescents. Many
of them were completely alien to manual
work. One of the adolescents told me he
could picture himself working in this kind
of profession after he left school.”
Almost all participants evaluated the
workshops as informative, varied and versatile.
Most of them thought the workshops
in Hamm, Oberhausen and Prague
were well-organised. The final exchange in
Prague received the best evaluation. The

Working with Older Volunteers in Manual Intergenerational Projects
exchange in Vigy received a slightly less
favourable evaluation. The French elderly
were not included in the planning process
because the French senior citizen organisations
were also just guests like the others
and, furthermore, consisted of participants
from all over France. This again shows the
importance of integrating the elderly in the
planning process of tasks. Moreover, on the
last day of the exchange an appointment
was re-scheduled, which prevented one
group from completing their (self-added)
goal, which in turn caused some discontent.
Participants’ evaluation of exchanges
The projects were organised in such a way
that they connected to the specific skills of
the elderly, which in turn enabled them to
guide the young. On the other hand they
also included new aspects for the seniors
themselves who could accept these as challenges.
In this respect the integration of the
elderly in the planning process of activities
proved successful.
Furthermore, in most cases the project
work also corresponded to interests of the
adolescents. The project week meant a break
from everyday school life and many pupils
preferred the practical work to abstract learning.
The young also profited directly from
the project work because in many cases the
school equipment was improved. This is of
course a motivation-promoting factor. In
addition, children and adolescents learned
new techniques and, as one teacher emphasised,
the project work helped some pupils
in terms of their future job orientation.
Since the method of encouraging communication
by the involvement in manual
work has proved successful it should by
all means be retained for future activities.
Again, it is important to include the elderly
and the schools in the planning process.
3. Intergenerational Cooperation
Intergenerational cooperation was determined
as a second central method to encourage
communication processes. The idea to
do so proved successful, however, slightly
different than planned. The youths were
supposed to function as a bridge by acting
as interpreters when faced with communication
problems. The idea behind it was
that due to increased mobility demands
youths nowadays develop foreign language
skills much sooner than senior citizens
and are often less inhibited in using their
skills, even if these are very limited. However,
English was not the lingua franca of
the exchanges, Czech is rarely taught in
German schools and French-speaking pupils
were not specifically involved. Nevertheless,
pupils were still able to function as
interpreters, for instance the children with
migrational backgrounds in Hamm who
spoke Russian or Polish or, if they were
Exchange Hamm, intergenerational rest
Final Report 33

TRAMP – Transnational Mobility of Older People in Europe
The Harkortschule Hamm, a special education school
with a focus on learning, has developed an extensive job
orientation programme to support students with learning
difficulties. […] The realisation of the TRAMP project
should be viewed in this context as well. […] Embedded
in the goals of our school programme, students were able
to increase or consolidate their self-assessment and selfesteem.
Included in our job preparation programme, the
various projects represented an additional component and
especially encouraged the independence of each participating
child and adolescent and therefore greatly supported
the post-school life plan.
This process was further increased by the bringing together
of various generations and cultures. Experiencing
other languages, other skills and the team work regarding
the construction of swings, the puppet stage, the silk painted
scarves, joint cooking sessions as well as the decoration
of the school yard wall were all experiences, which our
pupils rarely have a chance to make. The mediation of
social skills, the willingness to cooperate, to solve conflicts
without understanding the language, joint efforts to decorate
or create objects are all values, which we were able
to offer our pupils in condensed form. The focus of our
school work could thus be implemented in an optimal
way. The project helped us realise the objectives of our
school programme.
Pupils with special educational needs mostly come from
socially deprived families, which often lack the confrontation
with other cultures and a diverse range of offers in
terms of support options. Insofar, the project provided our
students with learning opportunities, which we can hardly
provide within the scope of everyday school life. The staff
and the participating pupils learned a lot from the elderly
from abroad during the work together and look forward
to a new TRAMP project.
Ursula Mecklenbrauck, headmistress of the Harkort
Special Education School, Hamm
34 Part 1
Moroccan, French. In Germany, a large
percentage of pupils with migrational backgrounds
attend special education schools,
many of them speak Russian or Polish and
could therefore communicate well with
Czech participants. Thus, the pupils who
spoke Russian, Polish or French faced the
astonishing yet very pleasant fact that their
native language was not only tolerated in
school, but particularly useful and helpful.
In Prague, pupils with German and French
language skills were specifically involved
in the workshops and would try out their
skills, actually functioning as interpreters.
They mediated regarding difficult technical
issues, compiled trilingual lists of materials
and tools, and talked to the elderly about
everything and anything.
The inclusion of the younger generation
must also be seen as a success factor, because
due to their openness and curiosity the
children and adolescents offered significant
communication incentives. Conversations
would frequently occur, if the young asked
questions regarding work or personal topics
and they would usually receive answers by
several seniors. This could be particularly
observed in the cooking groups, because
the work space was limited and conversations
were easily sparked with regard to cultural
eating habits. The uncomplicated and
informal manner of the young often had
an infectious effect on the elderly, which in
turn resulted in an even warmer atmosphere
and encouraged further communication
processes.
15 of 18 interviewed participants in
Hamm, 12 of 16 interviewed participants
in Oberhausen and 17 of 23 interviewed
participants in Prague thus stated that the
inclusion of children and adolescents successfully
encouraged communication processes.
The sound atmosphere was also due to
the fact that seniors and juniors alike enjoyed
the intergenerational cooperation. The

Working with Older Volunteers in Manual Intergenerational Projects
elderly guided the young without being patronising.
At the same time the elderly were
surprised that the young made suggestions
regarding further procedures, which the elderly
had not thought of before and willingly
accepted. The adolescents in Oberhausen
were particularly impressed that they
were officially allowed to call the senior
citizens by their first names. The elderly
welcomed this rule as well, since it contributed
to the reduction of reservations on
both sides.
The adolescents were proactive and
helped out wherever necessary. This was
probably due to the fact that the pupils
themselves benefited from the projects and
therefore had a direct personal interest in
them. In interviews the elderly repeatedly
emphasised how committed and enthusiastic
the adolescents were at work.
Vice versa the adolescents were impressed
how agile and, as one pupil put it,
“in good shape” the elderly were despite
their considerable age (the oldest participant
was aged 84) and how well they managed
to perform hard physical labour. This
“agility” was also proved in a spontaneous
intergenerational football match during a
work break. The enthusiasm and proactiveness
of all voluntary participants must be
explicitly emphasised.
The participating teachers also commented
on the very positive course of the
week. According to them they had never
seen the pupils so enthusiastic. Furthermore,
they pointed out the educational value
of the project week in terms of the development
of technical as well as social skills.
One teacher in Oberhausen said, for instance,
that the involved pupils were soon
to leave school and the project work helped
to reduce their fears regarding contact with
“adults”.
With regard to the elderly, the integration
of children and adolescents had an
educational value beyond the “method” of
Exchange Prague/Zbraslav, after work party - using the new garden
promoting communication. The majority
of elderly participants in Prague and all
of the elderly in the other three exchanges
confirmed that they had gained new experiences
in contact with the young, although
all participants had been involved with
younger people before the TRAMP project
(for example with grandchildren, friends,
neighbours, via the voluntary project work
in the home countries etc.).
As I said in the final discussion on the first day of the
Conference, the increase in senior citizens is enormous. In
my country, Portugal, the Social Security frightens us with
statements such as this: “Nowadays we have one person
working for one retired person, in the next 20-30 years the
relation will be one working for two retired…” It will be
the end of the Social State…
Well, we can’t be so pessimistic and nor should we dig
our heads in the sand. All of society must work together
(young and old people), the problem is important to all of
us and we need to find a way to solve the problem.
I would venture to advise the European Commission to
implement policies to protect all members of society and,
regarding us “elderly people”, to maintain the support of
all the initiatives which concern us. Elderly people are very
important for this experience, they are patient and good
mediators in conflict situations; young people can provide
new ideas, new skills and tools and new technologies.
Someone once said: “Alone I can do nothing, together the
world is ours”.
Pedro Pimenta, Travel Agents, Porto
Final Report 35

TRAMP – Transnational Mobility of Older People in Europe
Following these encounters all participants noted the extraordinary
experience that should be spread among the
elderly that “Europe does not belong to the younger generation
alone” and that “there should be more intergenerational
work” in order to erase those artificial divisions between
generations. The young people are supposed to learn
something from the elderly, but the young should also be
allowed to teach the elderly, for example about new technologies
or about their view of social developments. After
all, they are the generation that will govern the world of
tomorrow and beyond.
Joël Jamet, Culture et Liberté, Paris
36 Part 1
The cooperation between the generations
proceeded so well that in two cases senior
citizens from Germany and the Czech
Republic invited some of the youths to visit
them in their home country. Since then, a
group of German pupils has been to visit
Prague; a further visit is planned for 2010.
The inclusion of adolescents as language
mediators proved very meaningful. In
order to further improve this in future,
the adolescents should be more intensely
prepared for their assignment. In terms of
manual work the cooperation between old
and young was unproblematic and it was
obvious that both sides benefited from it.
Since intergenerational cooperation
proved to be particularly encouraging in
terms of communication, it is highly recommended
that the concept of intergenerational
cooperation is retained during
such exchanges. The concept to conduct
project work so that adolescents have a personal
interest in (especially improvements
of schoolyards) has proved successful.
Evaluation of Pupils of the Harkort school Concerning the Participation in Practical Projects
Preliminary remark: the questions were asked in order to examine whether the projects can
serve as preparation for a future job. 41 students replied. (The difference regarding the usually
mentioned 31 is due to the inclusion of students that only attended sporadically).
Overall assessment:
Very good Good Satisfactory Bad Very bad
21 13 5 1 1
Isolated questions:
Question Yes No
The event helped me to get to know my own strengths and
weaknesses 29 12
The event helped me in my thoughts on a future job
The event gave me an insight into everyday working life (e.g.
19 21
within the scope of an internship or training position) 30 10

4. Intercultural Learning
Working with Older Volunteers in Manual Intergenerational Projects
The exchanges focused on joint work experiences
and intergenerational encounters.
However, information on work life and
everyday life in the guest countries was not
an explicit focal point. Nevertheless, more
than two thirds of participants mentioned
having had sufficient insights in this regard.
In Vigy, for instance, an additional “cultural
approach” was chosen and 5 excursions
organised. The bus of the residential centre
was available for these excursions along
with voluntary senior citizens (with appropriate
driving licenses) as bus drivers.
•
•
•
A guided city tour of Metz gave parti-
cipants the opportunity to explore the
town. The Czech and German participants
were unfamiliar with the region
and were amazed at the monuments.
Afterwards they drove to Scy-Chazelles,
where they visited the house of Robert
Schumann. A guided tour provided a
historical retrospect of Europe and the
opportunity to reflect on the developments
of this unique historic and cultural
structure.
The region has been heavily influenced
by industry and participants visited the
mining museum in Freyming-Merlebach.
There were many shared impressions
and memories (some participants
had been miners) and possibilities to
compare, because the mining industry
was also very present in Oberhausen,
Hamm and Prague.
Lorraine was influenced by different cul-
tures, not least by Germany. A tour of
the school museum in Metzervisse with
a retired bilingual teacher as a guide demonstrated
these influences. Children
in those days were bilingual or only spoke
Low German, which was forbidden
in schools. A second aspect dealt with
the strict upbringing and the school sys-
•
•
tem with rules and prohibitions. The
subsequent visit of an old oil mill provided
detailed information on the development
of economic conditions in the
countryside, practical techniques and
eating habits.
The two World Wars have also had a con-
siderable influence on the region. Many
traces are still visible today, such as the
famous Maginot line. This impressed
many participants who were children in
those days.
The programme on Friday gave partici-
pants who had completed their project
work the opportunity to explore Metz
by themselves, buy souvenirs or take a
stroll without the group. As mentioned
above, one group preferred to complete
their project work instead.
In order to actually learn something about
the culture of the guest country or region,
participants should be explicitly informed
on land and people, which may prevent an
undue generalisation of isolated or incidental
experiences.
Intercultural training was performed
for the purpose of non-formal intercultural
learning, i.e. in order to prevent or reduce
prejudices and to overcome possible cultural
problems. The training took place at the
start, during or after the exchanges in a post
processing.
Intercultural training proved to be very
target-oriented. Culture-related misunderstandings
could not be observed during
the exchanges in Hamm, Oberhausen and
Prague. Admittedly there is no causal connection
between intercultural training and
the absence of culture-related misunderstandings,
especially since there were no
culture-related problems in Oberhausen,
where no intercultural training was performed.
Intercultural training was also not performed
in Vigy. Unlike Oberhausen, misunderstandings
did occur, but could be
Final Report 37

TRAMP – Transnational Mobility of Older People in Europe
Evaluation of the experiences of the exchanges in Hamm, Oberhausen, Metz and Prague
– practice recommendations
• The testing of facilitated project access is improved due to the group composition with a
contingent of new participants. A few participants had already had intercultural contacts, but
rarely such in-depth ones.
• The advantages of the method application (manual work and intergenerational approach)
were discussed: The potential of volunteers in a European context is broadened by people with
no foreign language skills. The added value for Europe lies in the fact that volunteers who were
previously active on a local or regional level now have the option of a European voluntary service.
Europe should be built from the bottom up and not from the top down. The TRAMP project
or the subprojects in the manual work areas visualise Europe, also within the community.
• L´outil en Main: The responsible colleague faced a problem regarding the organisation of the
project: she was supposed to choose the people in order to delegate them to the various projects,
but she herself was not invited to an exchange. Therefore she only received information on
those volunteers who reported to her. It was therefore rather complicated to fully understand
and organise the project.
• Socio-touristic excursions were conducted during all exchanges. Personal invitations by the
hosts were discussed regarding insights into the host country. One of the methods that was
emphasised was “Fluid Sitting“, in which participants sit in systematically mixed international
groups during their evening meal. At the beginning this method proved to be difficult, but in
the end it worked very well.
• The role of children and adolescents was discussed. The question was whether this meant an
accumulation of problems. It was said to be quite difficult to work with the elderly and children
simultaneously. The adequate age of the children was discussed. For the interpreting jobs in particular,
as e.g. in Zbraslav, older adolescents would be required. Regarding the manual work, the
age of the children did not pose a problem, as the example demonstrated where adolescents and
French participants worked with a pad saw. The age of the children would be less of a problem
than the large quantity, which is caused due to the participation of entire and sometimes large
classes. It would be easier to include the children in their normal school environment. In an
unknown environment, as e.g. in Vigny, the children do not work in their own interests such as
the school yard. In any case, the continuous coaching by the teachers and the inclusion in subprojects
by the group participants would be positive. The children should be prepared for the
elderly and the elderly prepared for cooperation with children. The start of the project should
be of great importance: if participants spend too much time searching for groups and tools,
then the adults will not look after the children, who in turn will develop their own project. It is
important that subprojects are executed and completed together with the elderly.
38 Part 1

Working with Older Volunteers in Manual Intergenerational Projects
clarified. From the first evening onward,
for instance, the German and Czech group
and some French participants met in the
lounge in the evenings to sit down and
have a chat. Some of the German participants
had discussed about a possible guest
present beforehand and decided to bring a
“typical German” beer keg for the evenings
together. Initially, the majority of French
participants did not show up for these informal
get-togethers, which the other participants
attributed to tiredness or disinclination.
On the third day it became known
that several French participants did not
join the meetings, because they felt uninvited
and thought the beer was only meant
for the German participants. They had
waited for an explicit invitation. As soon
as the German participants heard of this,
they seized the initiative and invited them,
which resulted in the French also taking
part in these informal get-togethers on the
remaining evenings. The constructive overcoming
of such difficulties surely contributes
to intercultural learning.
In general, 90 % of the interviewed participants
stated that the exchanges let them
gain new experiences in the cooperation
with participants from other countries.
The experience of having organised a meeting on an international
level has increased both the self-confidence as
well as the reputation of our senior citizens. I have noticed
in my own environment that the senior citizens of KLAS
are more and more regarded as cooperation partners and
not as a group seeking help or pleasure. Moreover, and
this is important for the development of our community,
communication with the local authorities led to the elderly
being regarded as cooperation and consulting partners
by them.
Michaela Bernardová, Director of the Family Centre
Pexeso, Prague/Zraslav
Conclusion
The seminars and the overall high satisfaction
of participants demonstrate the capacity
of the concept to unite people from
different European cultures and different
generations in a common communicationintensive
learning context by applying
methods of manual work and intergenerational
dialogue. However, the implementation
also showed that meta-communication
exercises, thus intercultural training, raised
the awareness to interpret experiences of
difference, which are usually experienced as
“strangely” necessary during the everyday
seminar contact. Based on this experience a
further development of exchange seminars
is urgently recommended.
Exchange Oberhausen, construction of a beachvolleyball
court
Final Report 39

TRAMP – Transnational Mobility of Older People in Europe
Some comments by the organisers on the effects of the exchanges
• Culture et Liberté started intergenerational projects four years ago. The exchange in France
took place in Vigy. They used to separate senior citizens and children at Adeppa, now they work
with both together. This is the project’s contribution to the organisation. It was noticed during
all the exchanges that the work got the attention of the outside world. When young people
meet somewhere, it is considered normal. But adolescents meeting elderly people is considered
exceptional. Projects such as these are special and more so in a communal context which could
be observed in France. Other senior citizens approached Adeppa asking whether and how they
could participate.
• As an additional benefit for the participating senior citizen organisations, it was important
to consider the self-interests of these organisations. One of the goals of KLAS, for example,
involved the renovation of the building. Lasting developments included personal friendships,
invitations of Czech pupils to Germany, an invitation of a German school class to Prague as well
as private visits of participants.
• ASCR/KLAS had it easier than the French. It was a “self-contained” club that made it easier to
coordinate. Concerning the exchanges all are very pleased. It was a particularly great experience
for those who had not been allowed to travel in the past. A big event was organised for the town
district. Schools and pupils participated in the planning of the event and its programme. The
women of the family centre also supported the planning of the programme. Maybe it was a bit
hectic, due to the diversity of the programme, but you do something to improve something.
They liked the work of the French colleagues, but it would probably take some time until something
like this developed in the Czech Republic. The headmaster of the vocational school
in Zbraslav was presented with the material from France, because here they also faced the problem
of placing school leavers in jobs. The headmaster would have to contact the government
departments in order to carry out the projects. Everybody is very excited, but it will probably
take a long time.
• Effects in Hamm: The effects on the AGE group are generally positive. The project is still being
talked about. Publicity can be achieved by the cooperation of young and old, even more so, if an
international cooperation can be presented. That is not the way it used to be. It is increasingly
easier to find people interested in intercultural and intergenerational events. Furthermore, there
are various requests from schools wanting to engage in similar projects. Uwe Wehrs fom Hamm
documented the project on camera. The nicest scenes occurred, when children and adults were
working together. “What we learned at AGE was that certain things exist in other countries,
which we can profit from and in fact have already profited from during the projects.”
Renata Hurková, mayoress of Prague /Zbraslv
Everybody communicated using hands, facial play, with a smile, everybody understood each
other well. The participation of the pupils as interpreters was important as well.
The visible and tangible results of the work significantly enriched the public and cultural life
of the district of Prague-Zbaraslav. So much was accomplished and achieved. I can‘t name everything,
but take for example the site for pétanque (boules), gardening, the renovation of the
fence around the building of the senior citizen organisation KLAS. Benches were set up and
our friends from Germany didn‘t hesitate to do decorational work such as paint and varnish
work. It was outdoor work, no matter whether the sun was shining or whether it was raining.
The outcome of all these activities not only involved the visible results, but also the emergence
of new friendships.
The project is very well known in Zbraslav and received a great deal of interest by all citizens
and other (non-profit) organisations. What we very much admire is that the whole spectrum of
citizens of Zbraslav of all generations was included and that many friendships between German
and French senior citizens were established.
40 Part 1

Working with Older Volunteers in Manual Intergenerational Projects
Based on experiences from a previous
ENEA project (Trigger), the project partners
searched for new methods for the exchange
weeks, which were suitable to facilitate
and encourage the interaction and
communication between the target group,
i.e. elderly people with little or no language
skills, and youths during their joint project
work.
Trigger focussed on sightseeing, intercultural
encounters, individual learning
processes, joint development (theory) and
contextual examination, thus all methods,
which required language as a basis for joint
communication. TRAMP, on the other
hand, added the new approach of working
together in manual projects. This approach
and its successful implementation opens
the European-wide social commitment
to new target groups who were previously
restricted or denied the access to such
projects due to the language barrier. We
then added an intergenerational approach,
which was initially planned as a method to
alleviate and facilitate the communication
between the elderly participants. However,
it rapidly developed a momentum of its
own and is now a method in its own right.
The following section describes the search
and selection process of suitable tools and
techniques/exercises, which were to help
achieve the following goals during the 4 pilot
exchanges:
•
•
Enable a different form of travel and
experience in unknown countries while
having a good time
Lasting (sustainable) international contacts
Development of a Method Set for TRAMP
•
•
•
•
•
Learning, on a functional and social level
Create a product / handiwork (productoriented
teamwork)
Generations learning from each other,
exchange of practical experience
Societal commitment, perform sensible
and meaningful work
Spark interests (e.g. learn a language in
old age) or refresh language skills
Thorough research of relevant literature,
the Internet and many personal talks with
people involved revealed that a description
of methods was unavailable for the abovementioned
target groups in this area of
operation. Therefore, by means of adapting,
testing and evaluating, a method set had to
be specifically devised for this purpose and
was published in the handbook.
Basically, this resulted in 6 operational areas
for the application of specific control tools
regarding the encounters of elderly citizens
and youths of different nations and language
groups.
Joint manual projects
The primary and, in the context of the
TRAMP exchanges, most influential method
involved the joint practical work in intergenerational
groups. All 4 exchanges revealed
the significance of this aspect. When
the project work was well prepared, adjusted
to the participating groups, adequate
for the age groups and arranged so that it
could be completed in the time available,
the participants tended to organise themselves,
because with a clearly defined goal
Final Report 41

TRAMP – Transnational Mobility of Older People in Europe
they were able to readily implement their
knowledge, experiences and skills.
Interior room design, arrival and getting
to know each other
The 4 pilot exchanges revealed key moments,
which require special attention regarding
the arrangement and methodical
preparation. The experiences made in this
context showed that the organisation of the
first meeting of the participating elderly
had a significant influence on the further
course of the exchange week. A feature that
proved particularly positive could be observed
during the exchange in Oberhausen,
where posters were spread across the room
welcoming the participants in their mother
tongue and which gave them the opportunity
to articulate expectations, worries and
requests. All information was immediately
interpreted into the languages of the participants.
It would be recommendable for
future exchanges to also provide the information
in written form, e.g. in form of
slides in two or more languages depending
on the number of nationalities taking part
in order to visualise the linguistic diversity
and to do justice to all the different (learning)
types by spreading the information
onto different channels.
Language / communication
Following the analysis of the first exchange
in Hamm regarding the goals of the organisers,
it was apparent that interventions to
promote and increase the communication
between the different nationalities were necessary.
During the exchange in Oberhausen,
the second of the 4 pilot exchanges,
the focus lay on the participating pupils acting
as interpreters. In this case the youths
were pupils of a comprehensive school, older
than the children in Hamm and had,
according to their curriculum, sufficient
language skills. This intergenerational approach
was very effective, as the interest
42 Part 1
and curiosity of the youths promoted the
communication, at least in the mornings.
Furthermore, the “mini language course in
the plenum” method turned out to be motivating
and activating. Various supportive
features such as lists with tools or recipe
ingredients helped participants to accumulate
a specific application-oriented vocabulary,
which proved more efficient than
proactively learning the actual vocabulary
by themselves.
The “fluid sitting” method was successfully
tested during the fourth and final exchange
in the Czech Republic. Following
initial irritation the participants acted on
the organiser’s suggestion and took every
opportunity to change seats thus continuously
changing communication partners.
Intergenerational learning and working
During all exchanges intergenerational
learning processes took place in the mornings
via the practical work method, while
the elderly spent their afternoons without
the adolescents or children.
Given sufficient time for preparation,
this project aspect revealed that intergenerational
learning processes were in fact possible
beyond the joint work periods in the
morning. Such opportunities involve the
organisation of the afternoon programme,
which realistically can only be implemented
with the support of the involved schools
and teachers. Suggestions were made, but
could only be insufficiently tested due to
abovementioned reasons.
However, since intergenerational learning
processes usually proceed on an informal
level, the results of the learning
processes can be revealed with the help of
well-structured feedback processes. I.e., intergenerational
learning took place in an
uncontrolled, spontaneous and informal
manner and was furthered by the setting
and the “frame” method. Daily feedback

Working with Older Volunteers in Manual Intergenerational Projects
rounds during all exchanges showed similar
results.
Conflict management
Although there was no specific occasion,
we still recommend being prepared and
having appropriate tools to deal with conflict
situations. Misunderstandings can
occur due to intercultural specifics of the
participating groups. If left unaddressed or
unclarified, these can have an unfavourable
influence on the project atmosphere.
Methods for daily reports
During the TRAMP exchanges we dealt
with a target group that was in a phase of
life characterised by informal learning processes.
For this reason we considered it highly
important to develop tools, which can
measure and visualise learning results and
progresses. In the course of all 4 exchanges
the sociometric line-up or positioning proved
particularly suitable for larger groups
who spoke many different languages. These
line-ups enable a rapid and immediate visualisation
of everyone’s knowledge, mood
or expectation.
Depending on the group size, language
skills and availability of interpreters, oral reflection
rounds in the evening can also help
to detect misunderstandings and moods in
due time.
In terms of documentation, however,
written questionnaires are indispensable.
Several variations, verbal and non-verbal,
could be tested in the course of the exchanges.
In conclusion, the purposeful yet economical
use of diverse techniques and exercises
has a positive effect on the course of the
encounters and makes this form of mobility
of elderly people, with manual project
work as an innovative methodical approach,
an interesting and successful experience on
many different levels.
Exchange Hamm, common planning of the tasks
Final Report 43

TRAMP – Transnational Mobility of Older People in Europe
Being one of several projects, a quick solution
was initially launched for the TRAMP
project in form of an Internet presentation
on the web pages of ‘Arbeit und Leben’. In
a second step, an individual project page
was established under http://tramp.aulnrw.
de. This website provides general project
information in four different languages.
Furthermore, it introduces the cooperation
partners, provides information on planned
events, contains presentations on the topic
and shows a selection of the 25.sec videos
with participants from three countries. A
database was also added.
The database plan
One task of the TRAMP project was to implement
a multilingual database. In addition
to enabling a presentation of the project,
it shall also allow access to information on
other, similar oriented projects. It shall ease
the contact among users and facilitate the
search for partner organisations.
Activities
Activities of the realisation team included:
• Definition of target groups, user demands
and technical database requirements,
• Inspection and selection of technologies
for the database setup,
• Data analysis and creation of ER-diagrams,
design of application interface,
setup of data tables in the database,
creation of SQL queries, programming,
implementation, testing and optimisation
of application part,
• Implementation of multilingualism
• Development of a user guideline,
44 Part 1
•
•
•
The TRAMP Database
Transfer of the database into real operation
and its utilisation,
Advertising the database
Operation and maintenance of database.
Some technical data
The following technologies were applied
for the database realisation:
Operating system MS Windows 2003
Server, WWW Server Apache 2.0, MS SQL
Server 2008, Script language PHP 5, Script
language JavaScript and XML, XHTML
and CSS.
Target groups
In principle, every computer user with an
Internet connection and a web browser can
access the database. The database should
be used to exchange and distribute project
experiences, i.e. it should create a transparency
for those working in the ENEA and
TRAMP context. However, there was unanimous
consent that the database addresses
the project organisers rather than the seniors
themselves. Therefore, the database primarily
addresses organisations or projects
in the following six subject areas:
• Volunteer services
• Education of seniors
• Active citizenship of seniors
• Intergenerational work
• Manual projects
• International mobility of seniors
People who aren’t members of organisations
or a project may also register with the
database, i.e. the database is also open to
potential volunteers.

Homepage of the TRAMP database
Working with Older Volunteers in Manual Intergenerational Projects
Content
In three major parts the database contains
information on
• persons,
• organisations and
• projects
In addition it contains a publication system
with
• news,
• publications,
• actions.
•
Non-registered users cannot access personal
data such as contact details and brief CVs
of registered users. This personal information
is accessible following a successful registration
process.
Search filter
Search filters such as title, acronym, status,
country were included for a quick search
with specific requests. A full-text search
filter was installed for unspecific requests,
which also enables a quick detection of the
desired topic.
Data acquisition and maintenance
The database content depends on the technical
administration and particularly on the
users who can and should insert their data.
So far, more than 50 individuals from 15
European countries have registered along
with 19 organisations, 16 projects and 40
reports. The database forms a technical
basis as well as a staff basis, which shall be
successively enhanced by the cooperation
partners over the next years.
Access
Access to the database and its application
part is given under http://tramp.pef.czu.cz
which is operated by the Czech Agricultural
University in Prague, and via a link of
the project page http://tramp.aulnrw.de.
Final Report 45

TRAMP – Transnational Mobility of Older People in Europe
All users need to register. Following the
registration process the users are recorded
in the system. In order to end the process
the user needs to receive confirmation by
the administrator or superadministrator.
The activation information is sent to the
user’s email address.
Rights
Along with the activation information the
user receives his user’s rights: superadministrator
(setup and administration of database),
administrator (administration of
registrations and, if required, deletion of
persons, projects and organisations), writer
(can insert own texts, insert and administrate
data into own texts) and “None“
(read-only). There is one administrator per
country, the rest are writers. Exceptions are
possible. The administrator may not alter
texts written by others. Once a user has received
the status of writer, he may also register
other projects. Every person, organisation
or project may only register himself/
itself. It is not possible to register projects
conducted by others.
Languages
The database is available in four languages.
The languages are English, Czech, French
and German. Following the selection of a
language other than English, the chosen
information is displayed in the according
language. Some pages have a dual setup
(English version plus selected language version).
Other languages could be integrated
in future.
Security
The data security is guaranteed. The security
risk is rather low and the security level sufficient
for public projects and organisations. The
administrators supervise the access. There is a
limited amount of incorrect login attempts.
46 Part 1
The data is stored on the server of the CZU and
monitored 24 hours a day.
What happens next?
The technical and organisational sustainability
is guaranteed. The database remains on
the CZU server until December 2011. The
partner, writer and administrator functions
remain intact. A reassessment is conducted
after two years and a relaunch performed,
if necessary. Following the final report we
will offer links to the database to various
institutions. In order to continuously develop
the database, follow-up projects are
recommended. A series of seminars with
cooperation partners shall be announced.
Conclusion
The entire system, from first proposal until
real operation, has been implemented and
is open to users from organisations from
all over Europe. Since its commissioning,
more than 50 interested people from 15
European countries have registered with
the database. Users have entered information
on 19 organisations and 16 projects into
the system.

Working with Older Volunteers in Manual Intergenerational Projects
As well as working on the project, it was
also documented on film. This task was carried
out by Uwe Wehrs who accompanied
the various projects (exchanges, workshops,
conference etc) with his camera. In addition
to this, participants contributed their
own videos and photos. The sheer volume
of material meant that a careful selection
had to take place. As the focus of the project
was organising exchange programmes
through manual and intergenerational cooperation,
this too became the core part
of the documentary. Using 9 hours of film
material and around 5000 photographs, a
documentary was created giving a real insight
into the events of the exchange project
and in particular in the manual work
subprojects. It was possible to follow all the
individual steps of the projects, from day
one in the schools to the planning session,
through to completion of the project.
This film can be integrated together with
the written documentation into the project
evaluation and should be used as a motivating
factor for future work.
A second video was also created which
is a time-based series of portraits about
goal settings by Angelika Middendorf and
Andreas Schimanski. The video portrait
25sec.-TRAMP (2008) was created as an
in-process and impulse-giving snap shot
in the framework of the TRAMP project’s
first phase. Participants of the TRAMP
workshops, taking place in Dortmund and
in Hamm respectively in September 2008
were interviewed. Representatives of different
generations and ethnic backgrounds
were asked about their individual aims con-
Videos
• Project documentation
• 25.sec-TRAMP
cerning the topics “Elderly People – Mobility
– Europe”.
The film makers described their project
as follows: “In the context of TRAMP we
will create a 25sec.-project as an artistic
video-portrait about the goals of persons,
who theoretically and practically initiate
future-oriented intergenerational models
for communication and interaction in order
to initiate a mobile and cultural exchange
among the generations. Within our project
25sec.-TRAMP we would like to draw attention
to various themes using an artistic
focus: Elderly – Mobility – Europe.
What is 25sec.? 25sec. is a video-portrait
in a 25sec.-time-format, where representatives
from different generations and
culture circles make a twenty-five-second
long statement as an expression and performance
of their goal settings. A goal is a
positive action in the near future, a dream,
a vision or utopia...
In our 25sec. project each individual
statement and portrait takes centre stage,
and we integrate each of them into a specific
sequence consisting of all filmed portraits:
the entire video-portrait 25sec.-TRAMP,
with its 25 seconds of journeys into the
worlds of imagination for the future, will
become a captured moment in a time and
place as well an artistic contribution to the
process of TRAMP.
The course and progress in our 25sec.
project contains the momentum of a temporary
social sculpture which has already
manifested itself through the process of
considerations about the quest while actively
growing through the exchange and
Final Report 47

TRAMP – Transnational Mobility of Older People in Europe
discussion with others about their goals.
The process already began before the
filming unit of the 25sec.-statements, because,
this seemingly elementary quest for
a goal setting – as a positive action in the
near future, does not only offer a space for
dreams, visions and utopia, but also involves
the background and context of every
single participant and their individual horizons
of experience (different ages, culture
circles, etc.).
On the basis of the past, goal settings for
the future are generated, are shaped within
the present and are finally captured by our
camera. According to this melting point of
past, present and future, the considerations
regarding the search for goals – in relation
to the TRAMP themes and beyond ...
will lead all invited participants into a journey
through their memories, their story, to
crystallize their current dreams and visions
and to shape their goals. Our 25sec.-quest
48 Part 1
automatically involves the core questions:
Where do I come from and what was important
to me in the past? Where am I now
and what is important to me at this present
time? Where do I want to go and which
goal will I follow (and why?) – in relation
to TRAMP and beyond?
In each individual video-portrait and the
pictured statements, contents, voices, faces,
gestures, objects, (...) our 25sec.-project
will open up new goal settings and points
of view by representatives from a circle of
persons, who temporarily form a context
within the framework of the TRAMP project
and whose traces for the future will
come to terms within our special format
and video-portrait: 25sec.-TRAMP.
The 42 protagonists made their individual
25-second long statements from different
cultural points of view. The result
25sec.-TRAMP shows the diversity of perspectives.

Working with Older Volunteers in Manual Intergenerational Projects
One section of the TRAMP project involved
a seminar with the objective to let multipliers
benefit from the experiences made
during the TRAMP exchanges. The collectively
developed curriculum aimed at providing
manuals for the execution of future
international exchange programmes for the
elderly. This seminar was conducted in Paris
from the 21 st to the 25 th of September.
Seminar Preparation
In preparation for the multiplier seminar,
the French project partner Culture et Liberté
had already compiled a work paper
in mid-July 2008. It contained a list of different
approaches regarding the goals and
organisation of international exchange programmes.
This paper formed the basis for
discussion during two meetings of the work
group “Curriculum” at the beginning of
2009. The goal of the curriculum is to raise
the multipliers’ awareness for the contents
of international exchanges with the elderly
and to support them in the implementation
process. The seminar was therefore conceptualised
as a systematic coaching procedure
regarding process accompaniment,
organisational and educational aspects of
exchanges as well as intercultural and intergenerational
learning.
Selection of Participants
In addition to contextual considerations,
criteria for the selection of participating
multipliers from work areas regarding senior
citizens, volunteers, education and intergenerational
efforts were determined in the
preparatory meeting. The criteria included
experiences, cooperation with senior citi-
Seminar for Multipliers
Paris, 21st to 25th of September 2009
zens or the interest in a future implementation,
experiences in group management in
the social and educational field as well as
sufficient English language skills for seminar
participation. In order to integrate participants’
requests in the planning process
of the seminar, a registration form was posted
beforehand which included four questions
concerning motivation, expectations
and experiences. It turned out that most of
the registered participants were committed
to working with elderly people on a national
level and were interested in an exchange
of experiences in terms of an international
and intergenerational cooperation. The results
also showed that particular interest
existed regarding a combination of intercultural
and intergenerational aspects with
manual work.
The 27 participants of the seminar in
September 2009 came from nine European
countries (Ireland, Malta, Slovenia, France,
Germany, the Czech Republic, Austria, the
Netherlands and Great Britain). Working
language was English, while an interpreter
continuously provided his assistance.
Seminar Contents
Compliant with the previously compiled
work paper, the seminar was structured according
to the different approaches. That
way the approaches were components of
the multiplier seminar and at the same
time, on a meta level, could be discussed as
aspects of future exchanges. The alternation
of theoretical and practical seminar sections
made the seminar more interesting. Cultural
activities in the evenings completed the
work programme and simultaneously ser-
Final Report 49

TRAMP – Transnational Mobility of Older People in Europe
ved as examples for future methodical approaches.
In addition to the seminar facilitators Joel
Jamet and Jürgen Lange, four other speakers
contributed with their skills:
• Iris Marreel, “Projektbüro Dialog der
Generationen”, Berlin
•
•
•
Ger Tielen, Bureau Demin, Office for
Demography and Innovation, Den
Haag
Elke Tippelmann, European Project
Management /BAGSO, Brussels
Irmgard Zandonella, GEFAS, Graz
Following a presentation of the programme
and the TRAMP project, the first section
of the seminar dealt with a personal introduction
of the participants and their organisations
(personal approach). Given the
fact that the seminar served the networking
process and as a starting point for possible
future cooperations between the represented
organisations, it seemed essential to
leave sufficient time for a detailed introduction
of the institutions and reports on activities.
In parallel, methodical exercises were
also discussed as part of the introductory
rounds.
The aspect of “age and mobility in Europe”
(political approach) was illustrated
using the example of the TRAMP project.
At this stage possibilities of financing mobility
programmes with EU support programmes
such as ENEA and GRUNDT-
VIG already came up for discussion. These
presentations enabled participants to expand
the perspective of their own associations
and to view them within a European
context.
The subsequent senior approach dealt
with subject areas such as the needs of elderly
people and their social activities. With
regard to the planning process of exchanges
it is important to be aware of motivations
and expectations of the elderly and to con-
50 Part 1
sider possible problems and obstacles in this
process as well as knowing solution strategies.
A further issue dealt with the different
national living conditions of the elderly.
Developments in different European
countries showed that intergenerational
contacts outside the family are rather rare
and even decreasing within the family domain.
Projects, which enable an intergenerational
communication, are therefore even
more important. The intergenerational
approach (intergenerational approach)
raises questions of possibilities to stimulate
cooperation between the elderly and young.
For this purpose it is necessary to know how
the elderly or the young cooperate amongst
each other and what the differences are for
each generation. Concerning the organisation
of exchanges it is also necessary to take
into account whether participants should
organise all programme features together
or whether the generations should have a
separate option of withdrawing.
International encounters require a specific
line of action with regard to verbal
communication. The multiplier seminar
demonstrates that communication in exchange
programmes is not merely facilitated
by translations, but that a large range
of educational methods exist to aid direct
communication between the participants.
This linguistical approach introduced various
methods and work materials. An important
aspect dealt with the overcoming of
language barriers, particularly for the elderly.
An approach was selected that conveyed
the joy of learning as well as overcoming
linguistic inhibitions. The elderly are taught
a “survival vocabulary” in the languages of
the participants present that relates directly
to the manual project work. They develop a
glossary of terms which they introduce and
explain themselves and which facilitates direct
cooperation.
Closely associated with this aspect is the
educational approach and thus the imple-

Working with Older Volunteers in Manual Intergenerational Projects
Seminar for multipliers in Paris, 21th to 25th of September 2009
mentation of specific methods to achieve processes of the practical work. Numerous
the primary exchange objective of an inter- examples from the TRAMP exchanges ingenerational
and international communivolving practical work were put forward
cation of all participants. The development, for discussion in the multiplier seminar.
selection and implementation of these cus- For demonstration purposes the multiplitomised
methods were the focus of the er seminar included a visit to “L’Outil en
discussion regarding this pedagogical ap- main”. This partner of the TRAMP proproach.
From a pragmatic point of view alject runs workshops in Antony near Paris
ternating theoretical and practical seminar where once a week elderly craftsmen teach
sections are advisable. Particularly with re- children and adolescents a certain craft and
gard to elderly people it has proved success- familiarise them with the appropriate tools
ful to provide them with enough space to and techniques. The practical approach gave
contribute with their skills and experiences participants of the multiplier seminar a di-
and yet to enable group formation procesrect insight into possible subprojects which
ses and a collective course of action. could be part of future exchange program-
The TRAMP project focused on a practimes.cal approach (practical approach), which A further significant aspect of exchanges
served to provide lesser language-skilled involves intercultural learning. This seminar
participants with the opportunity to com- component (intercultural approach) deals
municate with one another via common with different cultural imprints and possi-
interests and activities. Very good experienbilities of communication. Here, particices
were made with this approach during pants of an exchange need to be made awa-
the TRAMP project and were included in re of cultural differences and taught how to
the multiplier seminar. An important result deal with them in a positive way. This was
was the realisation that the elderly, in par- illustrated with various exercises. Attention
ticular, should be given the opportunity to was drawn to specifics of different cultures
be involved in the preparation and planning by means of case studies which dealt with
Final Report 51

TRAMP – Transnational Mobility of Older People in Europe
everyday intercultural misunderstandings.
Within the context of cultural contact, the
iceberg-analogy shows the importance of a
correct interpretation of external visible behaviour
based on the initially invisible moral
concepts underlying that behaviour.
Based on previous results of the multiplier
seminar, the work groups had been given
the task to plan an exemplary programme
for a one-week exchange. Amongst other
things, this organisational approach (organisational
approach) investigates how a
programme should be organised in order to
achieve the goals of the exchange and prepare
a successful intergenerational as well as
intercultural communication between the
participants. This exercise not only served
to heed already discussed hints and recommendations,
but also involved the integration
of the participants’ own knowledge and
experiences and to review these in terms of
their implementation.
The cultural framework programme of
the multiplier seminar prompted participants
to discuss the cultural approach
and its significance for an international
exchange. While being abroad, the elderly
should be given the opportunity to discover
the region together with those who come
from the area and to familiarise themselves
with the local living conditions. Sightseeing
and insights into social life contribute
to this. However, the interests of the participants
need to be taken into account. At
the same time it is also possible to integrate
the younger generation. On the whole,
the experiences of the cultural programme
serve as a familiarisation factor with participants
of the host country thus promoting
communication processes.
A further seminar component brings the
discussion back to the European context of
working with senior citizens. The institutional
approach includes information on
EU support programmes, but also points to
the necessity of establishing and exploiting
52 Part 1
international networks. Dissemination was
also a subject of discussion which involves
distributing information on funding programmes
of the EU and letting other organisations
and institutions share experiences
and results of accomplished projects.
The concluding strategical approach
contains the aspect of evaluating EU programmes.
Here, the exchange goals need
to be reviewed and results made available
for future projects. The final evaluation
process of the TRAMP project used linguistic
methods (questionnaires, comments)
and written visual methods (drawings and
graphics); in addition there were daily feedback
rounds either in the evenings or prior
to the practical work sessions in the mornings.
In doing so, new ideas can be seized,
suggestions for improvement implemented
and participants included in the process
while the exchange is still underway. Furthermore,
the evaluation targets on the arrangement
of future funding lines.
Evaluation of the Multiplier Seminar
On the one hand the evaluation of the
seminar in Paris served organisers as feedback
on the curriculum and, on the other
hand, served the mediation of evaluation
methods, which were applied in exemplary
form. In essence, the feedback regarding
the contents of the multiplier seminar was
positive. The particularly good points were
emphasised as follows:
•
The insight into the European context
or working with senior citizens and the
possibilities of international cooperation,
the information on support options
by the EU, the presentation of European
networks for the intergenerational
practice by the “Projektbüro Dialog der
Generationen”, the discovery of intergenerational
work;

•
•
Working with Older Volunteers in Manual Intergenerational Projects
The diverse working methods, good
organisation, the good working conditions;
The opportunity for participants to present
their own projects, the opportunity
to establish contacts with other participants,
motivated participants, the good
atmosphere.
The following recommendations were suggested
for the future:
• Training programmes for multipliers to
enable the planning of future intergenerational
and intercultural exchanges;
• To elevate already existing intergenerational
projects to an intercultural and
international level.
Final Report 53

TRAMP – Transnational Mobility of Older People in Europe
BAGSO (Bundesarbeitsgemeinschaft der
Senioren-Organisationen) has played a very
strong role in disseminating and exploiting
the results of the project in Europe in order
to strengthen their impact and ensure
that the largest possible number of people
and organisations can benefit from them.
Therefore the plan followed different strategies
based on the process and participative-oriented
development of the project
•
•
•
Dissemination and Building Stronger European Networks
and Partnerships for Exploiting the Results of the Project in
Order to Optimise their Value
by highlighting mainstreaming and
multiplication through various disseminating
activities
by enlarging the strong European pro-
ject-partnership (by participating and
supporting the steering group – transnational
TRAMP-workshops and seminars)
and supporting the TRAMPdatabase
by forcing the participation of interna-
tional stakeholders at the final Transfer-Conference
(using BAGSOs role
at European level as a strong player in
European organisations, networks and
projects - BAGSO is involved in many
EU projects concerning Active Ageing,
Social Inclusion, Active Citizenship and
New Technologies)
1. High priority on Mainstreaming
and Multiplication
I.e. supporting transfer of results of the project
to appropriate decision-makers in regulated
local, regional, national or European
systems. Special information reached the
right target audiences (the heterogeneous
professional field of organisations dealing
54 Part 1
with educational and volunteer programs
and initiatives for empowering the mobility
of seniors in Europe) in a format and at
a time which enables them to benefit from
them. BAGSOs dissemination activities
have been taken by using European mailcontacts,
specially European and national
networks and newsletters and also by supporting
the disseminating activities of all
project partners:
Central press messages and articles (best
of) PRINT Media (also online):
Brochure:„GUIDE OF IDEAS FOR PL-
ANNING AND IMPLEMENTING IN-
TERGENERATIONAL PROJECTS Article
“TRAMP”: www.matesproject.eu
BAGSO:
• 1/2009: Artikel“Gemeinsame Arbeit von
Jung und Alt baut Brücken in Europa”:
http://www.bagso.de/fileadmin/Aktuell/
BN/BAGSO-Nachrichten_1.2009.pdf
• 1/2010: Artikel “Europäisches Projekt
TRAMP” http://www.bagso.de/fileadmin/Aktuell/BN/web_bagso_nachrichten_01_2010.pdf
• BAGSO Jubiläums-Festschrift 2009: Artikel
“Seniorenpolitik in Europa” http://
www.bagso.de/fileadmin/Aktuell/20_Jahre_BAGSO/BAGSO_Festschrift_2009.pdf
• Programm 9. Deutscher Seniorentag 2009:
Ankündigung Workshop “Auf neuen Spuren
unterwegs in Europa“ http://www.bagso.
de/fileadmin/Aktuell/DST_2009/dst_
programm.pdf
• Publikation Nr. 22 “Generationendialog
- Zur Bedeutung von Alt-Jung-
Projekten für den gesellschaftlichen Zu-

•
•
Working with Older Volunteers in Manual Intergenerational Projects
sammenhalt“ 2009 Artikel und LINK
in: http://www.bagso.de/fileadmin/Aktuell/Publikationen/Broschuere_zum_
Herunterladen.pdf
Jahresrückblick 2008: Artikel “Unter-
wegs in Europa” http://www.bagso.de/
fileadmin/Aktuell/Publikationen/BAG-
SO_Jahresrueckblick_2008.pdf
Dokumentation 9. Deutscher Senioren-
tag 2009 : Artikel “Auf neuen Spuren
unterwegs in Europa” http://www.bagso.de/publikationen.html
Arbeit und Leben:
• Project homepage http://tramp.aulnrw.
de/
• Article „Mit Milena an der Biscuitrolle“
in: Festschrift 60 Jahre Arbeit und Leben
NW, 11/2009, Auflage 17.000
• WAZ, Oberhausen 23.4.2009 „Verständigung
geht durch den Magen“
• WAZ, Oberhausen, 25.4.2009: „Was
viele Hände schaffen“ http://www.gsaob.de/bilder-presse/waz250409B.jpg
• NRZ, Oberhausen, 25.4.2009: Gemeinsam
buddeln auf der Baustelle
Europa“: http://www.gsa-ob.de/bilderpresse/nrzz250409B.jpg
• WAZ Oberhausen, 23.4.2009: „Verständigung
geht durch den Magen“:
http://www.gsa-ob.de/bilder-presse/
waz230409B.jpg
Culture et Liberté :
• Article: Newsletter 5/2008: http://
www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter26.pdf
• Article Newsletter 2/2009: http://
www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter33.pdf
• Article Newsletter 5/2009: http://
www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter35.pdf
•
•
Article: Est Républicain, Mai
2009
Article: AOUT 64, Mai 2009
Electronic newsletters:
• AGE (European Platform of Older
People): http://www.age-platform.
•
org/EN/spip.php?article822&var_
recherche=tramp
http://www.age-platform.org/EN/spip.
php?article515
• SEVEN-Network: http://www.sevennetwork.eu/site/files/Einladung%20
Transferkonferenz%20EN.pdf
• European InfoNet Adult Education,
http://www.infonet-ae.eu/index.
•
php?option=com_content&task=view
&id=748&Itemid=26
BBE (Bundesnetzwerk Bürgerschaftliches
Engagement): http://www.b-b-e.
de/index.php?id=14491#15755
• Projektebüro „Dialog der Generationen“:
http://www.pfefferwerk.net/
•
stadtkultur/stadtteilarbeit/dokumente/
Newsletter_Dialog_Oktober_2009.pdf
12/2007 Article „TRAMP - TRAnsnational
Mobility of older People - working
in teamwork Projects in Crafts” http://
www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Dezember_2007.pdf
• 1/2008 Werbung Konferenz „Ältere
Menschen – mobil in Europa“ http://
www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Februar_2008.pdf
• 9/2008 Artikel zum 1. Internationalen
Workshop in Hamm http://www.bagso.
de/fileadmin/Aktuell/Europa/Newsletter_-_September_2008.pdf
• Newsletter 5/2009: Bericht über Seniorenbegegnung
in Oberhausen
• http://www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Mai_2009.pdf
Final Report 55

TRAMP – Transnational Mobility of Older People in Europe
Presentation of the TRAMP Project at
Important National and European Events
(Presentations, flyers, contacts...)
•
•
•
•
•
•
•
•
•
•
Conference European Commission “Äl-
tere Menschen - Mobil in Europa” Berlin
03/08
Commission thematic seminar on older
volunteering in Brussels 03/09
Nationales Forum Engagement Berlin
05/09
9. Deutscher Seniorentag in Leipzig
06/09
Sommerakademie “Dialog der Generationen”
Remscheid 07/09
„SenEmpower - Hallo Nachbar“, Graz,
09/09
NECE-Konferenz, “The Impact of Cul-
tural and Citizenship Education on Social
Cohesion” Vilnius 12/2009
EMIL European Map of Intergenera-
tional Learning- Network meeting Berlin
12/09
„Europe for Citizen’s Conference“ in
Brussels (12/2009)
GRUNDTVIG dissemination conference
in Brussels 26.-28.1.2010
2. Building Synergies among the
WPs of the Project
Close communication and cooperation
between these WPs was necessary to use synergies
between networking, dissemination,
valorisation and exploitation measures.
Actions to support the development consisted
of different steps during the project’s
lifetime.
•
•
•
Firstly BAGSO has been involved in fi-
nalizing the proposed structure of the
database.
Secondly European advertising has been
taken to promote the involvement of relevant
organisations and projects.
Thirdly BAGSO has been very active as
developer, author and writer of a special
56 Part 1
“European information” section (news,
actions, publications), as an additional
part of the project-database to attract
potential members.
3. Enlarging the Transfer of
Knowledge and Developing
European Links and Opportunities
National organisations find themselves
confined by their national borders – not
knowing where to start and how to discover
potential partners, information sources
and funding opportunities in Europe.
Thus a sustainable implementation of the
TRAMP results requires information about
links and opportunities – specially public
(European) funding in order to force the
capacity of the participating organisations
as well as raise awareness and create an age
and mobility community with a range of
different opportunities.
Activities have been developed in different
steps:
The use of all transnational events and
meetings has been instrumental in building
stronger European networks and partnerships
for exploiting the project results.
This means:
• Involving the existing first European
contacts of the project partners, inviting
them to the seminars and conferences in
Prague and Düsseldorf.
• Involving participants and speakers from
relevant European networks in Prague
and Düsseldorf (SevenNetwork, European
Network of older volunteers).
• In order to initiate and support the development
of new European projects
concerning senior and intergenerational
work, those involved were informed
about European strategies, initiatives
and programmes in the field of LLL,
culture and active citizenship, and were

Working with Older Volunteers in Manual Intergenerational Projects
also informed about the financial aspects.
This means:
• A main focus was given to the new
GRUNDTVIG initiatives such as workshops,
learning partnerships and senior
projects. (presentation in Paris)
• The European infrastructure of national
agencies has been part of this presentation
to build up the capacity of the partner
in order to further develop project
plans and to create their own strategy.
Increasing the transfer of the TRAMP experiences
(Final Transfer Conference) by
• Demonstrating experiences of existing
networks and projects funded by different
national and European programmes
(as ENEA, GRUNDTVIG...)
• Involving main stakeholders coming
from the public sector like the EU representation
in NRW, ministries and
programme agencies from the partner
countries.
• Discussing the potential of existing experiences
with different forms of mobility
of older people in Europe
•
Empowering organisations to discover
the potential of their own organisations
by developing new project types, targeting
new groups and building new cooperations.
To force the upcoming new partnerships
and networks, a LINK-paper has been produced
“European exchanges by and for older people
- European Networks and projects, methods/
materials, literature useful LINKs”
You can find it on the TRAMP-homepage
/ database
http://tramp.aulnrw.de/
Final Report 57

TRAMP – Transnational Mobility of Older People in Europe
1. Mobility of Senior Citizens as a
Chance for Europe
A participant of the TRAMP exchange
programme commented: ”In my opinion
this was an actively-lived Europe of citizens”.
This illustrates that citizens perceive
only a minor section of Europe and tend
to view it as a Europe which consists of its
political representatives and thus the heads
of governments. It is nevertheless a Europe
for all citizens and all age groups. “Europe
for all” means that Europe should be experienced
in the true sense of the word – by
everyone.
European projects should emphasise the
personal responsibility and the potential of
its senior citizens. In this context, education
plays an integral and supportive role
which strengthens the personal responsibility,
evokes potential and enables the participation
of people with different cultural
backgrounds.
Visibility and benefits of such initiatives
in Europe require a multiplication in many
different variants while continuing to develop
the personal responsibility of citizens
for a Europe of citizens. The elderly need
to be given the chance to assume social responsibilities
in Europe.
This may indeed have economic effects,
for example resulting in new forms of active
travel, new areas of activity in educational,
youth and senior citizen organisations
or also leading to other ventures so that seniors
may still participate in a lifelong learning
experience throughout their working
life in order to expand key competencies
such as social and intercultural skills.
58 Part 1
Recommendations for the European Commission
2. Creating Potential for Europe
There is a large number of highly motivated
senior citizens in Europe who are willing
to apply their skills for the common good.
They are highly prepared to take over responsibility
and to commit to socially meaningful
projects in a European context.
They show a great interest in intercultural
as well as intergenerational contacts. However,
many of them lack language skills and
financial or organisational means. The appropriate
support could
•
•
create a tremendous learning field for
these seniors regarding new European
experiences, a new self-confidence and
independence
create a huge exploitable potential of
competencies for the EU, which could
be very valuable in terms of solving a variety
of minor practical problems on a
local and communal level and in terms
of promoting comprehensive political
goals such as active ageing, social inclusion
and intergenerational solidarity.
3. Visualising Europe on a Local
Level
The manual projects, which were conducted
within the scope of the TRAMP project,
were specifically “invented” for these
exchanges, i.e. they were not ongoing tasks
of the participating organisations and incidentally
taken care of. They were delayed
necessities or small dreams, which, in addition
to everyday business, were carried out
and fulfilled with great commitment, great
skill, much work and the support of the
European Commission. All participants

Working with Older Volunteers in Manual Intergenerational Projects
were particularly aware of the latter point.
By involving the local elderly, the schools,
the parents and many further active agents
and supporters in the organisation of the
programme, the projects received major
public attention and positively visualised
the efforts of the European Commission
on a local level.
4. Enabling the Elderly to Assume
Responsibility
Many elderly people are prepared to assume
social responsibilities in a European
context, even if these European references
are new to them, unusual or hard to handle,
because they do not have the financial
means or have little or no command
of foreign languages. The inclusion of the
elderly in the planning process of the manual,
intercultural and intergenerational
projects enables the adoption of acquired
skills. Furthermore, it enables a responsible
handling of the projects, entails the completion
of projects and produces excellent
and presentable results. It also takes the
individual requirements and circumstances
of participants into account. Thus it supports
active ageing and social coherence. It
would be helpful, if participants were able
to take part repeatedly in order to further a
development of relationships. This would
be a great motivation for the project participation.
5. Mobilising Additional
Resources
Additional resources could be mobilised by
means of the manageable manual projects
on a local level and the cooperation of different
European organisations such as educational
institutions, senior citizen organisations
and volunteer organisations, and
by means of the inclusion of the elderly in
the planning process, the local cooperation
with schools and the younger generations.
Practical projects enable practical support
and mobilise additional energies.
The extent to which companies can be
integrated needs to be investigated. Demographic
or intergenerational issues also
play a role in companies. Teamwork and
cooperation are popular social skills and
intercultural skills are indispensable in an
increasingly economically-merged Europe.
In this context the manual work-oriented
intergenerational exchanges provide a solid
area of learning.
6. Enabling Access to Manual
Work-Oriented Projects for
New Target Groups
The concept of manual work projects allows
new target groups to access transnational
social commitment and Europe. Most of
the elderly and younger participants of the
TRAMP exchanges were inexperienced in
intercultural encounters and only had few
foreign language skills. The manual work
projects facilitated the access to Europe for
these target groups and enabled communication
despite a lack of language skills.
These European exchange projects bring
participants into intensive cultural contact.
They discuss Europe, notice cultural differences
and may deal with intercultural issues
for the first time. The exchanges therefore
create individual experiences and a strong
motivation. For the elderly the exchanges
were a rewarding experience. Following the
first exchange it was significantly easier to
find new candidates for the next exchanges,
and participating organisations, particularly
the senior citizen organisations, show a
more courageous approach to the subject
“Europe”.
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TRAMP – Transnational Mobility of Older People in Europe
7. Elucidating New European
Goals by Means of Intergenerational
Projects
Against the background of demographic
development, the promotion of intergenerational
relations and the solidarity of
generations is a relevant and burning issue
on the EU agenda. Most of the interviewed
participants considered the inclusion of
children and adolescents the main success
factor in encouraging communication with
the elderly. The adolescents were able to assume
the role of language mediators when
facing seniors who spoke English (which
was only occasionally the case), or if they
had chosen German or French as subjects
in school or if they spoke Russian or French
due to their migrational background. Furthermore,
their openness and curiosity provided
crucial communication incentives.
The interaction between the groups frequently
caused mutual astonishment: the
elderly experienced the young as committed
and enthusiastic – the young in turn
experienced the elderly as agile and committed.
The images the groups had of each
other considerably changed for the better.
The intergenerational proportion should be
increased beyond the practical work. So far,
very few adolescents have been present during
the afternoon programmes of the projects
due to the schools being responsible
for their selection.
8. Creating New Experiences with
Informal Learning, Providing
Orientation with Non-Formal
Learning
Due to the practical cooperation in manual
work projects, the exchanges provide a large
field for informal learning. They create new
learning locations and procure experiences
in intercultural and intergenerational situations.
“The seminars and the overall high
60 Part 1
satisfaction of participants demonstrate
the capacity of the concept to unite people
from different European cultures and different
generations in a common communication-intensive
learning context by applying
methods of manual work and intergenerational
dialogue. However, the implementation
also showed that meta-communication
exercises, thus intercultural training, raised
the awareness to interpret experiences of
difference, which are usually experienced as
“strangely” necessary during the everyday
seminar contact. Based on this experience a
further development of exchange seminars
is urgently recommended.” (Conclusion of
evaluation report). In other words, intercultural
training must be incorporated as
an inherent part of exchanges. Intercultural
as well as intergenerational contacts need to
be discussed and reflected. Only then is it
possible to meaningfully interpret and assess
moral concepts which underlie the actual
observed behaviour. This requires a national
preparation of both guests and hosts
and a post processing with participants and
organisers.
9. Promoting Short-Term and
Clearly Structured Stays
Elderly people can cope much more easily
with short-term exchanges. For example,
organisers of the SVP programme at KLAS
could only find a few participants who wanted
to stay for 3 to 9 weeks, which is clearly
too long. In the Czech Republic many
elderly work beyond the age of 65 or look
after partners. At KLAS people were asked
whether they wanted to join the SVP programme,
but nobody wanted to stay away
that long. An optimal time period is one
week or a stay of up to 10 days. Analyses
regarding the new voluntar port in Germany
reveal that short-term voluntar projects
suit the interests of senior citizens better

Working with Older Volunteers in Manual Intergenerational Projects
than the involvement in permanent tasks
of organisations. Experiences with elderly
participants in the further education sector
also verify that compact training is only
acceptable for a time period of up to 10
days. Many find it easier to integrate such
limited activities with an “event character”
in their everyday life and the willingness
to commit is increased. 10 days in a permanent
group with a highly-structured
programme is already considered a great
adventure, particularly by those who, for
whatever reason (e.g. few language skills,
insufficient financial means), have not yet
entered the European stage. Many already
consider the travel route an obstacle, if it
is not included in the organisation. Thus
it is even more important to prepare the
elderly and include them in the planning
process of the exchange in order to ensure
the highest possible safety and to provide
for all contingencies.
10. Incorporating and Expanding
the Database
The database that was set up within the
scope of the TRAMP project offers a sound
and expandable basis for the exchange of
information and for contacts with organisations
with similar interests (exchange of
senior citizens). Project partners will run
the database for another two years before
revising, promoting and then reassessing it.
The database promotion, in particular, is a
major challenge for the project partners. In
this context it would be useful if one of the
major European organisations took over
the database or if it would be integrated
into the work of major European organisations.
11. Training the Staff / Organisers
Based on the experiences from the multiplier
seminar in Paris, there is a great demand
for information and further training regarding
the scope of transnational exchanges
with elderly citizens. The conceptualised,
tested and established training concept
of TRAMP can be provided and applied.
Again, it would be of use if one of the major
European organisations took over the
training concept or if it would be integrated
into the work of major European organisations.
12. Creating Quality Management
Now
European exchange programmes with senior
citizens are currently in the early stages.
To start with the setup of a quality management
system in the beginning stages is favourable
and an investment for the future.
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TRAMP – Transnational Mobility of Older People in Europe
We recommend continuing the support of important programmes like ENEA from DG Employment
and Social Affairs and the Senior Volunteering Programme managed by DG Education
and Culture, and whatever other programmes enhance the role of senior citizens and their
role as trainers (in many cases involuntary ones) in our societies. In particular, the “Europe for
citizens” programme should be enhanced and its existence disseminated more. Racism, xenophobia
and fear of diversities can be fought only and mainly by getting to discover the “others”,
listening to their reasons and realising that we are all part of the same community. In order to
achieve this, the chances of meeting other citizens from other countries must be increased and
innovative methods must be sought in order to make learning really “attractive” and a need felt
by everyone.
Davide Di Pietro, Lunaria, Rome
Simplify – explain – disseminate – educate
- simplify different ways (administrative ones and so on) of setting up concrete actions,
- explaining important educational/pedagogical efforts at all levels which concern us all,
- disseminate information, studies, good practices again and again,
- educate/train volunteering management, respect different cultures.
Support “minor projects”
The goal is very clear (and justified), the concrete execution does not require sophisticated
and numerous means. That is to say, if you allow this comparison: when people try to do something
and are very motivated, they do not have to feel that it is as complicated as “reaching
the moon”.
Anne Dempsey, Third Age Foundation, Ireland
- The background descriptions were very clear. In this context an important reason emerged
for the development of the project: when we think of the future of Europe, as described, we
also need to think of the continuous support for an active citizenship of seniors in all European
countries and all walks of life.
- Seniors have precious knowledge, life experiences, memory of our European history. These
“treasures” have to be given added value (more and better than nowadays), widely offered to
young people and shared with them.
That is the reason why an intergenerational approach – both in activities and life - is so important
and has to be developed in different ways.
- About the manual work approach: we very much appreciated the experiences, particularly
“l’outil en main”. Language remains a barrier for exchanges and this approach is a beautiful
manner to get round it.
Eliane Goudet, France Benevolat, Paris
62 Part 1

Working with Older Volunteers in Manual Intergenerational Projects
Practice recommendations (BAGSO)
of the German National Association of Senior Citizens Organisations (BAGSO) for the European promotion
of exchange and networking
BAGSO is widely networked within the scope of European projects and, within the scope of its activities
for the EWSA (European Economic and Social Committee) supports the special statement regarding
“European Civic Service” . As a member of the European Platform of Older People (AGE) , BAGSO
welcomes current initiatives by the European Commission to create and expand European programmes
and advocates
• An increased support of European networking and partnerships between senior citizen organisations
• The provision of individual mobility sponsorships for all generations, e.g. within the scope of public
voluntary services
• The promotion of committed senior citizens as active organisers and mentors in exchange projects by
means of suitable pilot projects
• The promotion of opportunities of intergenerational learning experiences in the context of voluntary
commitment in Europe by developing innovative intergenerational forms of European cooperation.
A BAGSO workshop titled “Senior Citizen Organisations as Active Agents in a European Exchange” was
therefore conducted during the TRAMP-Transfer-Conference, which aimed at illustrating the development
potential of such organisations by participating in a European exchange. The workshop highlighted
the role of the elderly and their motives as active agents in exchange projects and also considered the
intergenerational dimension.
Lively reports of committed elderly, subsequent group work and discussions on results revealed the following:
• The strong willingness of a biographically influenced commitment of the elderly for Europe
• The large openness and enthusiasm of old and young for intergenerational and intercultural project
experiences
• The major emotional profit gained by the elderly and the young in the context of joint voluntary
activities
• The tremendous potential the elderly attribute to intergenerative meetings in order to develop a better
understanding between the generations, to pass on knowledge and to reduce prejudices.
BAGSO not only sees the success of the TRAMP project in the enthusiastic feedback of all young and
elderly participants, which speaks for itself.
According to the elderly, which were able to successfully integrate their practical experiences in an intergenerational
exchange, it was the goal-oriented practical approach that made the joint learning experience
an intergenerational success. Groundbreaking methodical steps were taken, which can now be used
as a basis for further development.
It would therefore be desirable, if further experimental (pilot) projects could
• Develop the applicability of approaches (e.g. in terms of winning over young people for manual
professions),
• Test and adjust refined methods in other contexts (e.g. in connection with youth programmes regarding
culture, nature or monument protection),
•
•
Increase the demand for innovative work efforts in social projects as a new form of company com-
mitment
Continue to develop quality criteria for work efforts of the elderly in an intergenerational context.
It is therefore desirable to aim at an improved exploitation of different support programmes with regard
to the inclusion of older generations and an improved interaction of various EU support programmes
with national support programmes in order to provide them with a “transnational element”.
With regard to the new programme generation from 2013 onward, another desirable feature would involve
the expansion of the new “Senior Volunteer Projects“, rearranged as “minor cooperation projects”
(in addition to the “learning partnerships” and “workshops” ) with the purpose of creating a programme,
which offers different action possibilities, which is customised to suit the needs of an ageing generation
and which improves the contact between the generations.
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TRAMP – Transnational Mobility of Older People in Europe
64 Part II
Definition of “Mobility”
Definition of Key Concepts
Mobility and the European Union
Mobility beyond national borders plays a significant role with regard to the
creation of a unified Europe. The European Union’s interest in “mobility” is
based on three fundamental freedoms: freedom of mobility of people, goods
and services.
Mobility of people is understood, for instance, as efforts to create jobs and,
in particular, as a flexibility factor and employment opportunities of European
employees across Europe. 1 Another definition applies within the scope of the
“Lifelong Learning” programme promoted by the EU Commission, which
aims at enabling all citizens of the Union to move freely within Europe. 2
By means of specific action plans, European programmes such as “Lifelong
Learning“, “Youth“ and pilot programmes supporting the mobility of entrepreneurs
and artists promote the mobility of European citizens in the context
of lifelong learning, voluntary commitment and corporate innovation transfer.
Elderly EU-citizens also profit from these programmes, either as learners
in internships abroad, as committed participants in exchange projects or as
“young” company founders.
European years, such as the “European Year of the Elderly and of Solidarity
between Generations” in 1994, offered special exchange opportunities for the
elderly in Europe. New lines of actions such as the “SeniorVolunteerProjects“ 3
specifically promote the mobility of the elderly and the “European Year for
Active Ageing and Intergenerational Solidarity” in 2012 will probably boost
this form of mobility.
Within the scope of the ENEA pilot programme, several measures and
projects of the EU have already been launched, which aim at promoting the
mobility of elderly people, particularly the disadvantaged. Within these projects
the term mobility is understood differently and defined according to
project conditions. For instance, the project “Mobility 55: Mobility in Euro-
1 European Commision DG Employment, Social Affairs and Equal Opportunities, http://
ec.europa.eu/social/main.jsp?catId=540&langId=en
2 European Commission DG Education and Training, http://ec.europa.eu/education/lifelong-learning-policy/doc58_en.htm;
AGE, The importance of lifelong learning for people
of all ages http://www.age-platform.org/EN/IMG/AGE_leaflet_lifelong_learning.pdf
3 European Commission DG Education and Training, http://ec.europa.eu/education/
grundtvig/doc986_en.htm

Working with Older Volunteers in Manual Intergenerational Projects
pe and Active Citizenship for the Elderly” refers to medium-term educational
experiences of three to six months in the areas of informal education, job training,
cultural expansion and exchange of life experiences. (see also: support
programmes)
Different approaches were researched and prepared in the ENEA programme.
18 projects were conducted during the “Pilot Programme“ phase in
2003-2004 and 11 projects during the “Preparatory Action“ phase in 2006-
2007: “In this context, it becomes increasingly important to mobilise the full
potential of older people through active ageing, which implies allowing older
people to stay longer in the labour market and to develop their contribution
to society, notably as volunteers. Active ageing can be supported through
efforts to promote the mobility of older people, giving them access to a wider
range of opportunities for employment or volunteer activities across the
European Union. Moreover, mobility of older people, as workers, volunteers
or tourists, may create new employment opportunities, including for older
workers themselves.” 4 In addition to the TRAMP project, two other projects
promoting the societal commitment of the elderly were “Think Future Volunteer
Together“ of the SPES Associazione Promozione e Solidarietà in Italy and
“Golden Years” of the International Federation of the Society of St.Vincent de
Paul in France.
Aspects of Mobility
Depending on the context of various European policy areas such as “social
affairs”, “education”, “transport”, tourism” etc., the term mobility is subject
to very different allocations of meaning. Regarding the geographical aspect of
mobility, research is frequently conducted in terms of transport policies such
as the aspect of traffic participation of the elderly, the improvement of conditions
of their participation or the effects of their participation on the environment.
5 However, mobility can also be understood in terms of its significance
for the older generation as the remaining option of mobility, as an expression
of vitality and independence and as societal integration and participation. 6
Mobility-related Aims of the TRAMP Project
The objective of TRAMP corresponds to a definition of mobility, which refers
to a transnational mobility of elderly (former) employees on the one hand,
4 European Commision DG Employment, Social Affairs and Equal Opportunities, Call
for Proposals VP/2007/009, ENEA PREPARATORY ACTION ON ACTIVE AGEING
AND MOBILITY OF ELDERLY PEOPLE http://ec.europa.eu/employment_social/
calls/2007/vp_2007_009/call_en.pdf
5 AENEAS is a European project in the framework of the Intelligent Energy Europe (IEE)
programme. Its acronym stands for „Attaining Energy-Efficient Mobility in an Ageing
Society.“; http://www.aeneas-project.eu/?page=home; Environment and Ageing - Final
Report, COWI / European Commission Directorate - General Environment, 2008,
http://ec.europa.eu/environment/enveco/others/pdf/ageing.pdf
6 European Commision, Employment, Social Affairs and Equal Opportunities http://
ec.europa.eu/social/main.jsp?catId=502&langId=en
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TRAMP – Transnational Mobility of Older People in Europe
66 Part II
and considers the motive for mobility on the other. This particularly involves
the promotion of active ageing, the active integration of elderly women and
men as volunteers working for the general interest and giving them access to
a wider range of volunteer activities across the European Union.
Definition of “Mobility“ in the TRAMP Project
Mobility refers to the opportunity of elderly (former) employees aged 50 and
above to move freely beyond national borders within the EU. The purpose
of mobility includes volunteering, education, cultural and personal exchange
as well as the use and sharing of competencies in the third sector. The time
frame of stays abroad relevant for the project refers to a short-term stay (between
1 week and 10 days) and not to a permanent settlement in another EU
country.
Definition of “Target Group”
The aim of the TRAMP project is to promote the EU-wide transnational mobility
of the elderly, particularly of (former) employees with limited language
skills, in order to facilitate their participation in exchange programmes within
the EU. This should specifically address the elderly who, for whatever reason,
have little transnational mobility opportunities outside tourist-related travel.
As a result, the selection of a project-related target group is particularly based
on the criteria of age and retirement, but also the financial situation and status
of language skills.
Age Criterion
The investigation of obstacles and success factors for transnational mobility
focuses on elderly people aged 55 and over. With regard to this group,
and more so the group of over 65s, out-of-home activities are declining and
the willingness and/or opportunity to be mobile limited compared to the
younger generation. “While on average 55 % of the population makes at
least one annual holiday trip of a duration of four nights or more, this is only
the case for 41% of the population aged 65 years and older. More than 6 out
of 10 holiday trips are spent within the country of residence, for the older
cohorts more than 7 out of 10 trips are domestic trips. Of the tourists, those
aged 65 and older on average make the most and the longest trips (in terms of
days). This indicates that a large share of the elderly do not at all make tourist
trips while on the other hand there is a group of active elderly who makes
relatively frequent - and in terms of days – long tourist trips. ..the elderly population
accounts for 20 % of the population but only 15 % of the tourists..” 7
7 EUROSTAT, Statistics in Focus 69/2008, Julia URHAUSEN:Tourism in Europe: does
age matter? http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-08-069/EN/
KS-SF-08-069-EN.PDF; Environment and Ageing - Final Report, COWI / European

Working with Older Volunteers in Manual Intergenerational Projects
However, it should be noted that this data applies to general travel activities
regardless of destination and purpose of travel, which suggests an even lesser
participation for travels abroad or educational tours.
Retirement Criterion
In connection with the aim of TRAMP, i.e. to consider age-related disadvantages
affecting the mobility of elderly employees, the issue of retirement
seems to bear a special significance. Thus, the abovementioned final report
“Environment and Age” demonstrates that mobility declines as a result of
retirement. Concerning tourist trips there are obvious differences in terms of
travel frequency: while travellers aged between 25 and 64 travel 0.5 times per
year, the over 65s only travel 0.25 times per year. Thus, the statistic “indicates
that the EU citizens above 65 travel abroad for tourism half as frequently as
the younger population. This probably reflects that this group includes both
healthy and active elderly and older and less mobile cohorts.” 8 Furthermore,
major differences exist between the member states of the EU. The exact reasons
for this decline are not stated in this context. It is to be assumed that, in
addition to health problems, financial losses and the simultaneous increase of
the needs of the elderly make travelling more difficult for them.
Income Criterion
For this reason the financial situation of elderly employees is significant as a
further travelling factor. The available income decreases following retirement.
In general, people with a low income, particularly those retired, have fewer
means of travelling beyond national borders and are therefore limited in their
mobility. 9 Incomes are unequally distributed across social groups. The problem
of travel expenses increasingly applies to the population of financially
weak EU-countries, which sees no opportunities of transnational mobility
due to the financial gaps within the EU.
Education Criterion
Furthermore, statistics refer to the correlation between general travel activities
and the level of education. 10 It is to be assumed that people with a lower level
of education are not only generally less mobile, but that they participate in
trips abroad and educational tours to a lesser extent than people with a higher
level of education. The same applies to foreign language skills. In accordance
Commission, DG Environment, 2008, (S 20) http://ec.europa.eu/environment/enveco/
others/pdf/ageing.pdf
8 ebd.:21
9 Tackling Poverty and Social Exclusion of Older People – Lessons from Europe, Working
paper 308, Andreas Hoff, Oxford Institute of Ageing, October 2008, www.ageing.ox.ac.
uk; Eurostat: Armutsgefährdungsquote nach Altersgruppe 2008 http://epp.eurostat.
ec.europa.eu/tgm/graph.do?tab=graph&plugin=1&pcode=tsdsc230&language=de&tool
box=data
10 Ministerium für Gesundheit, Soziales, Frauen und Familie NRW: Leben im Alter. Düsseldorf
2003:102.
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TRAMP – Transnational Mobility of Older People in Europe
68 Part II
with the aim of the TRAMP project, this group should receive particular
attention.
Definition of Target Group within the TRAMP Project
The target group for the TRAMP project involves employees who have
reached the age of 50 with a particular focus on those already retired. Particular
consideration is given to the needs of those who usually cannot participate
in transnational exchange programmes due to a lack of financial means and/
or fewer educational opportunities.

Preface – About this guideline
Topic target group: choosing and addressing the target group
1. Age and degree of mobility
2. Mobility and gender
3. Participants with migration background
4. Educational background
5. Senior-friendly programmes
Topic programme contents and methodical considerations
1. Programme contents
2. Participants’ involvement
3. Group dynamics
4. Scheduling
Topic organisation of programmes
1. Project application and promotion
2. Project preparation
3. Participant service during the project
4. Follow-up meetings
5. Financing the project
Topic language and culture
1. Language
2. Culture
Obstacles and Success Factors Affecting the
Mobility of Older People in Europe
Checklist and Guideline for Information Multipliers
Topic framework conditions
1. Communication
2. Transport
3. Accommodation
4. Food
5. Safety
6. Health
7. Domestic situation
69

TRAMP – Transnational Mobility of Older People in Europe
70 Part II
About this checklist
Some transnational exchange programmes and educational projects also apply
to older people past 50 in particular. The special needs and wishes of this
target group have to be considered in the planning and organisational stages
of these projects. Despite the heterogeneous group of participants it is rather
likely that people will take an increasing interest in lifelong learning as they
age, and yet their mobility will often be restricted.
The following notes shall draw attention to potential barriers to the mobility
of older people and simplify the planning and organisation of transnational
programmes with information and recommendations. The understanding
of the needs of older people is rather important, since autonomy and mobility
are decisive factors for physical and emotional wellbeing and a precondition
for active ageing. Mobility in this context is seen as physical and mental potential
– therefore problems may arise in the emotional as well as in the cognitive
sphere and also because of the participants’ social or material conditions.
The results of the ENEA project TRIGGER which was carried out between
2004 and 2005 prove this. A survey among the participants of TRIG-
GER showed that very basic factors were seen as preconditions for retaining
mobility up to an old age as for example the improvement of social status or
of the material or legal situation of older people. They requested participation
in social life by political or honorary activities, face-to-face contact or personal
exchange via internet as well as access to educational and cultural activities.
In addition, a number of factors were mentioned in the context of TRIG-
GER which refer to the topic of mobility of older people in transnational
exchange programmes and educational activities and which might help information
multipliers and coordinators of these programmes. In addition to
a survey conducted during the TRIGGER project the following checklist is
based on literature research and statements of experts on the planning and
organisation of transnational projects. It has been revised and updated according
to experiences within the TRAMP project.
The details about the target group imply that we have to take a differentiated
look at “older people”. Whenever “older people” are mentioned hereafter,
it refers to particular groups of older people, while naturally there are groups
which do not have these problems and/or impediments. It remains the coordinators’
duty to find out the characteristics of their particular group and to
integrate these observations into their planning and organising procedure.

Working with Older Volunteers in Manual Intergenerational Projects
Topic target group: choosing and addressing the target group
1. Age and degree of mobility
Problems and obstacles
• Different degrees of mobility within the target group and related problems
Information
• As participants in transnational exchanges the target group of older people
past 50 is heterogeneous concerning the interests and needs of the members.
The reasons are the degree of mobility and the person’s age. Yet in
general, it is safe to say that the frequency of travel decreases with advancing
age:
• According to experts the interests, needs and constraints of older people
between 50 and 65 are not significantly different to those of younger age
groups.
• Restricted mobility and a related housebound lifestyle is more likely to
affect the over 70’s.
Recommendations
• By means of early cooperative planning, an age-appropriate exchange programme
can be developed.
• It should be decided in advance, whether the programme is suitable for
a mixed-age group or whether the programme should be differentiated
according to age.
• In case of a fixed programme, precise information on possible physical
requirements should be given in advance to the seniors in order to allow
for a conscious decision on whether they would like to participate or not.
Alternatively, data on the participants’ age and health condition should be
provided in advance.
Set of Methods 71

TRAMP – Transnational Mobility of Older People in Europe
72 Part II
2. Mobility and gender
Problems and obstacles
• Differing degrees of mobility of male and female participants
• Different needs and interests with regards to programme contents
Information
• Women of higher age are more often willing to travel alone because they
are more often widowed than men. Women more often than men indicate
that driving or using public transport is an impediment to their mobility
at home or while travelling.
• More than 70% of women are involved more often in housing care of
relatives and are thus less mobile.
Recommendations
• Since women on the one hand often travel alone, yet while doing so see
major barriers to mobility, we recommend travelling arrangements for the
whole group and advise against individual modes of transportation or difficult
and unmanageable travelling distances during the project. A pickup
service for the routes to the various venues might be necessary in this
case.
• Announcements for programmes should be linked with information on
help concerning care issues (as for example the right to a four-week exemption
for the caregiver, paid short-term care).
• In the programme content the different interests of men and women in
mixed groups should be considered. Preparatory meetings can be used to
find out about these interests and include them in the planning. In case
there are greater differences, separate offers or a temporary separation of
the group might be considered.
3. Participants with migration background
Problems and obstacles
• Problems of accessibility of people with an immigrant background
Information
• Many immigrants lack sufficient knowledge of access to education, they
do not respond to the programme’s presentation or they do not feel secure
in the groups.
• There are too few opportunities for people with a migration background,
often the programmes do not meet the needs of the target group or suitable
programmes do not reach the target group.
• “Migrants” are no more a homogeneous group than “the elderly”. The
target group is not treated in a differentiated way.

Working with Older Volunteers in Manual Intergenerational Projects
Recommendations
• To attract older migrants, access channels to local migrant organisations,
associations and clubs in whom the target group is already involved would
appear of some use. It is often helpful to involve mediators for the specific
addressing of the target group. It should be emphasized that the project is
open to all interested participants.
• While planning new programmes, particular emphasis should be put on
participation in the planning. It is important that programmes be checked
for relevance to the needs of the target group. Differentiated marketing
tools must be developed to address the target group effectively.
• During the project, cultural peculiarities have to be taken into account.
4. Educational background
Problems and obstacles
• Accessibility issues affecting those with low level education
Information
• Among other things mobility in old age depends on the level of education:
The higher the level of education, the higher the degree of mobility.
Recommendations
• To attract people with a low status of education access channels on local
migrant organizations, associations and clubs, in whom the target group is
already involved, appear useful. It is often helpful to involve mediators for
the specific addressing of the target group.
• While planning new programmes special emphasis should be put on participation.
It should be checked whether the programmes meet the needs
of the target group. Differentiated marketing tools must be developed in
order to reach the target group.
• While dealing with educational content not only the state of knowledge,
but a balance of theoretical and practical components is essential; conventional
seminary methods, however, are somewhat difficult. Programme
units with practical work (e.g. as part of a volunteer project) and the
inclusion and sharing of existing skills related to the theme of the project
are recommended. A higher touristic proportion may be useful, especially
for those with little travel experience the journey itself has a high learning
effect.
• Since people with a lower status of education often live in precarious financial
situations special promotion or cost-effective offers should be provided
for this target group (see also funding).
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5. Senior-friendly programmes
Problems and obstacles
• Problems of accessibility of the target group concerning special programmes
for senior citizens
Information
• In particular those with mobility issues expect offers which meet their
needs. Addressing them as “senior citizens” or referring to programmes
as “senior-deals” though is not useful, since that kind of approach implies
help to special needs.
Recommendations
• Senior citizens can be reached most effectively if they get detailed information
on the journey which serves as a good basis for their consideration
of the pros and cons of participation and which allows an answer to the
question whether potential barriers to mobility can be handled or not.
• Those of severely limited mobility expect appropriate programmes, but
this does not necessarily mean that the participants should be members of
one age group only. In many cases intergenerational activities are desired
which are nevertheless conceived with regard to the elderly.
• Since senior citizens often have a greater need for safety (see safety), it is
recommended recruiting them by persons they know, in clubs and associations
in which the seniors are already integrated. Adverts in newspapers or
travel agencies are also taken seriously.
• When recruiting participants, the internet is a useful means since many
senior citizens nowadays use the internet as a source of information.

Working with Older Volunteers in Manual Intergenerational Projects
Topic programme contents and methodical considerations
1. Programme contents
Problems and obstacles
• Problems in assessing target group oriented programme contents,
discrepancies between programme and participants’ expectations
Information
• The interests of senior citizens do not necessarily differ from those of
younger age groups; senior citizens, however, reflect more on getting older
than younger people do. Based on a survey of the elderly interested in the
issue of mobility the following topics seem to be interesting:
» Information on their own situation (retirement and pension, post-professional
alignment, health in old age, etc.)
» Topics which refer to the participants’ biography, such as coming to
terms with one’s own history or just a biographical exchange
» Training on how to work with computers / how to use the internet
» In transnational projects the gathering of information about the destination
country, such as everyday life, culture, socio-political situation
and the general living conditions of senior citizens
» Seminars with a high percentage of urban historical and regional studies
» Twinnings and exchanges
» Cultural and tourist offers
» Programmes with a high percentage of self-determined activities, such
as volunteering in local projects
» Intergenerational programmes
Recommendations
• While planning new programmes special emphasis should be put on participation
in the planning. It should be checked whether programmes meet
the needs of the target group.
• Senior citizens should be given an opportunity to reflect on the process
of ageing and the subsequent changes in their lives. This can simplify the
attempt of coping with problems which are mainly due to age. Especially
senior citizens have a clear idea of their wishes and expectations and want
to make meaningful choices. It is therefore advisable to formulate the programme
precisely and to avoid surprises through programme alterations.
• In transnational activities one should be aware of the fact that the individual
situations of senior citizens in the EU-countries differ greatly. So,
among other things, the material resources are rather different, which may
affect the willingness to work as volunteers. Attention should be paid to
the fact that for historical reasons political and social topics in the intercultural
context may have different implications and thus sensitivities might
come up (see also language and culture).
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2. Participants’ involvement
Problems and obstacles
• Dissatisfaction with the presentation of programme contents
Information
• Especially the elderly want to involve their own personality and personal
experience in the educational work.
Recommendations
• The common arrangement of the programme prior to the project and a
high degree of flexibility within the clearly structured framework of the
programme during the project meet the participants` aims.
• A balance between theoretical work and experiential seminar sections is
recommended. Participants should have ample opportunity to incorporate
their experience and views on educational work. This can be done by
a high proportion of discussion, group work, biographical exchanges and
the choice of a variety of topics related to the participants’ personal history.
It is also important that group members can contribute their own skills
and build on them.
• Beyond the programme’s main topics, sufficient opportunity for additional
informal discussion should be provided.
3. Group dynamics
Problems and obstacles
• Problems of group formation, lack of identification within the group,
and poor cooperation between the members
Information
• The elderly have considerable experience in personal interaction and – depending
on the educational level – may have wider social skills, nevertheless
problems in group processes must be considered.
Recommendations
• It is recommended, especially in projects involving groups of mixed nationality,
that ample opportunity to build personal relationships is provided.
Thus, participants can become aware of differences and similarities within
the group and assess the background and expectations of other participants.
• Promotion of solidarity within the group can be achieved by voluntary
work or joint activities designed to encourage communication between
the group members.

•
Working with Older Volunteers in Manual Intergenerational Projects
For the sake of group dynamics shared accommodation for the participants
should be arranged. Thus group identity can also be developed by
informal discussions in the spare time.
4. Scheduling
Problems and obstacles
• Stress- and pace-related dissatisfaction
Information
• Senior citizens may need more time to learn and to rest. This is not because
ageing brains ”work less efficiently”, but over the years work more slowly.
Recommendations
• In all projects with older participants an age adapted pace should be chosen.
This implies that learning units include more temporal flexibility and
more breaks and spare time.
• The time schedule should be clarified with the participants in advance.
• While planning the operation it should be checked whether the timing expected
by the participants complies with the requirements of the funding
guidelines.
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78 Part II
Topic organisation of programmes
1. Project application and promotion
Problems and obstacles
• Increased costs for programmes aimed at the elderly
• Discrepancies between funding guidelines and participants’ expectations
Information
• Participants of higher age often have special needs concerning transport
and accommodation. Programmes for senior citizens often require more
commitment in advance and more care during the project. Overall, higher
personnel and non-personnel-costs can be the result.
Recommendations
• In the field of application and preparation of exchanges, special needs of
senior citizens should be considered. When applying, the organising institution
accordingly should budget higher expenses in planning and support
(see also preparation).
• Demands such as liberal time management in the programme should be
fixed in the funding guidelines.
2. Project preparation
Problems and obstacles
• Participants’ uneasiness about the programme
Information
• Senior citizens often have a stronger need for security than younger people.
They should therefore get proper information about the exchange
programme and the supporting programme in advance, so that they can
decide, whether it meets their needs, which problems might occur and
whether they feel capable of participating in the programme.
Recommendations
• A thorough collective preparation of the exchange is advisable.
• Preparatory information meetings and references to literature and the internet
as well as other participants’ addresses which might lead to contacts
in advance might increase the participants’ acceptance.
• It has proved useful to provide the experience of participants from previous
projects.

Working with Older Volunteers in Manual Intergenerational Projects
3. Participant service during the project
Problems and obstacles
• Participants are dissatisfied and feel insecure with regard to the programme
and the service during the project
Information
• Senior citizens – partially because of physical limitations but also because
of increased needs – often want a higher level of service with intensive
supervision by the tour guide. Since mobility barriers are often not of
physical, but of emotional origin, they may be overcome with professional
help.
Recommendations
• Detailed planning and explanation in advance and reliability in the course
of action contribute to the participants’ satisfaction.
• Especially for senior citizens intensive support by an experienced project
supervisor is required who should always be open to conversation and even
attend leisure activities. More so than with younger participants, close contact
on a personal level and relationships based on trust and competence
are called for.
• A high level of service (“all inclusive”) should be provided which aims at
overcoming barriers, yet leaves enough space for individual participation.
• The participants’ regular contribution to daily planning avoids discord and
conflict.
4. Follow-up meetings
Problems and obstacles
• Lack of sustainability of programmes for everyday life; unmet demands
of participants
Information
• Many older participants would like to integrate the experience and knowledge
attained in the projects into their daily lives, so that they might apply
this in the future.
Recommendations
• From the participants’ point of view follow-up meetings make sense if
programme contents are revised and the participants get information on
how to integrate the results into their daily lives.
• An evaluation by the participants especially from the perspective of senior
citizens might be the starting point for further projects with similar target
groups for both coordinators and other participants. A publication of the
results might be useful to other information multipliers.
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80 Part II
Wishes regarding permanent contact with other members involved in the
project can be met by follow-up meetings, by the exchange of addresses
and by information on possible initiatives of former participants which
have arisen from the project.
5. Financing the project
Problems and obstacles
• Poor attendance due to financial situation of senior citizens
Information
• Senior citizens are not generally less well off than younger people; in the
age group of retired workers and in some EU countries, however, the financial
situation is not always satisfying.
• Exchange projects compete with holiday travelling and they mostly stay
behind.
• In a survey coordinators of educational projects in other countries said
that in Germany the bearable upper limit for a one-week project was 350
to 500 Euros per participant. This assessment should not be generalized;
especially in Eastern Europe the line should be drawn far below that number.
Recommendations
• In order to make transnational activities available to broader levels of the
population, public programmes should promote senior citizens with a low
budget. The involvement of private sponsors (e.g. local companies) should
be considered.
• The following examples might help to create cost-effective exchange programmes:
» Cheap flights or car pooling, if directions are similar etc. might reduce
travel expenses.
» Cost-efficient accommodation, exchange of flats or accommodating
participants in families, if possible; shared preparation of meals, dinners
with families, etc.
» Instead of joining commercial events organising low-cost activities such
as encounters with like-minded people, representatives of non-profit
organisations; programme planning by the participants themselves etc.;
training courses on the basis of mutuality.

Topic language and culture
1. Language
Working with Older Volunteers in Manual Intergenerational Projects
Problems and obstacles
• Lack of language skills in transnational exchanges
Information
• Senior citizens often do not have adequate language skills and only little
experience in communicating despite language barriers.
• Programmes which are supposed to appeal to participants with low language
skills demand a particularly high level of organisation and incur
high costs, which will rise in exchanges with three or more nationalities
involved.
Recommendations
• To keep the expenses for qualified (simultaneous) interpreters low, their
use might be limited to demanding parts of the programme; participants
with good language skills or competent mediators may organise the other
sessions.
• In the context of intergenerational exchanges, participating pupils or students
with foreign language skills can help as interpreters or as facilitators
to ease communication. Due to their bilingualism young participants with
migrational background can contribute greatly to understanding.
• When more than three languages are spoken, communication is rather
time-consuming and only possible with the constant help of interpreters.
It should be ensured that translation does not take too long.
• Especially with multiple translations, spoken and written language should
be plain and simple.
• It may be useful to introduce certain “survival vocabulary” before the project
starts and consolidate it during the programme in small (international)
groups.
• The tour guides should be skilled speakers of the languages in need.
• The use of non-verbal communication through joint work in manual workoriented
projects or activities such as sports, dance, games, etc., should be
considered.
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2. Culture
82 Part II
Problems and obstacles
• Uncertainty about appropriate behaviour, intercultural misunderstandings
and conflicts, particularly in transnational projects
Information
• Older participants, even if they are generally open and tolerant, have little
experience in intercultural contacts. This often leads to misunderstandings
and conflicts with serious consequences.
• Even between residents of countries within the EU you will find cultural
differences. Striking similarities in the material sphere often disguise differences
in norms and values, in the art of conversation, with table manners,
etc.
Recommendations
• Participants should get detailed information about the destination and its
cultural characteristics. In this context it may be useful to point directly
at the differences between the involved cultures and the specific problems
that may arise from ignoring other values, different ways of communicating
or different eating habits, etc.
• Participants in international projects should obtain detailed information
about the other participants, so that sensitivities concerning certain
subjects can be considered (such as divergent experiences and attitudes
between East and West concerning historical conditions and views for example).
Especially in translations it should be taken into account that the
meaning of individual words and slogans can considerably differ and depend
on the speaker’s particular background.
• Before, during or after the project intercultural training is helpful which
increases the awareness of cultural differences and aims at reducing prejudice.
Getting in contact without reflecting intercultural differences and
without any help concerning communication rather encourages preconceptions
instead of overcoming them. Hence it is strongly advisable to integrate
intercultural training seminars as separate units into the programme.
• Former participants who have first-hand experience and who allow learning
from their mistakes can prepare the new members.
• In this context it might be useful to have joint activities which take up the
cultural differences in a positive and constructive way as an enrichment
and challenge and which draw attention to intercultural dialogue.
• The professional guide should have detailed knowledge of the destination.

Working with Older Volunteers in Manual Intergenerational Projects
Topic framework conditions
1. Communication
Problems and obstacles
• Isolation, lack of contact among participants
Information
• Good communication facilities are perceived as an improvement to mobility.
Senior citizens who ask for these facilities often want to escape isolation
by using them. Yet not all of them have access to the internet or email.
The technical facilities or the essential knowledge is often missing.
• Senior citizens with limited physical mobility have to rely even more on
contact with other people and on institutions which have the technical
means of communication.
Recommendations
• Establishing new contacts and networks and the ability to maintain friendships
to overcome isolation can be a goal of senior-friendly projects.
• Since many senior citizens are interested in computers, internet and email,
they can be trained in these areas. This kind of training might be organized
on a mutual basis.
• Exchange programmes can also take place virtually, which is suitable for
people with severe disabilities.
• Exchange programmes for senior citizens should provide the opportunity
of contacting people within the group as well as contacting partners in the
foreign country who are not members of the group. Many people ask for
continued contact after the project; information on this should be provided.
2. Transport
Problems and obstacles
• Difficulties in overcoming distances, especially for long journeys
Information
• Senior citizens often have mobility constraints. Altogether the state of
health and the degree of physical mobility is essential for the type and
number of obstacles.
• Journeys which take eight hours or longer are a major problem particularly
with senior citizens.
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Recommendations
• If people with walking disabilities participate in the programme, routes
and facilities should be checked on accessibility in advance.
• Handicapped participants should be picked up from home or from places
where people from the same neighbourhood gather, and the transfer of
their luggage should be provided for.
• Long journeys should be avoided if possible or made more convenient or
shorter by choosing appropriate means of transport.
• Concerning the choice of accommodation, this should be centrally located
and / or good transport links should be provided.
• Long distances between different venues of the project should be avoided,
or the use of busses should guarantee pleasant trips; if possible, frequent
changes of accommodation should be avoided (no “site-hopping”).
Enough time should be scheduled for walking distances.
• Assistance should be ensured in the operation of automats (ticket machines
etc.).
• The participants should be informed on means of transport and the duration
of trips in advance so that they can decide on their participation and
discuss problems in advance.
• Before the start of the project a hint might be given to the group that the
support of physically disabled participants would be appreciated.
3. Accommodation
Problems and obstacles
• Difficulties concerning accommodation
Information
• Senior citizens do not always, but often expect a high level of convenience.
• On the other hand, there are often participants who due to their personal
background tolerate lower standards or just do not want to spend money
or they do not have the financial means.
Recommendations
• In the planning period make sure that the accommodation meets with the
participants’ expectations and that it is appropriate to the context of the
event.
• Information on accommodation should always be available in advance.
If possible, different kinds of accommodation should be offered. Shared
rooms might only be assigned after agreement.
• Physically restrained persons are often in need of senior-friendly, spacious
and comfortable accommodation with quality service. It is also important

•
•
Working with Older Volunteers in Manual Intergenerational Projects
to pay attention to properly equipped beds (back aches), and a phone line
which is at least connected to the hotel reception for emergencies.
For the sake of group dynamics the participants should be accommodated
in the same place.
Some group members want accommodation in families, which is a cost-
saving and interesting alternative; the willingness within both the target
and the host group, however, has to be checked individually and this option
normally only holds for a rather short period of time. The same applies
to projects that include an exchange of flats.
4. Food
Problems and obstacles
• Lack of acceptance of food
Information
• Senior citizens have often acquired distinctive habits over the years. Some
of them must stick to diets or they cannot tolerate certain ingredients.
Recommendations
• The participants’ preparation should include some information on the
type of cuisine at the place of destination.
• Problems with food can usually be bypassed without difficulty, if any dietary
requirements and allergies are queried prior to the project.
• The participants should learn about foreign eating habits and table manners
in advance. Major variations to familiar habits should be indicated
explicitly (as for example rather late dinners in Spain).
5. Safety
Problems and obstacles
• Uncertainty and anxiety among participants about security situation
abroad
Information
• Senior citizens usually have a greater need for safety and feel more anxious
in unfamiliar situations.
•
Recommendations
Information on the security situation in the place of destination should be
given in advance so that the participants can adjust to the situation.
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86 Part II
The need for security might be met by participating in well-organized
group tours.
Information on insurance coverage during the project (private travel insurance)
should soon be passed to the participants.
The accident potential of projects with practical, craft-oriented work
should be considered, so that accidents will be prevented by appropriate
security measures. Nevertheless, potential accidents have to be taken into
account, and have to be legally covered by the institution in charge. Coordinators
of programmes which employ volunteers should seek insurance
coverage on time.
6. Health
Problems and obstacles
• Health problems of the participants
Information
• Senior citizens, especially from the age of 70 onwards, are likely to face
physical restraints.
• A good state of health in general is seen as a precondition for mobility by
those concerned.
Recommendations
• A poor state of health may not only be obstructive during the project, but
prevent participation in general. Full prior information might encourage
a positive decision.
• Senior citizens with health limitations often want to decide on their participation
just shortly before the start of the project, since they cannot
anticipate their health condition beforehand. A timely planning can be
helpful in this respect.
• Cancellations due to sickness must be calculated, but if possible those concerned
should not be charged, as this might keep them from participating
at all.
• Especially with mature participants the project has to be adjusted to the
state of health of the target group (pace, strain, etc.).
• In transnational projects which include participants with health limitations,
a medical monitoring should be considered; if this is not possible,
information on health care (addresses of doctors and pharmacies, insurance
details) abroad could be helpful.
• Generally, texts should be reader-friendly. Reading small font sizes is usually
difficult for senior citizens.
• Good acoustics in conference and seminar rooms is very important for the
elderly.
•
A list of persons to be notified in case of an emergency is helpful.

7. Domestic Situation
Working with Older Volunteers in Manual Intergenerational Projects
Problems and obstacles
• Indispensability of older participants due to their domestic situation
Information
• Mobility of the elderly depends highly on their domestic situation.
• Since quite a few look after older relatives or their grandchildren or they
do not want to be separated from their partners over a period of time, they
are effectively homebound.
Recommendations
• For older people who are restricted by the obligations of care, information
on support (care leave) can be helpful.
• Since many older people look after their grandchildren during school holidays,
the project should not be scheduled then.
• Before the start of the project participants should be reminded to leave
hotel addresses and telephone numbers or mobile phone numbers with
their families, so that they can get in touch any time.
• Participants often want to bring their partners, since they like spending as
much time with their relatives as possible.
Set of Methods 87

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Exchange Prague
88 Part II
Exchange Vigy

Manual work as a Means of Education in International
Exchanges
Learning
Travelling, experiencing, exchanging, comparing and returning are common
features of all the peoples of the world. Migration periods have always been a
cultural element. There are differences, however. Most historical events happen
under pressure, in times of need: wars, natural catastrophes, socio-economical
changes. At that time, it was a question of surviving in a foreign country
and people had to learn about adjusting to new situations, staying discreet,
working hard, very often with the secret hope of returning back home one
day. However, there was one exception to this, a certain kind of wanderer.
In 18th century Europe one could meet them: the sons of noble British families
travelled through Europe in order to learn in a universal sense. They
were to gain experience, meet people (aristocracy, artists, writers, poets, scientists...)
and refine their education as (noble) human beings. They made
their “Grand Tour” into different European countries and they were called
“tourists”. This term had a great future. Since societies, economies, working
conditions and paid holidays developed, tourism spread and it has become a
significant economical factor in all countries. This democratisation of travelling,
of going abroad, of exotica, however, has not reached all social classes.
Except for financial barriers, language plays an important role for mobility:
What will I do in a country where I cannot communicate? What do I have on
offer? What is the point of all this?
With a seize of 550.000 square kilometres, a country like France has a wide
variety of landscapes, every fifth Frenchman lives in a congested urban area
(Paris ranks first) and almost everyone has relatives in a French “Province”.
This is the reason for internal migration in the summertime or during other
vacations. Only 50% of the French go abroad. 50% of senior citizens spend
their holidays in France (mostly in the south).
Another problem is language: our educational system plays a significant
role, if you want to explain the fact that the French are so bad at foreign languages.
This is not surprising if foreign languages are taught in the same way
as Latin or History.
The European Project „Tramp“ considered these aspects and stated in its
programme that manual work might be a useful means in international exchanges.
The participants are senior citizens, former or active manual workmen
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with no command of foreign languages at all. The children and adolescents
might have basic knowledge of foreign languages and they are practically inexperienced
in international exchanges.
The experience we gained during the TRAMP Project has lead to the following
conclusions:
• Mobility in a foreign country is no problem, as long as one’s mental mobility
has been trained so well that physical mobility can follow.
• As a strategy for the exchange, language barriers can be overcome by nonverbal
communication.
• This includes manual work, special skills, know how, the “savoir-faire“.
Real-life activities and manual work are more effective than talking about
things.
• The participants’ individual skills are the source of knowledge, they can
put their knowledge into perspective by confronting others with it, by
comparing and discussing the specific methods without any competitive
notion.
• The presence and active participation of children/adolescents stimulates
the seniors and vice versa. The absence of parents creates a new dimension,
children/adolescents and “grandparents”, who get used to each other.
• The combination of international participants stimulates discussions on
Europe, makes the participants aware of cultural differences and intercultural
work.
• Language mediators should accompany the projects in order to support
inevitable, extensive discussions.
• After these encounters many participants talk about the extraordinary experience,
which should be broadened to all older people, “Europe doesn’t
belong to young people alone”, one should “do more intergenerational
work” in order to abolish the artificial isolation of generations. Young people
should learn from older people, and yet let them participate in their
special skills, as for example concerning new technology or their views on
social changes. After all, they are the generation which will rule and govern
the world in the future.
It is particularly pleasing that a European pilot project from the EU accepted
the bet to bring different generations together in order to achieve goals far
beyond the alleged problems.

Working with Older Volunteers in Manual Intergenerational Projects
Learning by Manual Work: Cooperative Work as a Method
Cooperative practical work as a means of overcoming cultural barriers – the
methodical concept of the activities which have been or will be arranged in
the context of TRAMP are based on this idea. In doing so the coordinators of
the exchange did not really break new ground, this idea, however, has not yet
been used specifically as a method for the target group of older people and it
has not been studied systematically, either.
Experience with youth exchange programmes, as for example in work
camps, in projects related to the preservation of monuments and historic
buildings and so on, might be helpful to some extent, yet it cannot be directly
transferred to programmes for senior citizens. A major difference between
young and older people as participants is the fact that due to their long
working lives older people show significantly deeper emotional commitment
to their (practical) work and can rely on more professional experience and
knowledge, which becomes obvious in their initiative while trying to achieve
aims. These attitudes can be used for the specific purposes of exchange programmes
for older people.
Learning via manual work or practical work in exchanges for seniors therefore
builds on the interests, competences and experiences which have grown
over the years. After a long working life – al least if this period of life has
been satisfying – people identify highly with their work and specific skills
respectively, which includes feelings of pride and a high level of motivation.
As experience in the field of unpaid work of seniors shows, this identification
usually continues throughout the years of retirement. Thus even ten years
after their retirement, people who were involved in the “Agentur für gesellschaftliches
Engagement (AGE) (Agency For Social Engagement)” in Hamm,
Germany, deliberately chose projects with a strong link to their former jobs
(Lütkes 2009: 22). In this way a group of people can be motivated which
normally takes little interest in honorary work – as for example looking after
old people or private tutoring for students.
Many older craftsmen – and this includes industrial workers – had to face
significant technological changes in their jobs, since certain manual operations
were replaced by computerised procedures. Being concerned about a
further loss of certain skills they are more than willing to pass on these skills
to younger people in order to preserve them. The young people, on the other
hand, benefit from this intergenerational cooperation. Training their skills in
craftsmanship in general, gaining initial experience with different material
and taking active part in the whole working process from the basic planning
up to the technical completion can serve as a door opener at the beginning of
a professional career.
The transmission of general work experience and social competences as
well as the ability to work in (heterogeneous age) groups or to complete certain
projects is of particular importance. Older people are often proud of ha-
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ving mastered their professional challenges despite a variety of problems they
have had to cope with and of having achieved progress in their career over the
years; during the cooperation this positive attitude towards their job is usually
passed on to younger people.
Initial experience in the intercultural context shows that pleasure in manual
work crosses boundaries and that it can bring together the participating
seniors, if an adequate target group has been chosen. This is the effect of the
common interest in an all-consuming kind of job, of the common intention –
the completion of a product, the encouragement of young people – and of the
cooperative working process. The participants can employ nonverbal communication
much better than in an exchange programme with a different focus
as is the case in seminars or visits. Since many working processes are common
knowledge throughout Europe and only vary in details, the agreement on
single working operations is not usually a problem.
A particularly important effect of the collective experience during the project
is the fact that it brings together participants in the other modules of the
exchange programme (supporting programme) as well and that it serves as an
initiation of further contact among them. It motivates the participants to set
aside potential caution or reserve due to a poor command of language and
makes them communicate with few words and nonverbally, or to look for
an interpreter straight away. Thus the target group of older people with no
intercultural experience gains valuable support in opening up to cross-border
contacts in general.
Experience during the TRAMP-Project
That cooperative work has become the methodical focus within the TRAMP
Project was a result of the choice of the target group. That is why senior citizens
were deliberately chosen most of who had little access to formal education
and generally a poor command of foreign languages. So people should take
an interest in the issue Europe who have little opportunity for intercultural
encounters unless they get organisational support and who do not really have
the required skills. Yet in order to enable the participants to communicate,
it was decided in advance to choose the high level of identification with the
individual profession and the personal career as a connecting factor.
So all German participants of the exchange programmes had been industrial
workers or craftsmen, and the focus of their former honorary activities
showed clearly that practical and technical work still took the center stage
during their retirement. More or less the same applied to the French participants,
most of whom were retired craftsmen who passed their knowledge on
to children and adolescents. Some French participants had been coal miners
by trade and did unpaid work then. Before their retirement, the Czech participants
had had various jobs, yet all of them were into practical and creative
activities then. Experience shows that this group of people does not have a
deep interest in formal education, they are rather interested in offerings of
practical activities.

Working with Older Volunteers in Manual Intergenerational Projects
The results of the exchange programmes proved that the chosen method
was appropriate. The host group was involved in the early plans (except in
France, where the geographical spreading of the participants prevented this)
and was increasingly interested in active participation while planning the
agenda. In cooperation with the associated schools and institutions they decided
on the topics as well as on details such as material and tools. In addition,
they developed ideas for the support programme and decided on its form,
organized the exchanges with the help of their personal connections, gave
advice concerning the logistics and much more.
At the beginning of the exchange weeks the participants were divided
into different intergenerational groups with creative and practical tasks. Also
in this stage it was important to mind the participants’ main interest. Each
group decided on one member who supervised the project’s execution, organised
the single steps and checked on a balanced division of work. During the
project hosts and guests could easily gather and usually agreed on the proceedings
without any translation tool by demonstrating working techniques,
presenting visual aids and by assisting each other in the working process. If
this method wasn’t satisfying, usually the young people or participants with
a command of the language in need could help or authorized interpreters
solved the problem.
All participants were increasingly interested in informing the others about
the particular activities in their home country and in sharing their knowledge
about it. Without exception all senior participants identified immediately
with their tasks and thus quickly felt responsible for their particular project,
which became obvious in their concern for punctual completion by the end
of the week or in their creativity, when required tools were missing or problems
had to be solved. This kind of initiative was a great help to the organisers,
since parts of the execution could be given to volunteers.
Real problems rarely occurred. One group, for example, had to cook for
more than 80 people and therefore had to prepare all parts of the meal on
time. When the older participants didn’t always have the patience to integrate
the young people into each step of production, the problem could be solved
within one day and a few conversations. This group needed more communicative
support than others; one interpreter attended nearly all their meetings
and supported them by fixing important words in three languages above the
workplaces. Other participants were doing silk painting and had communicative
problems in the beginning, because none of them spoke a foreign
language and all of them (older participants) were focussed on speaking. At
first this courted resentment (“interpreters are never available”, “the course is
badly organised in general”), and yet they completed their salutation banner
and other silk paintings as planned and already on the third day the family
backgrounds of the group members had been clarified with the help of paper,
pencil and drawings.
Thus during the entire exchange real contact between the participants came
up especially in small groups; once the beginning was made this way, making
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contact during the programme was no problem. In the course of the week it
became obvious that the interest in other participants and their homeland activities
increased considerably, and conversations about volunteerism, project
ideas, and the general situation of pensioners came up. One of the German
pensioners summarized for his group that initially they had been very sceptical
about a cross-border and language cooperation, yet they got increasingly
enthusiastic about the guests and had a good understanding with them.

Working with Older Volunteers in Manual Intergenerational Projects
Intergenerational Learning and Working
Next to encouraging the mobility of senior citizens intergenerational learning
was the special and innovative approach of the TRAMP Project. The social
and socio-economical transformation within the last 30-40 years has reduced
the opportunities for intergenerational contact and mutual support. Experiential
knowledge of the older generation runs the risk of getting lost, the senior
citizens often have problems using new technical possibilities and general
knowledge about living conditions no longer reaches the other generation.
Intergenerational learning in itself is a challenge for which there are few tested
concepts in the national context yet. TRAMP links them with the aspect of intercultural
learning, where communication needs to overcome a barrier by the lack
of a common language anyway. However, four pilot projects were successfully
completed, not only because of precise organisation and preparation. A common
goal awakens and strengthens the ability to learn from each other and together.
Manual tasks are communicated nonverbally, practical and communicative
skills are used of old and young for the common task. TRAMP was an attempt
to explicate intergenerational learning; the kind of learning which implicitly
happens in families and in vocational training was made visible in
the context of this project by bringing together several generations and by
reflection and feedback processes.
Exchange programmes which relate to the TRAMP model create opportunities
where all three aspects of this form of learning can be involved
• Learning from each other (dialogic learning)
• Learning with each other (communicative learning)
• Learning about each other (comprehensive learning)
Definition
Franz Kolland, social gerontologist at the University of Vienna, defines the
term intergenerational learning as a mutual learning relationship and interaction
between young and old, therefore implies the involvement of members of
two or more generations to open up the different generational perspectives.
Goals are
• the prevention of isolation
• the prevention of myths and stereotypes
•
cooperation in order to achieve common aims
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Recommendation
In order to allow for successful intergenerational communication it is particularly
important for the coordinators to mind the following aspects:
1. The size of the group
Proportionally to the group’s size intergenerational communication becomes
more difficult, thus the project’s success is highly dependent on perfect organisation
and logistics. The work results can still be excellent. The aim of
creating a learning field for different generations with the help of cooperative
work cannot be achieved though.
2. The group’s composition
The coordinators should pay attention to a balanced mix of generations
and role partitions, so that the older participants do not necessarily take the
teaching part by trying to pass on their knowledge and experience of life. Pure
transfer of know how does not necessarily imply intergenerational learning at
the same time though.
If the seniors dominate in numbers, according to Koller the factor “experience”
might be emphasized too much, which makes changes even more
difficult. Too few senior participants, on the other hand, do not stimulate
intergenerational learning either, since there won’t be enough interaction. The
participants would not communicate properly.
And yet the mere attendance and presence of different generations in a
project does not lead to intergenerational learning, as one might think. Franz
Kolland comments: “Zusammen sein ist nicht genug!” (“Being together is not
enough!”)
Within the context of learning age differences will have fewer consequences
than the different physical conditions, they should not be ignored, however,
especially if language modules are scheduled.
Mariano Sánchez et.al.: Intergenerational programmes – Towards a society for all ages. In:
Social Studies Collection No. 23, 2007
Electronic edition available on the Internet: www.laCaixa.es/ObraSocial

Working with Older Volunteers in Manual Intergenerational Projects
Formal / Non-formal Learning and Informal Learning
Formal learning usually takes place in educational or training institutions, it
is structured and goal-oriented, and usually concludes with a certificate. Nonformal
learning takes place outside of educational institutions, it does not
lead to certification, but nevertheless it is structured and goal-oriented. Informal
learning takes place in immediate life- and experiential contexts outside
institutions of formal education, it is not structured, it is non-intentionally,
and sometimes even self-controlled. 1
Senior citizens usually learn informally or non-formally – “traditional”
inter-generational learning, i.e. learning from each other within the family, is
mostly informal learning too. In international and intergenerational exchanges
along the lines of TRAMP formal learning does not play any role, next to
informal learning non-formal learning is more important.
Planning a (non-formal) preparatory unit with the group members before
the meeting is strongly recommended. On the one hand, expectations and
intentions can be discussed, on the other hand it is very helpful for the success
of the exchange if information about the project, the host country and the
hosts is passed on to the seniors. Intercultural training can also be useful, if it
is optional during the exchange. If sufficient time and money are available, a
mini language course can also be carried out.
This (non-formal) learning can certainly take place during the exchange as
well. A potential starting module would combine a round of introductions
with the clarification of expectations, it would be separated by generations, but
not by nationality. In a similar way modules on “Intercultural competence”
or “Intergenerational competence” might be installed and a short language
unit to develop a survival vocabulary could be planned. Especially languages
can be learned in many different ways in non-formal or informal processes.
Proposals are given in the methods section.
The model proposed by TRAMP is a combination of non-formal and informal
learning. We have assigned the cooperative work in manual work-oriented
sub-projects to the field of informal learning. In these projects old and
young participants get to know skills and competences as well as attitudes,
values and estimations of other European nations. For informal learning, only
the frame is given here. Whether intercultural competence is acquired in this
context, or merely existing prejudice is confirmed, whether an intergenerational
dialogue or monologue is led here, remains an open process. Therefore,
this informal process must be accompanied by non-formal learning, i.e. by
educational interventions. The more people learn informally during the exchange,
the more important it is to incorporate daily feedback rounds to
reflect on the day’s events, conduct a joint final evaluation and to schedule a
1 European Commission, DG Education and Culture, Directorate General for Employment
and Social Affairs: Commission Communication: Making a European area of lifelong
learning. November 2001
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follow-up meeting after the exchange. Learning units – as for example about
intercultural learning – should be performed during or after the exchange on
the issues that have been defined as key learning areas and objectives during
the period of planning.

Language / Communication
Working with Older Volunteers in Manual Intergenerational Projects
Based on the experience with another project the project partners searched for
new methods which were appropriate to encourage communication during
the cooperative working process in a target group of older people with no or
little knowledge of foreign languages. Although the methodical approach of
common inter-generational work weakens the importance of verbal expression,
the need to interchange in terms of language may not be underestimated.
Coordinators of international exchanges with senior citizens should consider
that in this specific target group most of the participants do not have
sufficient language skills to be able to converse with the guests and hosts or to
join in the working process smoothly.
Accordingly, it should not be taken for granted that the involved children
and adolescents act as interpreters unless they get suitable support by the
teachers. This can be significantly improved if it is an explicit part of the
project and if it is taken into account by the adolescents’ supervisors in the
preparation phase.
Thus we recommend considering this issue in advance and – depending
on the resources provided (funds, time, personnel) – choosing one of the
following options:
Possible Proceedings
• During the initial selection of the participating seniors make sure there
are members with particular language skills who might be able to act as
interpreters on the project.
• If older children and adolescents with the required language skills participate,
they may take over the interpreter’s role after having been prepared
properly. (It is the participating school, including the teachers, who are in
charge of this).
• Preparative language courses for the older people (if there is sufficient time
and there are suitable financial resources)
• In the methods section coordinators of exchanges for older people will
find exercises and techniques that might initiate communication on the
exchange, if none of the above-mentioned proceedings is useful.
Recommendation
Experience during the exchanges within the TRAMP-Project has shown that
the hosts usually dominated in numbers, which can easily generate a linguistic
superiority of a particular language. Thus it is highly advisable to make the
guests’ language(s) audible and to visualize it in many different ways. In the
methods section you will find suggestions.
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Communication
In spite of existing language or age barriers, communication should develop
between hosts and guests and younger and older people. Whoever has set
himself this target, should make sure in the preparatory stage of the exchange
that the time schedule is not too tight meaning that not every afternoon and
evening is filled with an activity. The initiation of communication under these
presuppositions needs time, but nevertheless a well-prepared frame. On the
pilot projects it could be seen clearly that left alone the participants would
always gather in national groups in order to avoid the difficulties in using a
foreign language, only few would take the initiative. The hosts felt responsible
for the guests’ comfort and tried to initiate contact with the members of the
other group. The guests however were much more reserved even within their
groups. Here the coordinators might guide the participants in a subtle way. In
the methods section you will find suggestions.

Intercultural Learning
Working with Older Volunteers in Manual Intergenerational Projects
Intercultural learning is an essential part of international exchanges. It is a
main goal on exchanges to increase the participants’ identification with the
European idea by bringing them in contact with each other. This happens
mainly by cooperative work, common sightseeing tours and more informal
topics. Furthermore a specific learning process has to be activated in which
the participants are increasingly capable of reflecting on intercultural situations,
of communicating beyond cultural differences, whilst regarding these
differences as an enrichment and not as an obstacle.
At the beginning of exchanges there are two main mistakes which often
occur. Firstly differences are simply overseen or ignored intentionally and
instead, similarities are advocated for which there is no real actual basis. Similarities
are important – yet differences not being made may cause conflicts
which cannot be solved, because their origin is unclear (see Bertels et al. 2004:
39-40; Hinz-Rommel 1994: 38). Thus people make the same mistakes without
noticing it at all. Secondly – and this is antipodal to the first mistake
– differences come to the fore and are taken as an unbridgeable gap. This of
course mainly happens to people who are prone to stereotyping. Differences
appear stronger when they are associated with false and negative reasons.
Whereas it is hard to fight genuine stereotypes and it takes a long time, the
lack of sensitivity and false concepts can be corrected more easily, no matter
whether the latter derive from superficial perception or missing knowledge
of the different culture. Thus intercultural learning in the context of international
exchanges will be targeted less on the overcoming of stereotypes, but
on giving valid instruments of understanding to those who frankly go up to
people of other cultures. The aim is to strengthen their cross-cultural competence.
Cross-cultural competence is defined as “an ability gained in a learning
process which provides a high level of communicative skills and understanding
in indirect or direct contact with the members of other cultures” (Bertels
et al. 2004: 33). Educationists, psychologists and ethnologists allocate
quite a bundle of competences to this ability, among which are the awareness
for cultural differences, changes of perspective in order to comprehend other
people’s perspectives and the overcoming of ethnocentric barriers. Attitudes,
such as open-mindedness and tolerance play an important role in intercultural
learning as well (Bertels et al. 2004: 37; Kontos 1999). All the aspects
mentioned are relevant presuppositions for the gaining of general intercultural
competence. General intercultural competence enables people to use a
suitable form of behaviour, no matter to which form of culture it is applied.
This means that it completes country-specific knowledge which helps as well
when people deal with members of different cultures and try to comprehend
their actions and motivations.
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Intercultural learning targeted on the strengthening of intercultural competence
in European countries often had its origin in situations caused by labour
migration – often in order to integrate foreign workers as fast as possible
-, whereas the term of “integration” often actually had the meaning of assimilation
to the “leading culture” (Nieke 2000: 14). Over the years intercultural
learning was more and more regarded as a process of interaction which asks
its share from the immigrants as well as from the receiving society. In the
course of globalization more and more training programmes have been developed
which are supposed to help companies to simplify their employees’ stay
abroad by conveying information about the foreign country and its customs.
In the context of Diversity Managements (Becker et al. 2006) intercultural
learning begins to play a major role within worldwide acting companies. In the
last few decades young people often get systematical training in order to be
able to study abroad or to join an international youth exchange. Older people
are rarely chosen as a target group, although one might regard exchange
programmes in the field of education for older people or other projects such
as the Grundtvig programme of the EU as a starting point. In order to motivate
older people for intercultural learning processes, exercises were chosen
that were indeed interactive, but not so juvenile that they would only appeal
to adolescents. Moreover, they leave plenty of space for experience of which
older people can bring in much more than younger people. Accordingly, the
seniors attach great importance to discussions and the development of creative
ideas as for example strategies to solve intercultural conflicts. People often
assume that bias in older people is more consolidated and therefore harder to
prove wrong than in adolescents. Since in exchange programmes most of the
participants are probably open to international encounters, the main aim will
be to raise their awareness of the specific features of communication processes
and to convey (exemplary) information about other cultures. At least as much
as in youth exchange programmes older people can be expected to be an open
and adaptive audience.
The particular situation of the European exchange was included in the
reflection on appropriate methods. Unlike in the context of migration, the
focus is not on the integration of a minority into the – dominant – host society.
Here, people meet who are in the situation of the guest and stranger for a
while, and then in that of a host on home soil and who have to adjust to each
other only for a short visit in each case. Consequently, intercultural training
aims less at dealing with culture shock and integrational guidance, but rather
at reaching a maximum of successful communication in the shortest time –
with the ultimate goal of raising interest in other cultures and of discovering
the common ground of Europe while taking into account existing differences.
Therefore exercises were chosen which raise the awareness of cultural peculiarities
that can be observed in Europe and which help to avoid misunderstandings
in daily contact.
An essential component of the selected methods for exchange situations is
the work on case studies which partly come from the European context, yet
some of them also portray contacts with non-European cultures. This does

Working with Older Volunteers in Manual Intergenerational Projects
not mean that these examples have no learning effect for exchanges in Europe.
On the contrary, dealing with cultures that are rather different from one’s own
background, is often more effective to begin with. For one thing, inexperienced
participants in particular realize cultural differences much more clearly
then; they serve as a stimulus for comparison and may show the manner in
which certain aspects also apply to European contacts. The transfer intensifies
the insight more effectively than a too obvious presentation of differences. On
the other hand, by taking the “perspective of the third culture” (Bertels et al.
2004: 65) – that is the consideration of other cultures from the outside – people
can talk to each other much better than if members of the culture under
discussion are participants at the same time. Thus the case studies provide
not only country-specific knowledge, but also train the general intercultural
competence.
Regardless of the choice of methods within an international exchange, intercultural
learning should definitely be a scheduled component within the
programme. Experience shows that superficial contacts often have the effect
that instead of filling informational gaps about other cultures they even reinforce
prejudice rather than prove it wrong (see also Alfred Toepfer Foundation
2008: 5-6; Flechsig 1999). This mainly happens when the intercultural contact
is not explicitly discussed and reflected as such. The idea that intercultural
festivals or holidays in Turkey could contribute automatically to a real understanding,
is normally doomed to total failure. For here the aforementioned
misconceptions play a role, differences are either ignored or amplified. In
loose or even repeated contacts, nothing but the – strange – behaviour of the
other one will usually be perceived. If knowledge about foundational values is
lacking as a justification for this behaviour, it quickly leads to misinterpretation
and false evaluations. Examples can be found in the method set (Part 4,
practice: working with case studies).
In addition to specific exercises as part of an intercultural training, in each
exchange it is important to put emphasis on further contact between the participants
from different countries next to the actual project work. Since this
is not necessarily initiated by the participants themselves, assistance is appropriate
now and then. This can happen through simple means, such as a deliberate
mix of people at the tables during meals or through methods similar to
those which help to form group identity in culturally consistent seminars and
workshops (part 4). At the same time it should also be noted that intercultural
contacts are strenuous, especially if there is no common language. Thus, it is
advisable to leave space for retreat, as for example during breakfast time, when
a conversation in the native language with well-known participants may have
a recreational effect.
Fantini, Alvinio E. (2006): Assessment Tools of Intercultural Communicative Competence
www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf
Wennerstroem, Ann (2006): Intercultural Communication. Annotated Resource List 2006
http://www.lawhelp.org/documents/41503117%20Intercultural%20Communication%20Annotated%20Resource%20List.pdf
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Bibliography:Traning/Teaching. An Introductory Guide to Selected Training and Teaching
Resource for Instructors. http://www2.pacific.edu/sis/culture/pub/Bibliograpfy.htm
Bennett, Milton J. (1986): Developmental Approach to Training for Intercultural Sensitivity.
In: International Journal of Intercultural Relations, Bd. 10., S. 179-196
Lustig, Myron W.; Koester, Jolene (2005): Intercultural Competence: Interpersonal Communication
Across Cultures. USA
Trompenaars, F.; Hampden-Turner, C. (1998): Riding the Waves of Culture. New York
Wiseman, Richard L.; Hammer, Mitchell R.; Nishida, Hiroko (1989): Predictors of Intercultural
Communication Competence. In: International Journal of Intercultural Relations,
Bd. 13., S. 349-370

Preface “Methods”
There are many suggestions regarding the definition of the term “method”.
In our understanding methods serve a meaningful planning process of an
exchange week and its division into individual stages. They describe the manner
of executing activities in order to achieve a self-imposed goal. A method
therefore isn’t an end in itself, but a way to achieve goals. Since many ways
can lead to a single goal, we sometimes also refer to minor exercises or simple
techniques as methods.
We have declared activities with manual work-oriented intergenerational
subprojects a method of transnational exchange with the elderly, well aware
those generations of volunteers before us have been active in this field.
However, here we refer to an extract from the final report of the “Studie zur
Realität und Innovation in der europäischen Begegnung” (study concerning
reality and innovation within a European encounter) by the foundation Alfred
Toepfer Stiftung F.V.S., conducted under Alexander Thomas, Astrid Utler,
Ulrike De Ponte and Stefan Schmid. It evaluates 190 German projects of
European youth encounters and states: “Even the mention of a joint project
work seems more intuitive than conscious: in terms of intercultural learning
one needs to know that it enables experiences of discrepancy, which are essential
in the field of interculture, experience and action“(I.c. page 9). In addition
to discrepancy experiences, we believe that this method of joint project
work also enables a direct positive learning of transnational cooperation and
togetherness without taking the path via discrepancy. We therefore consider
this method and its description more relevant than others.
However, as with all other methods the problem remains that there are
no real ‘if –then’ relationships. The implementation of this method does not
automatically and not always lead to the desired goal and must therefore be
observed and attended to in context and, if need be, improved and adjusted
(by means of other methods).
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Overview Methods

Working with Older Volunteers in Manual Intergenerational Projects
Generating Goals and Planning an Exchange
The aims of an exchange can differ considerably among participants: some
want to get to know Europe, others want an intercultural project, again others
want to be involved in discussions with people from younger generations
(conduct a dialogue or monologue), others want to help abroad with manual
skills. Depending on interests, the project will have different focuses and may
even cause disappointment with some, because something else was expected.
In order to adjust the goals, organisers and participants should communicate
these beforehand. This could be achieved in the form of a more elaborate goal
finding process, which includes the following steps:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Goals and Contents of Exchange
First, the goal question is formulated and visualised
Then all participants write their goals on cards, which are subsequently
collected
The cards are then separated according to goal levels (overall goals, sub
goals and measures, achieved on a long, middle or short-term basis)
Sub goals and measures are attributed to the (few) overall goals
Now common goals need to be agreed upon and some goals might need
to be discarded
The common goals are completed in terms of sub goals (complementary
sub goals are determined)
The goals are evaluated
Determination and review of conditions
Review of feasibility regarding time, personnel, finances etc.
Finally, an action plan is devised
In case this is considered too complex, a preparation meeting in the form of
a discussion round could be scheduled instead, in which common goals are
determined following a discussion of individual goals. This happens either in
the hope that these goals are actually dealt with in the course of the project or
that everyone agrees to use the reduced version in the joint planning round.
On a whole, the joint definition of goals at the beginning reduces subsequent
problems, saves time (and possibly disappointments and trouble) and
generally leads to better results.
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Generating Ideas
In order to develop creative and new ideas, it sometimes makes sense to leave
the usual setting by employing a simple yet effective method. The same rules
apply to most of these creativity groups:
• The formal framework must be strictly followed
• The quantity of new ideas initially overrides the quality
• There is no intellectual property – everyone can be inspired by others
• Making free associations is actively encouraged – anything goes
• Work is performed under considerable time pressure: Chop chop!
• All ideas are documented in written form
• No one is criticised
One of these creativity techniques is the so-called 3-6-5-method:
• 3 ideas divided by
• 6 participants in
• 5 minutes
Each of the 6 participants receives a pre-printed sheet of paper (see below).
All start at the same time and have 5 minutes to enter 3 ideas into the first
line. After exactly 5 minutes the paper is passed on to the next person. Again
each has 5 minutes for 3 new ideas and so on. At the start of the exercise
everyone tends to enter their already existing ideas and 5 minutes for 3 ideas
seems a long time. However, by the fourth round everyone is at their wits end
and stressed, because new ideas are being expected from them. Absurd, but
also wonderful ideas and solutions to current questions frequently emerge
under pressure. With 6 participants and 6 sheets of paper an overall maximum
of 108 ideas is achieved. When the collection is complete, the ideas are
evaluated and the best ones filtered out.

Methods of Planning Process
Planning
Method: Planning Process 1 – Overview
Goals / Options:
Goals should be collectively resolved in order to subsequently implement these together.
A collective planning process enables a division of tasks and takes the pressure off all
participants. Joint definitions of goals and planning processes enable the accountability
of project participants, particularly the elderly. The involvement of participants should
therefore be ensured as early as possible. Furthermore, many questions may be resolved at
this point of time. Risks are already defined and minimised at the start of the project.
Brief description:
Within the scope of a planning process for an exchange of elderly people, it makes sense
to separate the planning process into individual steps in order to make its realisation goaloriented,
result-oriented as well as participation-oriented. In detail these steps are:
1. Rough planning description
2. Survey of demands
3. Differentiated description of plan
4. Clarify who should be involved in the planning process
5. Determination of interests and needs of the elderly
6. Definition of goals, the actual status and the difference
7. Determination and assessment of solutions
8. Setup of action plan
It would be useful to process the steps successively and to visualise them during the process
in order to achieve an instant protocol. The following applies to all steps: first gather
uncommented ideas, then assess and select.
To be determined beforehand:
1. Who should be informed beforehand?
2. Who should be asked beforehand?
3. Who is appropriate to participate in the process?
Starting point: at project begin during the first phase of ideas
Timeframe: maximum of 5 hours
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper
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Method: Planning Process 2 -
Rough and Differentiated Planning Description
Goals / Options:
At this stage the goal of the planning process should be described in detail. The first step
involves putting down the idea on paper in one sentence (rough plan description), the
second step surveys the demands (see next page), the third step involves the differentiated
description of the planning contents, preferably with figures and dates. These steps should
result in a limitation of the search scope for further tasks and activities and prevent unnecessary
search efforts.
Brief description:
To be determined beforehand:
1. Is the facility capable of organising such an exchange?
2. Has it got the necessary resources (staff, time, money)?
Starting point: upon the initial intention to implement the project idea
Timeframe: Half an hour is sufficient for smaller projects; off-the-record
conversations, internet, literature research and questionnaire
campaigns etc. may be useful for larger projects.
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper

Working with Older Volunteers in Manual Intergenerational Projects
Method: Planning Process 3 – Survey of Demands
Goals / Options:
This step should determine whether a real need for an exchange really exists, whether the
interested elderly want to participate in such an exchange, whether the organisation is
willing to support the project, and whether there is a body that would take over the funding.
At first, this involves creating a compilation of who would be in demand for such
an exchange. Accordingly, this will have to undergo a subsequent review.
Brief description:
Starting point: Following the rough plan description.
Timeframe: Planning period is approx. half an hour; implementation period for
internet research half an hour; approx. 3 hours for interviews with
the elderly within the scope of a workshop; 3 – 4 days for a contact
seminar (Grundtvig) including preparation time and follow-up
processing. This may involve decentralised and parallel work.
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper
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Method: Planning Process 4 – Participants of Planning
Process
Goals / Options:
Determine who should participate as well as why, when and how these should participate.
This implies several risks, as some important participants may be informed, questioned or
integrated too soon, too late or incorrectly. The consequences would entail misplanning,
additional work, animosities or the like.
Brief description:
Starting point: Following the differentiated planning description, as the basic
idea will be clearly identified and communicable at this stage.
Timeframe: Half an hour
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper

Working with Older Volunteers in Manual Intergenerational Projects
Method: Planning Process 5 – Target/Actual Difference
Goals / Options:
The planning stage requires creativity on the one hand and meticulous work on the other.
The determination of targets (goals) can be derived from the differentiated planning description.
However, it can also be supplemented by a written collection of the participants’
goals. During the first round, participants will only insert the “Target” column.
These are first gathered without comment, then arranged in order.
Order criteria include:
1. Context
2. Chronological order (What is the long-term goal? What are the middle-term goals
that pertain to this long-term goal? And what are the short-term goals that in turn
pertain to the middle-term goals?)
3. Additions might have to be made following the initial order round.
The second step involves the determination of the “Actual” situations that correspond to
each of the partial goals.
The differences between the “Target” and “Actual” situations are determined in the third
step.
Brief description:
Starting point: The demands and the participants of the planning process have
been identified and determined.
Timeframe: Approx. 2 hours
Group size: 5 – 10 participants; status: planning group
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper
Set of Methods 113

TRAMP – Transnational Mobility of Older People in Europe
114 Part II
Method: Planning Process 6 – Solution Ideas
Goals / Options:
Creative ideas are developed during this planning stage, which are aimed at resolving the
differences that occurred during the previous step 5. At first the differences are once again
listed separately, along with detailed questions. This is followed by a compilation of ideas,
i.e. each participant writes his or her ideas on a piece of paper. These are first gathered
without comment while being visible to all before they are evaluated. In order to gather
the largest possible spectrum of ideas it is essential that the solution ideas remain uncommented
during the first round.
In the next step the ideas need to be evaluated. Evaluation criteria may include: contributions
regarding target achievements, financial, personal and time feasibility, …
Brief description:
To be determined beforehand: Clear description of differences.
Starting point: Following the determination of Target/Actual difference.
Timeframe: Approx. 1 hour
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper

Working with Older Volunteers in Manual Intergenerational Projects
Method: Planning Process 7 – Measures
Goals / Options:
The solution ideas, which were developed during the previous step, now need to be processed.
It is therefore necessary to determine who will work on what and in what time.
I.e. all selected and highly rated solution ideas are attributed to individuals, which need
to be processed as detailed as possible.
Brief description:
To be determined beforehand:
At this stage it is important that only those people appear on the list who were present during
the planning stage and who were able to comment on the handling of tasks. It would
not make sense to include people who are unaware of the proceedings. With regard to
other steps it might also be useful to consider the time and resources needed for each step,
so that participants know what they will have to face once they have accepted a task.
Starting point: Following the development of solution ideas and preliminary completion
of the planning process.
It would also make sense to appoint a person responsible for the
planning who controls the time handling of tasks and, if need be,
who reminds the participants of unresolved issues.
Timeframe: Half an hour
Group size: 5 – 10 participants
Group composition: Person responsible for planning; elderly people; N.N.
Necessary materials:
1. Room
2. Visualisation materials: presentation material and pin boards or alternatively: felt pens
and paper
Set of Methods 115

TRAMP – Transnational Mobility of Older People in Europe
116 Part II
Financing
EU- support Programmes and Exchanges within Europe
Current European Initiatives for the Active Citizenship of the
Elderly
Since 2009, adult citizens aged 50 or above can be admitted to the new institutionalised
form of the European Voluntary Service. The GRUNDTVIG
action “Senior Volunteering Projects” (SVP) supports bilateral partnerships
between organisations in Europe, which provide senior citizens aged 50 or
above with the opportunity to spend at least three weeks in a voluntary service
abroad. In addition to the new “workshop” 1 and the extended “learning
partnerships”, this project form is considered a “low-threshold introduction”
of European cooperation and acts in response to the new educational challenges
due to an ageing population. 2 During the first SVP approval procedure in
2009, 45 projects were authorised by the responsible GRUNDTVIG national
agencies. With a total of 9 SVP projects Germany ranked among the highest
(next to Italy and the UK) concerning grant applications. The EU brochure
“GRUNDTVIG SENIOR VOLUNTEERING PROJECTS - TIPS AND
RESOURCES FOR A GOOD PROJECT” (see Appendix) provides many
hints regarding the application process and the search for cooperation partners.
Project example: From 2010 onward, the SVP “ENCH”, “Exchanging National
Cultural Heritage” continues the ENEA- project “TravelAgents“ on
a new basis. “ENCH“ is coordinated by “over 55s without frontiers Cyprus“
and combines two organisations from the “over 55s networks” from Estonia
and Cyprus who want to develop a joint focus in terms of cultural senior education
and preserve of cultural property. In the exchange project the elderly
will prepare and conduct traditional folk art exhibitions and document the art
commitment of the elderly with photographs.
Contact: Theodora Knais – ENCH Coordinator (55plus Horis Synora- Kypros)
nicky@editc.com
Networking: The European SEVEN-Network sees itself as a European platform
of organisations, which support the exchange of senior volunteers in Eu-
1 Workshop catalogue 2010: http://www.nabibb.de/uploads/grundtvig_mobilitaet/gru_
ws_katalog_15_12_09.pdf
2 The EU brochure “GRUNDTVIG SENIOR VOLUNTEERING ROJECTS - TIPS
AND RESOURCES FOR A GOOD PROJECT” in Appendix

Working with Older Volunteers in Manual Intergenerational Projects
rope. On offer they have an overview of senior exchange projects, which were
for e.g. supported by GRUNDTVIG, as well as handbooks and checklists related
to the topic. The SEVEN portal also provides a category for partnership
search for the new SVP projects. 3
European Exchange with an Intergenerative Dimension
Experiences concerning the extent of the dialogue between generations profiting
from transnational exchanges, were sporadically made during past international
work camps and voluntary services. 4
Projects with intergenerational aspects were conducted in a bilateral exchange,
in town twinning schemes and several projects of the EU pilot
programme ENEA 5 as well as in programmes such as “Lifelong Learning/
GRUNDTVIG” and “Europe for Citizens”. 6
In contrast, EU programmes aimed at supporting the transnational commitment
for all generations (e.g. the opening of the European Voluntary Service)
are missing: However, some initial “tender shoots” can be identified as
“good examples”. A look at the Youth Partnership web portal 7 demonstrates
that the “dialogue of generations” is gaining importance, particularly for senior
citizen organisations and (international) youth organisations. The following
project examples provide possible fields of activity for intergenerative
EU projects:
Project example 1: regarding a bilateral exchange, the project “Lieder der
Generationen”
The German-Polish exchange project “Lieder der Generationen” took place in
Kreisau in the autumn of 2009. 9 people from Poland and 9 from Germany,
aged 20 to 99, came together and, within the scope of intergenerative biography
work, discussed the personal significance of music as well as its societal
relevance. “Lieder der Generationen” is also the name of the latest published
brochure, which encourages other to follow suit. http://www.kreisau.de/de/
projekte/lieder-der-generationen.html
Project example 2:
In the GRUNDTVIG- FIFTY-FIFTY project, junior and senior volunteers
discussed the general access to “active European citizenship” and international
exchange and developed strategies and methods to promote the intergenerati-
3 Website of network http://www.seven-network.eu/site/?q=en; SVP project examples of
the SEVEN network under: http://www.seven-network.eu - (SVP-funded projects)
4 e.g.. Work camps: Internationaler Bauordens http://www.bauorden .de a voluntary services:
“Internationalen Freiwilligendienst in unterschiedlichen Lebensphasen” www.internationale-freiwilligendienste.org.
5 ENEA is a pilot programme of the Directorate General for Employment and Social Affairs,
which ends in 2010.
6 EVE - official EC database of projects funded by all EC culture, audiovisual & education
programmes http://ec.europa.eu/dgs/education_culture/eve/
7 http://youth-partnership.coe.int/youth-partnership/
Set of Methods 117

TRAMP – Transnational Mobility of Older People in Europe
118 Part II
onal exchange in Europe. The result comes in form of a booklet “Nobody left
out! A Handbook on European voluntary exchanges”, 2007.
http://www.seven-network.eu/site/?q=de/node/95
Responsibility and Participation
During the TRAMP exchanges, the extent of participants identifying with
the overall project and especially with the manual work-oriented subprojects
was remarkable and impressive. This was particularly noticeable during two
project instances:
The planning rounds prior to the exchanges usually included the groups’
spokespersons, at a later stage the planning rounds were scheduled with all
participants. Everyone attended these meetings and everyone participated intensely
in the planning process. The distribution of tasks was always followed
and the preparation always ran smoothly, whether it was an appointment at
school, the private provision of specific tools or the compilation of lists with
required materials. Already established local groups such as in Hamm, Oberhausen
or Prague might have had an easier job than groups whose members
were part of an organisation, but spread across the entire country as in France.
This means that joint planning meetings can only convene with major personnel
efforts and at a large expense.
Participants organised their craft-oriented subprojects in such a way that
they would be completed in time. On the final day in Prague, people continued
working on the outdoor facilities of the KLAS building despite the
heavy rain. Another group worked literally until the last minute in order to
complete the window renovations, which had been added to the programme.
All subprojects in Vigy were also completed, although heavy discussions arose
regarding a programme change on the last day, because some participants had
planned to rebuild a six-metre long piece of fence in addition to the already
scheduled renovation work. Voluntary elderly were also included in the
afternoon programmes in Vigy. For example, one was responsible for travel
logistics as a bus driver, another was appointed as a guide in the local museum.
During the exchanges in Hamm and Oberhausen the team of cooks had
to solve the problem of serving lunch to a large group of elderly as well as a
group of pupils before school ended – the problem was solved in an excellent
way.
An early participation of the elderly, starting with the first phase of the project
development, makes sure that participants think about the project, that
subprojects run more smoothly, an additional know-how is activated and, in
particular, that everyone can identify with the project and make it their own.
Last but not least, it relieves those responsible for the project, provided that
the subprojects are specifically “invented” for this occasion and not a compulsory
or permanent task of the cooperating organisation.

Working with Older Volunteers in Manual Intergenerational Projects
Work Plan for Manual Work-Oriented Projects
Target Group
•
•
•
•
In the run-up to the project the selection of participants should ensure at
least a partial compliance of interests and capabilities especially of elderly
participants, as the choice of subprojects also depends on these.
The smaller groups of elderly (2-4 seniors) are composed in such a way that
all nations are represented in a subproject, yet with a connective interest
in the work goal.
6-8 adolescents are added to each work group. It is useful to let them
decide freely according to their interests, but they should also be selected
according to existing language skills.
With regard to the elderly participants, physical limitations (e.g. in terms
of long standing periods and physical efforts) need to be taken into account.
This should be clarified prior to the project. Longer break periods
are usually helpful.
Verbal Communication
•
•
•
•
•
English is not necessarily a common language, particularly with regard
to the elderly. The project concentration on craft-oriented activities also
allows an active cooperation of older participants without sufficient language
skills. However, it is always helpful to be able to revert to at least one
person with some existing language skills.
In case there is no mutual language among the elderly, these should be
provided with translation aids, at least at the beginning.
In any case, during the selection of adolescents, attention should be paid
to their proficient language skills so they can support the communication
processes. It sometimes makes sense to integrate two groups of adolescents,
one that cooperates in the subprojects and one that functions as interpreters.
This also makes exchanges accessible for pupils of primary and vocational
schools, thus not only for grammar school students.
It has proven helpful to integrate adolescents with a migrational background,
because they know different kinds of languages and are experienced
in the handling of difficult linguistic situations.
Joint plans and arrangements should definitely be visualised in the form of
text or pictures so as to be understood by all.
Set of Methods 119

TRAMP – Transnational Mobility of Older People in Europe
120 Part II
Cooperation Partners
•
•
•
•
•
•
•
The selection of cooperation partners has to take place at an early stage
of the project so that all participants can prepare themselves. Since commitment
and reliability are essential factors during exchange programmes,
it is advisable to revert to familiar partners or to select these with special
care. Furthermore, it is important that beneficiaries appreciate the efforts
in order to maintain the motivation of the young and elderly for further
projects.
Possible partners and thus venues include schools, nurseries, youth centres
or other educational facilities. These often require renovations of the buildings
or the outside facilities (e.g. the schoolyard) or at least a number of
practical jobs.
On no account should the projects serve to undertake obligatory duties of
local authorities. Voluntary work should not substitute salaried work by
professionals.
Many schools have their own workshops, which might also be suitable as
project workplaces. In individual cases, missing tools can be obtained with
private loans.
Note that schools or youth centres often do not have the sufficient means
to purchase supplies. Sometimes these can be financed via an associated
sponsor. Local companies can also be involved in the projects as sponsors
for materials. This can be achieved with relevant PR work, which mentions
the sponsors. Even if local companies or firms can be won over as sponsors,
the project budget should include some means needed for the manual
work.
Partners abroad can include different institutions: senior citizens’ organisations,
educational institutions, social organisations, volunteer organisations
etc. All these partners provide different requirements and experiences
regarding the organisation and implementation of exchanges and
emphasise different features (travel, education, voluntary service,…). These
differences must be defined and integrated into the further planning
procedure.
“Senior citizens” are not a homogeneous group. While looking for cooperative
groups of elderly people abroad, you come across groups aged
between 50 and 75, male or female dominated groups, different social
backgrounds, people with a preference for lighter manual work or a preference
for stonework. The selected subprojects should ensure a pleasant and
willing involvement for all concerned.

General Conditions
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Working with Older Volunteers in Manual Intergenerational Projects
Sufficient insurance cover should be guaranteed for all participants. This
is usually provided by the sponsors of the project. In case of a cooperation
with schools, the children are fully insured, if projects are assigned as
school events.
The overall exchange schedule should not be too tight. Breaks should accommodate
the need of the elderly for more rest and leave room for unforeseen
events.
Walking distances should be kept short to prevent difficulties and a loss
of time.
The accommodation should also comply with the expectations of the elderly
and their financial means (single rooms with bathroom, a high degree
of comfort, or alternatively in family accommodation). Accommodation
in conference hotels, reasonable guest houses or hotels is advisable. A
home stay in families may contribute to the project goal of intercultural
communication, but could perhaps be too strenuous for many participants
following a long day of manual work, programme events and joint meals.
Sometimes family accommodation is expected, but sometimes hosts and
guests consider this form of accommodation too “cramped”. This is a sensitive
matter and should be discussed and clarified with the guest group.
Sometimes, particularly for guests from Eastern European countries, the
exchange poses a financial problem. A cup of tea or a glass of beer could be
considered very expensive. In case project means are unavailable for these
kind of expenses, other participants can be asked whether they want to invite
a guest. Another possibility involves paying money into a small fund,
which covers the round of beverages for everyone.
“Safety sensitivity” is an important factor in English-speaking countries.
For instance, some mentors of intergenerational exchanges are requested
to present certificates of good conduct. This matter should be clarified
early on.
Work Planning for Practical Manual Projects
•
The selection of participants and cooperation partners is carried out by
planning the subprojects. It is absolutely essential to include the participating
elderly of the host group and the contact persons of schools during
the first planning phase. This entails a larger work identification and thus
a higher level of motivation. It also discloses the beneficiaries’ needs and
enables the inclusion of creative ideas of different participants. At least two
planning meetings are recommended, one of which should take place on
site in order to get acquainted with the environment (school, workshop,
premises).
Set of Methods 121

TRAMP – Transnational Mobility of Older People in Europe
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•
•
•
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122 Part II
The role of children or adolescents must be clarified with the relevant
teachers. Another issue that needs to be arranged with teachers is, whether
children or adolescents will act as translators. Teachers should discuss and
plan in detail the tasks and possible roles of the children (e.g. translation
of tool lists).
The minor projects should be adequately calculated leaving sufficient time
to conclude these projects during the given exchange period. This is more
satisfactory for those involved than leaving the beneficial institution with
an unfinished project. It also makes no sense to convert ongoing tasks of
the given institution into subprojects of the exchange.
Detailed project drafts listing the planned products, tools, materials, work
procedures, necessary work clothes and workforce (young and elderly) are
helpful in the planning process. All participants should have access to these
drafts prior to the exchange so they can choose from the list of subprojects.
That way guests are given sufficient time to prepare for their work tasks.
Sponsors of materials for many projects can include local companies, the
facility’s support associations and parents. The choice of sponsors should
be accompanied by corresponding PR work, which mentions the supporters
by name.
The timing of the planning phase of the project should take delayed material
supply, change of cooperation partners and other unforeseeable events
into account. The timeframe for the later implementation of subprojects
should also be discussed in sufficient time, allowing for delays and obstacles.
Make sure that projects can be largely concluded within the exchange
period.
In the run-up to the exchange, all participants should be reminded to
bring appropriate work clothes.
Following the completion of projects, sufficient time should be scheduled
for a presentation of all project results. Other group participants, teachers,
parents, representatives of sponsors, politicians and the press should be
invited to this event.
The issue of certificates confirming the project work particularly motivates
younger participants and might help them in their later search for an apprenticeship
or a job.
Planning the Framework Programme
•
Possibilities for the framework programme beyond the practical work in
subprojects are provided in the form of various modules, which need to be
more or less included in the initial planning process:
» Greeting and introductory round, possibly including a welcome of
guests e.g. by the local mayor
» Project information for all participants (regarding exchange procedure,
cooperation partners etc.)

»
»
»
»
»
»
»
»
»
Working with Older Volunteers in Manual Intergenerational Projects
Intercultural training before, during and after the exchange week
Facilitated exchange of experiences in small mixed groups regarding
home activities
Sightseeing, socio-touristic programme (based on interests of participants,
city tour as a possible complimentary offer made by the town)
A social evening organised by the participants
Visit to a cultural event
Joint meals within the scope of the project work, breakfast, dinner at
restaurants or evening barbecue)
Free time for individual activities
Daily feedback round, final analysis
A final celebration with all participants, where appropriate, with contact
persons of benefitting facilities and participating adolescents
Generating Ideas: List of Possible Subprojects
There are numerous possibilities for the implementation of intergenerational
and manual work-oriented exchange programmes, which are listed below
as suggestions for further measures. In part, these were already applied and
tested during four exchanges of the TRAMP project and other related projects
and are therefore briefly outlined here. A further list provides additional
ideas, which offer no practical experiences regarding their implementation.
Intended beneficiaries and cooperation partners of the project work include
schools, school camps, nurseries or other educational facilities.
• Construction of swings: assembly of components, digging the earth, concrete
mixing, encasing structural parts in concrete, finishing touches
•
•
•
Tool shed / barbecue hut: The construction of a tool shed for toys and
work tools or a barbecue hut can be achieved either by a complete construction
kit from a DIY store or with pre-ordered squared lumbers and
boards along with wood and roofing felt for the roof. If possible, the space
in front of the shed or hut can be fitted with benches, shelves or cabinets.
The ground is tiled beforehand. If desired, a barbecue space could also be
built.
Decoration of school yard walls: If necessary, the walls are cleaned with
high pressure washers and undercoated with paint. Motifs can be selected
or designed by the young and elderly beforehand. School logos are also
well suited as motifs. The motifs can be enlarged and projected onto the
wall by a projector and then sketched out. The outline drawings can subsequently
be painted with colours.
Environmental improvements: Construction and repair of benches and
tables in seniors’ centres, improvement of garden and design of a play area
for boules. The result was an improved environment for the leisure activities
of the elderly. In Prague, for example, renovations were carried out on
Set of Methods 123

TRAMP – Transnational Mobility of Older People in Europe
•
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•
•
•
•
•
•
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124 Part II
the KLAS building: the fence, the main door and windows were repainted,
which extends lifetime and aesthetic appearance of the building and increases
the protection of the KLAS premises.
Construction of a puppet stage: A wooden stage is built, which is high
enough to stand behind and perform with hand puppets. The stage can be
painted with colours and/or covered with fabric. The construction includes
minor decorations and the manufacture of props for plays. At the same
time a smaller group of children and elderly can make hand puppets from
papier mâché and fabric and/or prepare a (self-written) puppet stage play.
Tasks include making drafts, cutting and assembly of wooden boards and
colour design. Yet another group can practise and perform the stage play.
Working with fabric: In this group silk painting techniques are taught and
motifs for scarves and postcards designed and implemented. Printing of
T-shirts with self-made motifs or the school logo is also a suitable feature.
Tasks include the selection of motifs, introduction to the technique as well
as the tightening and painting of scarves.
International cooking: Cooking for all participants can take place in the
school kitchen using the home or regional recipes of the elderly. This can
also include snacks for project breaks. In addition to learning how to prepare
meals, adolescents can also learn how to serve meals and how to clear
the tables. Furthermore, the purchase, preparation and serving of beverages
and snacks for the breaks can be organised in the form of a school café.
Gardening: Old and young can work together and plant trees and flower
beds on the school or nursery premises or the school garden. Soil preparation,
compost collection, raised beds or the restoration/construction of
greenhouses are possible forms of gardening.
Puppet design: In Prague, puppets were made and painted on silk and
tiffany products handcrafted. The products were sold at a UNICEF stand
during a school function and the proceeds were donated to finance child
vaccinations in Africa.
Construction of sales stands: For the sale of (self-made) objects, wooden
tables can be sawn, edged, varnished or painted.
Playground assignments: Depending on the demand, a new construction
or the renovation of existing playgrounds can be of interest. This includes
ground preparations, assembly of playground devices, encasing in concrete
and/or polishing and painting of playground devices.
Sports facilities: Some areas can be excavated for a sandpit or a beach vol-
leyball court, then filled with sand and provided with markings, margins
etc. Larger areas possibly require prior preparation with a digger. Another
feature involves the setup of basketball equipment.
Wooden figures for the schoolyard fence: Fences on school or nursery pre-
mises can be decorated with wooden figures, which are designed, transferred
onto wood, cut out and painted beforehand. Motifs could relate to
local features of the town or the school.

•
•
•
Working with Older Volunteers in Manual Intergenerational Projects
Metal works: Rather frequently, youths have little opportunity to work
with metal. In case a workshop is available, minor works can be carried
out with wire and tin.
Masonry: Masonry works were conducted in France. In the company of
local artists, untreated stones were used to cut, polish and drill little pieces
of art, which served to decorate the outdoor area of the facility.
All about bicycles: Bicycle stands already in situ, can be renovated or newly
built. Elderly citizens can show the young how to perform minor bicycle
repairs. A bicycle course could be painted onto the schoolyard to help
children understand traffic situations and learn how to behave appropriately.
Set of Methods 125

TRAMP – Transnational Mobility of Older People in Europe
126 Part II
General Information
•
•
•
•
•
It is highly recommended that the elderly, youths and trainers, particularly
those of the host group, are included in the planning process of the overall
programme.
Some elderly but also some adolescents may be made responsible for certain
items on the agenda.
Demands of the beneficiaries and creative ideas of everyone involved can
be recorded during the preparation phase.
It is essential to clarify with participants at an early stage, which role seniors
and juniors will play in the project preparation and realisation (e.g.
translation support, realisation of certain programme items).
Different preparation meetings should be scheduled for the detailed planning
process of the entire exchange:
» 2 – 3 meetings of organisers with the hosting seniors: exchange idea,
planning of entire programme, preparatory intercultural training
» 2 meetings of organisers with hosting seniors and beneficiaries of the
project work: exchange idea, planning of minor projects, production
of project drafts, necessary tools and materials, operational sequence of
work stages, implementation of workforces, financing
» 1 meeting of guests with local organisers in the country of origin: project
information, selection of minor project, preparatory intercultural
training
Checklist: Preparing the Elderly Participants of the Host
Group
•
Preparation
General participant information
» Exchange idea
» Information on expected guests, their organisations and home activities
» Information on participating countries
» Clarify language skills
» Gifts

•
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Working with Older Volunteers in Manual Intergenerational Projects
» Preparation for intercultural specifics / intercultural training
» Development of entire programme
» Composition of list of participants with mobile phone numbers
» List of all important addresses, telephone numbers (accommodation,
participating schools, participants, emergency numbers)
Participant information regarding general exchange conditions
» Insurance-related questions
» Guest accommodation
» Catering
» Physical requirements
» Necessary distances on foot
Participant information regarding craft-oriented subprojects
» Information on possible cooperation partners
» Selection of cooperation partner
» Information on possible contents of subprojects
» Selection of subprojects
» Production of project drafts
» Clarify work sequence
» Clarify task distribution
» Selection of a responsible person per subproject
» Required work clothing
» Required tools and materials
Participant information regarding the framework programme
» Information on possible modules of framework programme
» Composition of framework programme
Checklist for the Preparation of Guests
•
•
General participant information
» Exchange idea
» Information on hosts, their organisations and home activities
» Information on guest country and on other participating countries
» Information on visited town
» Clarify language skills
» Gifts
» Preparation for intercultural specifics / intercultural training
» Presentation of entire programme
» Composition of list of participants with mobile phone numbers
» List of addresses and telephone numbers of all participants, emergency
numbers
Participant information regarding general exchange conditions
» Insurance-related questions
» Guest accommodation
»
Catering
Set of Methods 127

TRAMP – Transnational Mobility of Older People in Europe
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128 Part II
» Physical requirements
» Necessary walking distances
Participant information regarding craft-oriented subprojects
» Information on possible cooperation partners
» Information on possible contents of subprojects
» Selection of subproject
» Required work clothing
Participant information regarding the framework programme

Organisation of Exchange Week
Implementation
Each week needs a “proper” start and a “proper” ending. The official greeting
takes place at the beginning. An initial getting to know each other of participants,
the involved organisations, the programme and the organisational
scope of the week have to be organised. A joint evaluation of goal questions
takes place at the end of the week. This could and should be followed by celebrations
as well as an official farewell.
The organisation of the week during manual work-oriented intergenerational
exchanges depends on the choice of cooperation partners who recruit
the children and adolescents, and on their time available. If one of the cooperation
partners is a school, the time spent on the craft/intergenerational section
of the exchange will be in the morning. This makes things easier for the
exchange organisation, because children and adolescents are at school anyhow
and the school management or participating teachers are responsible for the
exchange organisation. If the cooperation partner is a youth centre or a different
facility that is active outside school, the recruitment of adolescents can
pose a problem, as they usually don’t make use of the entire range of offers
and would therefore have to plan their personal time according to a complete
project week. In this case the partner organisation has to make major efforts
to convince and motivate the youths.
Lunch breaks should be long enough to ensure a sufficient period of rest
for the elderly participants.
Mornings and afternoons, which are not reserved for manual work/intergenerational
activities, serve the exploration of the country and region. The
range of possibilities includes socio-touristic sightseeing, expert discussions
and personal invitations by the hosts. If the intercultural get-together is a
central theme of the exchange, which it is expected to be, then a theoretical
reflection of this topic should be included in the programme on the basis of
joint experiences.
Brief mood queries should be conducted at the beginning or end of the
daily schedules in order to register possible problems in the group. This gives
those in charge the opportunity to react to programme changes or the insertion
of brief exercise units aimed at resolving certain problems.
The evening programme depends on the interests of the elderly. While
some will prefer a visit to cultural events, others would rather spend a “happy
hour” together. In any case, an official programme on two to three days seems
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appropriate. However, the evening should not be overloaded, as the casual
get-together provides the chance of exchanging all kinds of experiences, often
beginning with the events of the day.
Model for the Organisation of an Exchange Week

Working with Older Volunteers in Manual Intergenerational Projects
Time Schedule of the TRAMP Project in Oberhausen
Time schedule
January (20.1.2009) Initial information meeting with interested
seniors and the school
Speech by further participants
End of January (26.01.2009) Meeting in the Gesamtschule Alt-Oberhausen
- Clarification of spatial and organisational
framework
- Clarification of processes
- Alternative possibilities
End of January (28.-30.1.2009) Arrangements with international partners
at the programme meeting
- Clarification of tasks
End of February Second information meeting with participating
seniors
- Further specification of projects
- Compilation of lists of materials
- Clarification of task distribution
March Third meeting, if necessary, and exact arrangements
with school
Beginning of April Run errands
End of April Execution of exchange week between 20.-
24.04.2009
May Evaluation meeting
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Interior Room Design
The arrival of the guests is a particularly sensitive phase. Besides other important
issues, such as the presence of a person who welcomes the guest and
provides relevant information or organisational features such as booking of
hotel accommodation, refreshments etc., the interior design of a room, in
which guests and hosts meet for the first time, is of great importance.
As already mentioned above, it should not be taken for granted that guests
speak the language of the host country. Organisers should therefore ensure
that the language(s) of the guests, are visibly displayed. Welcome packages,
presentations, name tags, project information, details of any sort should be
present in all guest languages.
•
•
•
•
•
•
Name tags could bear the flag of the guests’ home countries.
PowerPoint slides should always include the guests’ language(s). Hence as
little text as possible, but in translated form.
If profiles of the participants were created beforehand, these could already
be fixed to the notice board in the room.
If there is a room in which the group regularly meets, (e.g. lounge, dining
hall, canteen,…) then it would be worthwhile to provide a pin board for
information, program changes etc. in this room.
Subject/speech cards on the tables may provide conversation incentives.
All possibilities of interior room design should be used, which will prepare
the group for the time spent together.

Visualisation
Working with Older Volunteers in Manual Intergenerational Projects
With regard to all programme sections that deal with information for participants
or with group questions and joint discussions, it makes sense to
visualise the key contents. “Visualise“ refers to the written documentation of
information and questions for all participants.
The background is the idea that participants are exposed to a mass of
impressions and information, which all need to be processed. Many things
happen at the same time, many things are new, all have to be simultaneously
processed, evaluated, filtered and kept. In doing so, many things, which are
actually important, are lost. In order to avoid this and focus the group interest,
central information and questions for the group should be visualised.
This is not a new concept, as e.g. the blackboard was used for this in
school. Today, facilitators use a flip chart or a pin board. It is essential that
everything written down can be read by all participants.
Visualisation means:
• Write in large letters, at best with a broad felt pen (the text must be readable
from a 5 metre distance)
• Use block capitals, (joined-up/cursive writing is less readable)
• Clearly highlight heading or question in the top left corner
• A maximum of 5 indents
• In the languages of all participants (if necessary, several flip charts or pin
boards)
• Sufficient space below for comments made by participants, which should
also be documented during discussions
During the presentation
• the facilitator should face the participants,
• use his/her hands to indicate the appropriate passage in the text
• introduce the presented issues with few words and
• make few comments, i.e. important contents shouldn’t be clogged up with
words.
The following should be taken into account during the presentation:
• during words of introduction
» explain everything in a clear and repetitive manner
» explain goals
» choose an introduction as positive as possible
• during words of thanks
» provide a summary at the end
» follow-up work needs to be arranged
» an outlook for subsequent steps must follow
The following golden rule applies to contributions by all facilitators and
participants
•
Talk about everything, but no longer than 30 seconds
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Work Techniques for Groups
Teamwork Techniques
The experiences the project team has made with intergenerational and intercultural
groups showed that all participants without exception displayed
a high level of commitment. However, upon starting a similar project it is
recommended to have a certain repertoire of group-forming exercises and
techniques in order to be able to implement these in the group, depending on
the overall mood.
Analogue exercises such as the stick or canvas exercise can be appealing to
the group as a warm-up or skills exercise, even if the participants are sceptical
towards “playing games”.
Sticks or canvasses are likely to be available on any building site (for exercise
instructions see section on methods), but the group leader is also able to
intervene in a simpler way without the use of materials:
Instruction: the group participants form a circle, hold each others’ hands
and are requested to focus their eyes on a nearby point. Then they are asked
to approach this target without losing contact with the others. Soon they will
realise that this is only possible, if they communicate with each other and
question the term “without losing contact with others”. Does this imply that
they shouldn’t lose eye contact with others or does it imply touching each
others hands until the target location is reached? They will also need to communicate
about the target points. What does reaching the target mean? Is it
sufficient to be one step closer to the target or do they need to be as close to
the target as possible? What does each individual associate with the willingness
to compromise?

Working with Older Volunteers in Manual Intergenerational Projects
Method: Incentive Posters “Welcome, great to have you
here“
Goals / Options:
An appealing and motivating design of the room that serves the first encounter of groups
is an essential basis for a sound cooperation. Everyone should feel welcome and be free
to take part in exercises or start by observing. A large number of incentives offer the
chance to relate to and integrate each and everyone. It is important that the incentives
have different contents so that arriving participants can express positive as well as negative
expectations and communicate verbally as well as non-verbally.
This method is particularly useful, if participants are late in arriving or don’t arrive at the
same time. The posters can remain on the wall during the further course of the exchange
and may be used during later language modules or intercultural training sessions. This is
a relaxed and open form of introduction and gives the participants the time and space to
familiarise with each other, the environment and the hosts.
Brief description:
A flip chart with welcome greetings in the languages of both guests and hosts should be
placed in the immediate entrance area.
Several flip charts are spread across the room. If there aren’t enough flip charts available,
simple posters can be stuck to the wall instead. Different headings are written onto the
posters to motivate participants and some new “word donations” in different handwritings
added to them. A sufficient number of pens should be in reach. The headings and
first sentence lines refer to the exchange in some way or another and, depending on the
situation, may also include funny topics. Headings are written in the languages of all
participants.
Examples
“I came here, because...“
“Here, I would like to….“
“Here, I’m afraid that…“
“Look for a partner and draw each other!“
“My slogan for today: ...“
“My favourite book is ...“
“This will be a successful week, if ...“
“This will be a bad week, if ...“
“I hope we will ...“
“I hope we won’t ...“
“I would particularly like to experience here ...“
“Re-design the world!” (Globe, equator and project venue are already on the poster).
To be determined beforehand:
How large is the group? How are available rooms equipped?
Starting point: Opening event
Timeframe: fifteen minutes
Group size: unlimited
Group composition: intercultural / intergenerational
Necessary materials: Posters, felt pens
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Method: Getting to know each other with the use of a ball
Goals/Options:
Exercise aimed at getting to know each other, which livens up the group, demonstrates its
diversity and the characteristics of each individual.
Brief description:
The organisers begin the exercise with a ball in the hand. They mention a characteristic or
an activity of recent days, which they consider unique or which distinguishes them from
all others in the group. The ball is thrown, the participant catching the ball continues with
a further characteristic or activity and then throws the ball to another person.
Alternative 1: The exercise can be slowed down by passing the ball round instead of throwing
it. Of course, any other object may be used instead of the ball, e.g. soft toy, mascot
or the like.
Alternative 2: You can also use a ball of wool instead of a normal ball. While throwing or
passing it on, each participant holds on to the thread, which will result in a woollen net
that can be interpreted as a symbol of the joint efforts of the next days. When choosing
this alternative, the group should consist of no more than a maximum of 20 participants.
The exercise should also be conducted at the end of the week and serve as a final feedback
round. As a sign of closure and farewell, the organisers should cut up the net with a pair
of scissors.
Starting point: At the beginning of the exchange, upon first meeting.
Timeframe: Depends on group size; 5 minutes for exercise explanation and 1
minute per participant.
Group size: optional
Group composition: international
Necessary materials: Ball, ball of wool, scissors

Working with Older Volunteers in Manual Intergenerational Projects
Method: Positioning
Brief description:
A line is drawn across the room (e.g. with a broad adhesive tape). Each end is tagged with
a card signifying a »positive-pole« (positive / yes /100 %) and a »negative-pole« (negative
/ no / 0%). Participants are requested to »position« themselves along the line according to
their degree of approval or disapproval concerning various questions (between 10 and 15
depending on the time available).
Possible questions: (extendable and alterable at will)
• Who has been to _______ (all the participants’ countries of origin are successively
named)
• Who speaks __________ (all the participants’ languages are named)
• Who likes ________(styles of music are named)
• Who can cook well?
• Who is an adept craftsman?
• Please position yourself along the line according to age
Alternative: Instead of a line, 4 response options could be provided. Participants keep
regrouping, they can also be asked to swap positions. This exercise is recommended for
smaller groups.
To be determined beforehand:
Is there a room that provides sufficient space for this exercise?
Starting point: At the beginning of an exchange in order to visualise knowledge,
skills, preferences etc within a group.
Timeframe: 30 - 40 minutes
Group size: Suitable for all group sizes.
Group composition: Intergenerational and international
Necessary materials: Adhesive tape and cards
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Method: Introduction round “I am ... and who are you”
Goals / Options:
Spending a week together without an introductory round is unthinkable. Depending on
the time available, different methods can be selected. It is important that every participant
has the opportunity to speak and receive information about other participants.
Introductory rounds with larger groups bear some exceptional features. It is almost impossible
for each person to introduce himself/herself individually, particularly since timeconsuming
interpretations into two other languages are needed. Even if there is enough
time, it is expecting too much from participants to listen and attempt to remember each
participant’s name. Therefore the option described below suggests how participants can
get into direct contact with each other while maintaining a relaxed atmosphere.
Brief description:
During the preparation stage, profiles of all participants are created according to a given
structure. The copies everyone receives contain all the languages of the exchange. That
way participants can already familiarise themselves with words and phrases of the other
language. The organisation team collects all profiles and arranges them in groups according
to different criteria. These could include: similar hobbies, same favourite colours,
similar background (town, village), same or similar profession, common language, etc.
Upon arrival, each person either receives the names or individual details of people in the
same group or is requested to find these and form smaller groups. As soon as the groups
are found, they each prepare a joint presentation for the overall group with only one
spokesperson per group.
Alternative for detectives: the profiles are anonymous. Each participant receives a profile
and has to find the unknown person. When opting for this alternative, it should be taken
into account that participants may be absent at short notice and their profiles need to be
singled out.
Alternative that requires less time: No profiles are created beforehand, guests form coincidental
groups upon arrival and, following a brief information exchange, present themselves
to the plenum.
To be determined beforehand:
• Group/pair options:
• Allocation of numbers upon arrival
• Preparation of several flip charts with first sentence lines (in all languages!). Participants
allocate themselves to a specific flip chart.
• Name tags of all participants are placed in a large basket, every participant takes one
card/tag each (suitable for smaller groups)
Starting point: Opening event
Timeframe: 30 minutes
Group size: up to 50
Group composition: intercultural
Necessary materials: profiles

Working with Older Volunteers in Manual Intergenerational Projects
Method: Subject/Speech Cards
Goals/Options:
Participants are encouraged to engage in discussions, thus cautiously approaching the
other language while being assisted.
Brief description:
Cards bearing questions and first sentence lines in all languages of the participants are
placed on the tables. These cards merely propose suggestions, which need no further
explanation. Some participants will detect them and use the questions or complete the
sentences while others may ignore them.
Examples:
This morning I have….
I have never been to …
Do you know …
I’m looking forward to ….
I’m worried, because …
Where do you come from?
Etc.
To be determined beforehand:
Where do participants dine together? Is there a lounge in the hotel or in the hostel that
can also be used in the evenings?
Starting point: In all places, where participants stay for any length of time
and are not preoccupied with other information or other structured
modules, e.g. while eating, during work breaks, during
casual meetings in common rooms in the evening.
Timeframe: for the duration of these phases.
Group size: optional
Group composition: international, intergenerational
Necessary materials: steady carton, pens
Set of Methods 139

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140 Part II
Method: Figure of Eight Knot
Goals/Options:
Tests problem solving strategies, improves teamwork and communication.
Brief description:
The coach shows the group a rope with a so-called figure of eight knot at one end. The
group is asked to tie such a figure of eight knot at a certain position on the rope determined
by the coach (of course, the original knot is no longer there.)
The following rules apply:
The group has a maximum of 15 minutes to study the knot and its procedure while not
being allowed to untie it.
Once the group has agreed on how to proceed, it informs the coach who in turn unties
the knot (without the group seeing this.)
Now each person takes the rope into his or her right hand at any given position. Once
done, the right hand has to remain firmly on the rope. (Thus, the rope may neither be
released nor slip through the right hand.)
Afterwards, the coach points to a position between two participants, where he wants the
knot to be tied.
To be determined beforehand:
Physical fitness
Starting point: Relaxing exercise at the start of the day; possible at any time
during the exchange
Timeframe: 30 – 45 minutes
Group size: 6-12 persons
Group composition: International, intergenerational
Necessary materials: A rope of sufficient length

Working with Older Volunteers in Manual Intergenerational Projects
Method: Stick Exercise
Goals/Options:
This exercise is a cooperation exercise that encourages the group formation. It does not
focus on communication by means of language; participants are sensitised to communication
and cooperation behaviour within a group.
Brief description:
The group lines up in 2 rows facing each other. Each person then reaches out with the
index finger and touches the finger of the person opposite. A stick is then placed on top
of this “index finger bridge” (this can either be a simple broomstick or a bamboo stick,
which makes the exercise a little harder).
Now it is the group’s task to place the stick onto the floor without anyone losing contact
with the stick. Talking is permitted.
Starting point: This exercise works well in the morning.
Timeframe: 20 – 30 minutes
Group size: 8 – 20 persons, larger groups can compete in several teams.
Group composition: Intergenerational, international
Necessary materials: 3-4 sticks depending on number of participants, straight
sticks make the exercise easier, curved bamboo sticks make it
harder.
Length: approx. 2 m
Diameter: 1,5 cm
Method: Ball Exercise 1
Goals/Options:
This exercise is a cooperation exercise that encourages the group formation. It does not
focus on communication by means of language, participants are sensitised to the cooperation
behaviour within a group. What triggers my action, how do I react to the actions
of others?
Brief description:
The group stands in a circle while everyone touches the round tablecloth with both hands.
The group leader places the ball on the cloth. Now the task is to circle the ball without
letting it fall, move in zigzag form or rest in the centre. The participants should not talk
during this exercise.
Starting point: At the beginning of the exchange in form of a relaxing morning
exercise
Timeframe: 20 – 30 minutes
Group size: 8 - 15
Group composition: intergenerational, international
Necessary materials: Round tablecloth, ball (larger groups require several balls)
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142 Part II
Method: Exercise with Canvas
Goals/Options:
This exercise is a cooperation exercise that encourages the group formation. It does not
focus on communication by means of language, participants are sensitised to communication
and cooperation behaviour within a group.
Brief description:
The canvas cover is spread out on the floor. The participants position themselves on the
canvas and may not leave it. The task involves turning over the canvas without anyone
touching the ground. At the end of the exercise all participants should be repositioned on
the upside down canvas.
To be determined beforehand:
Physical fitness of the elderly participants.
Starting point: Relaxing morning exercise.
Timeframe: approx. 30 minutes
Group size: 8 - 16
Group composition: intergenerational, international
Necessary materials: Canvas covers approx. 3m x 4 m

Working with Older Volunteers in Manual Intergenerational Projects
Constructive handling of conflicts
(“The source of all conflicts between me and my kind is
that I do not say what I mean and do not do what I say”)
(Martin Buber 1878-1965).
When people end up in conflicts, in whatever environment (private or
professional, intercultural or intergenerational...), they frequently perceive
this situation as a disturbance or threat. As a consequence, many avoid conflicts,
escape, or attempt to impose their opinion upon their opponent.
There is, however, another way of dealing with them: I can regard conflicts
as a chance to change things or to create something new. In this case the essential
term is ‘constructive conflict resolution’. Everyone can learn this kind
of dealing with conflicts. This chapter provides you with ideas for practical
exercises.
The basic requirement for a successful conflict resolution lies in the identification
of such conflicts. What is in fact a conflict? And what are the possible
causes for it?
Most definitions in specialist literature share the following identifying characteristics:
• Two or more people have different opinions, desires, goals, values or behaviours,
• which seem to be simultaneous, oppositional and incompatible,
• the involved parties perceive the resulting situation as distressing,
• it causes an urge to act and
• a tendency of escalation.
They usually evoke a feeling of fear in us, even though we should really see
them as an opportunity, because conflicts make us aware of problems, deepen
relationships, require creativity and further our personality.
The first step to any form of constructive conflict resolution therefore lies
in the realisation to perceive a conflict as an opportunity.
The second step consists of conflict analysis. The causes for conflicts differ
immensely, however they can usually be attributed to one of the following
categories (cf. Klein 2002, p.10):
1. Different goals
2. Different assessments and evaluations of circumstances
3. Role dependencies and competence conflicts
4. Distribution and resource conflicts
5. Relationship conflicts
Conflicts of intercultural and intergenerational kind frequently deal with
differing evaluations and judgements. Every individual has different values,
ideas and traditions depending on his original culture and age group. Furthermore,
different groups are also prejudiced against other groups. However,
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144 Part II
these prejudices can be overcome at an early stage through encounters and
involvement with “the other side”.
The third step to a constructive conflict resolution focuses on the joint
search for solutions with all parties involved. Usually, there are several possible
solutions. The real skill is finding an acceptable and implementable solution
for all in a joint conflict-solving dialogue.
Everybody is able to learn constructive conflict resolution. In the following,
I would therefore like to outline several methods, which can be used
to practise constructive conflict capabilities. The collection is merely an initial
incentive, a complete account of conflict training would go beyond the scope
of this presentation. The exercises are not arranged in an ascending order, they
should rather be regarded as possible exercises within the scope of conflict
training.
Further reading:
Klein, Hans-Michael: Konflikte am Arbeitsplatz. Essen 2002
Berkel, Karl: Konfikttraining. Konflikte verstehen, analysieren, bewältigen. Frankfurt am
Main 2008
Herzlieb, Hein – Jürgen: Konflikte lösen, Konfliktpotentiale erkennen – in Konfliktsituationen
souverän reagieren.
Method: Constructing a Tower of Chairs
Goals/Options:
• Identify how conflicts arise.
• Realise that conflicts are normal.
• Realise what conflicts are made of.
• Initiate a definition of conflict.
Brief description:
The overall group is divided into two smaller groups. One group is requested to arrange
as many chairs as possible in a circle; the other group is asked to pile as many chairs as
possible on top of each other.
Both groups are unaware of the other group’s task. Both groups begin their task as soon
as the course leader gives the signal.
Subsequent reflection:
What happened?
Who knew what the other group was up to?
What possibilities were there to fulfil both tasks? (divide chairs; arrange circle first, then
pile chairs...)?
What was the conflict?
Starting point: As an introduction to the conflict topic.
Timeframe: 30 minutes
Group size: 10-30
Necessary materials: Approx. 30 chairs

Working with Older Volunteers in Manual Intergenerational Projects
Method: By myself or in a group of two, four, eight…and
decisions made easy?!
Goals/Options:
Establishing a uniform definition of conflict.
Demonstrate that it’s not so easy to come to an agreement in large groups.
Brief description:
At first, each participant creates a definition of conflict. Then two participants have to
create a single definition from both their definitions, then two pairs merge to make yet
another single definition and so on.
Finally, the whole group needs to agree on one definition.
Starting point: While investigating the definition of the term ‘conflict’.
Timeframe: 30 minutes
Group size: 10 – 20
Necessary materials: Paper and pens
Method: Donkey/Farmer Exercise
Goals/Options:
Presents helpful argumentation strategies for conflict situations.
Brief description:
Two participants pair up and act as a donkey and farmer.
In this role play the farmer is given the task to lure the stubborn talking donkey out of its
stable by using sound arguments.
Possible argumentations include e.g.:
There’s sugar outside.
There’s a mare outside.
I can only clean your stable, if you leave.
If you don’t come out now, I’ll go and get the whip.
If you don’t come out now, you won’t get tasty food in the next few days.
--> The aim is to demonstrate that threats are less successful. In order to convince someone,
you have to point out the benefits for the opponent.
Starting point: Regarding the topic ‘discussion strategies for solving conflicts’.
Timeframe: 15 minutes
Group size: At least 2
Necessary materials: Role play notes: donkey and farmer
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146 Part II
Method: “Peer Consulting” (Methods from Practising
Consultancies)
Goals/Options:
Conflict handling with neutral persons who are not involved in the conflict and therefore
have a different perspective on conflict events.
Experiences of neutral persons serve as a pool of ideas, which the consulter can draw
from.
Method is suitable for conflicts, which can hardly be solved alone.
Brief description:
The method proceeds in several phases:
1. The consulter gives a detailed account of his conflict.
2. The consultants ask follow-up questions, which are answered by the consulter.
3. The consultants try to put themselves into the consulter’s position, state their own
feelings, impressions and ideas regarding causes and solutions of the conflict. The
consulter listens in silence and, if need be, takes notes.
4. The consulter comments on the discussion. What was new and useful? What do I
think? What do I see differently?
5. Sharing: the consultants relate to the case and report on their own experiences. What
do I know from my life?
6. The consulter provides another feedback with regard to what he noticed and what he
gained from the peer consulting.
Starting point: Regarding conflicts that someone finds hard to deal with by himself/
herself.
Timeframe: 1 hour
Group size: 5-20
Necessary materials: Copies of schedules regarding the peer consulting scheme.

Working with Older Volunteers in Manual Intergenerational Projects
Evaluation Rounds
To start the day with introductory exercises like these and ending the day with
an evaluation round means that the start and end of a day are clearly defined,
while the group atmosphere can be constantly checked and visualised.
In analogy to the exercise described above, the following exercise can be
employed as a conclusive evaluation round in the evenings:
Instruction: again the group participants form a circle, the group leader
marks the centre of the circle with an object (shovel, stick, stone) and subsequently
asks the participants to walk into the direction of the centre according
to the satisfaction of the passed day. The circle centre signifies a one-hundred
per cent satisfaction. It is important that all begin to move at the same time.
This exercise, where language doesn’t matter apart from the instruction,
enables participants to provide an immediate and visible feedback.
Alternative: instead of moving to the centre themselves, each participant
can use an object and place it on the floor or a table in a certain distance to
the centre.
The disadvantage of this method is that it cannot be recorded in written
form for a project documentation unless the scene is photographed.
Depending on the group size and the time available, more elaborate evaluation
techniques can be employed. A classic feedback questionnaire, a flash
query or a traffic light feedback are sound alternatives.
Method: Daily Report
Goals/Options:
The participants’ mood and individual condition should be assessed on a daily basis.
Given sufficient time for translation, this can be achieved by oral feedback sessions or by
means of report sheets, which the organiser hands out in the evenings.
Brief description:
The easiest way is a rapid fire session, where each person summarises his experiences of
the day in one sentence.
The group leader initiates concrete sentences: I feel…/What went well today…/Tomorrow
I would like to have more… Either the participants take turns in answering or a ball
or stick is passed around.
The group leader passes round a sheet of paper and each person provides a written feedback,
either in a structured or unstructured form.
Examples for a structured form: me and my ‘weather’, smileys, symbol sheets
Starting point: Every evening
Timeframe: 30 – 60 minutes (according to group size and method)
Group size: irrelevant
Group composition: international
Necessary materials: Prepared report sheets, small soft ball, stick
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148 Part II
Method: Fluid Sitting
Goals / Options:
Promote the interaction and communication between national groups
Brief description:
Upon the first meeting of the groups the group leader explains the rules of the upcoming
week and adds the “fluid sitting” rule as the ultimate and “most important” rule. This rule
implies that each person has to find a new person to sit next to at the table, in the bus or
the seminar room until everyone has sat next to each participant at least once.
Starting point: Immediately at the start
Time frame: During the entire exchange
Group size: 0-100
Group composition: Intercultural, intergenerational

Working with Older Volunteers in Manual Intergenerational Projects
Language Training
The target group of TRAMP were senior citizens who have little opportunity
to travel outside this project. For this reason all groups included participants
from all 3 countries with little or no language skills. Of course it would have
been optimal to offer language courses beforehand, but there was neither
enough money nor time available, so that the organisers of TRAMP confined
themselves to an integrated language training.
Ideally, this form of language learning is application-oriented, project and
participant-related and highly motivating, because the acquired knowledge is
immediately exploitable.
As an introduction, a “survival vocabulary” was supplied during a group
training session. Together the elderly participants and youths learnt greeting
phrases and vocabulary that enabled them to formulate easy questions, requests
etc.
Vocabulary lists for tools, recipes, food etc. were composed during the
project work.
Unlike classical language courses this form of language training is unable
to convey a subject in a complete or structured manner and rather serves a
makeshift communication during meetings. It is therefore impossible to do
without interpreters. However, an advantage of this learning method is that
the memory rate of the vocabulary is higher, because the acquired skills can
be applied immediately instead of time-delayed.
Native speakers are simultaneously available and provide feedback. Since
all participants find themselves in the same situation and continuously switch
between the role of teacher and pupil, the shyness to speak and try out new
words is quickly overcome and the informal atmosphere on the building site,
workshop or kitchen provides many opportunities to interact verbally.
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Method: Integrated Language Training
Goals / Options:
Promotion of communication by means of cooperation. This procedure facilitates any
form of communication, thus also the practical work without the need of translation
aids. Moreover, it facilitates the memorisation process of important vocabulary.
Brief description:
During the practical phase of the project work, participants are requested to name essential
objects, activities or topics in their own language. The words and phrases are written
onto cards in all the languages of the participants and pinned to the wall or the objects.
The pronunciation is practised.
Starting point: The integrated language training begins during the initial coopera
tion phase in the subprojects. It can be conducted while determining
the work stages, when exploring the workplace and during
any ther new activity.
Timeframe: 15 minutes, regular repetitions
Group size: The group size depends on the requirements of the project that
includes the language training.
Group composition: Corresponds to the group composition during the project
work
Necessary materials: Paper and felt pen or alternatively, coloured cards and felt
pens; adhesive tape

Working with Older Volunteers in Manual Intergenerational Projects
Method: ABC-List
Goals/Options:
alternative language acquisition exercise
Brief description:
After dividing the larger group into smaller groups, preferably mixed internationally and
intergenerationally, each group receives a sheet of paper that lists all the letters of the
alphabet. The group is then requested to find a word and corresponding translation for
each letter.
Alternative: a specific topic is predetermined, e.g. “travel”, “work”.
The sheets are displayed in a room, which is frequently used during the time of the exchange.
To be determined beforehand:
What languages are spoken in the group? Who speaks which language?
Starting point: At the beginning
Timeframe: 45 minutes
Group size: 10 - n
Group composition: intergenerational
Necessary materials: large sheets of paper (flip chart), pens
Method: Fruit Salad
Goals/Options:
This exercise can be conducted during an exchange and raises the awareness for the topics
“language” and “forms of communication – verbal/non-verbal“
Brief description:
Different ingredients for a fruit salad (or Greek salad) are provided and labelled in the
language, which is spoken by the least number of participants. The same is done with the
recipe. Not all of the supplied ingredients are needed. Communication can work on a
non-verbal level or with the help of someone in the group with a knowledge of the selected
language. How is the recipe implemented? Does the result match the recipe, could all
the instructions be accomplished?
Starting point: At half-time or at the end of the exchange, when all participants
already know each other.
Timeframe: 30-45 minutes
Group size: 3-5 persons per workplace
Group composition: International, intergenerational
Necessary materials: Ingredients for a fruit salad (see attachment, recipe), Labels,
Kitchen device
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152 Part II
Methods for Intercultural Learning
Preliminary note
“We may not speak the same language, but apart from that there are no differences”
– this conclusion is frequently drawn by people during first cross-border
contacts such as international exchange programmes. Grave reservations
towards people with other cultural backgrounds usually do not exist for that
matter, as they would not have opted for such an exchange in the first place.
However, many participants only realise cultural differences upon a second
glance and may be unaware of awkward situations. It is therefore advisable
to approach the subject of intercultural communication in an offensive manner
and to include the topic in the exchange programme. Cultural changes
should be a subject of discussion and presented as a rewarding element of
cross-border communication.
The following methods outlined below were developed for the TRAMP
exchange. In part they trace back to already published exercises, but in this
case they were adapted to the individual programme demands. Some other
methods were solely developed for the exchange programme. TRAMP’s target
group consisted of elderly people from the Czech Republic, France and
Germany who had few language skills and little intercultural experience. The
exercises may serve as examples or as a model for similar exchange programmes.
They only partially relate to the exchange situation itself, but they can
certainly serve as a source for discussing examples, which participants have
experienced themselves.
The larger section of exercises can be integrated into the programme as an
independent seminar unit of three to five hours (see Part 1 below), other exercises
can be included in other activities before, during and after the exchange
(Part 2). The start of the exchange marks a suitable time for the seminar, as
participants may still profit from its results during the course of the seminar.
It is recommended that the seminar should be conducted by a single coach
who underwent appropriate training or, accordingly, by very experienced personnel.
Essential for all exercises: cultural differences should not be dismissed,
as this is the only way to avoid mistakes and to initiate a learning process.
However, differences should not be treated as a dissociative factor, but regarded
as an interesting challenge.

Working with Older Volunteers in Manual Intergenerational Projects
Independent Seminar Unit: Intercultural Training
Introduction and Close
Method: “Warm up” and Approach to the Topic; Final
Conclusion
Goals/Options:
Raising awareness for cultural differences within the exchange programme.
Brief description:
At the start of the training each participant is requested to list the cultural differences,
which he/she noticed during the course of the exchange. This can be achieved with the use
of facilitation cards or by making lists while participants call out their suggestions. The
listed items are held back until the end of the seminar.
At the end of the seminar, participants are again requested to list more differences. Due
to the exercises, which aim at increasing the perception of intercultural differences, the
list can usually be extended by several points. This shows the participants that first impressions
of major similarities are often misleading. Participants are frequently unaware
that they are exposed to “intercultural clangers”. However, these can only be avoided, if
the perception is sharpened regarding these differences, enabling the participants to react
appropriately.
To be determined beforehand:
The translators are requested to write down and visualise the mentioned key points in the
corresponding language.
Starting point: At the beginning and at the close of the intercultural training as an
independent seminar unit.
Timeframe: Optional
Group size: 5 – 20
Necessary materials:
Facilitation cards, felt pens, adhesive tape, pin board or flip chart
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Method: “Warm up” and Approach to the Topic; Final Conclusion
Goals/Options:
The role play is a simulation exercise that re-enacts an encounter of people of different
cultural backgrounds. It raises the awareness for frequently occurring cultural differences
and, with the coaches’ elaboration, draws the attention to their underlying cultural
norms, values and ideas.
Brief description:
During the two-culture-exercise, two groups with different cultural customs meet. Each
group presents its own culture with its values and rules of conduct, which have to be taken
into account and implemented during negotiations between the two groups. This reveals
cultural differences, which also frequently occur in real situations.
Preparation in the plenum
• The role play provides answers to the question as to what happens, when people of
different cultures meet.
• The participants receive a brief description of the fictitious situation for the role play
(see necessary materials below: slide 1)
Tasks for the group session
• The participants are divided into two groups (men and women together), which are
members of one “culture“.
• Each group separately reads the rules of its suggested culture and memorises them as
much as possible (see necessary materials below: task sheets 1 and 2). It is essential
that the groups have no knowledge of the rules of the other group.
• Each group devises a detailed strategy for the negotiation meeting, which pursues the
negotiation objective and during which the participants should adhere to their own
cultural rules as accurately as possible.
Analysis
• The analysis of the role play can take place on the basis of different questions in the
plenum. The coach is challenged here, as he/she should propose his own knowledge of
intercultural communication (see necessary materials below: questions for analysis).
To be determined beforehand:
Translation of task sheets into the respective languages.
Starting point:
The role play should be conducted at the beginning of the intercultural training following
a brief introductory exercise. That way it can sharpen the awareness for differences, which
may still emerge during the course of the exchange.
Timeframe:
Depending on the level of detail, the overall exercise will take approximately 1 to 2 hours.
The role play itself will take 15 to 30 minutes, preparation time in both work groups
another 15 to 30 minutes.
Group size: Between 12 and 25 participants.
Group composition:
If possible, each work group should include men and women.
The role play does not require the same commitment from all participants. Therefore the
inhibition threshold is usually rather low, even for participants who are not used to role
plays. Whoever still doesn’t want to take part may observe the game and deliver a corresponding
evaluation during the analysis.
In order to avoid time-consuming translations into two or three languages, the work
groups can be divided in such a way that one language is spoken within one group.

Working with Older Volunteers in Manual Intergenerational Projects
Necessary materials:
Depending on the participants’ wish for the implementation of the role play: tables,
chairs, glasses, beverages. Also facilitation cards, pin board, flip chart.
Slide 1:
A-country and B-country are states whose population groups, A-people and B-people, are
very different regarding their culture. The A-people live in villages, deal with agriculture
and own large estates. They have received a message from the B-people with whom they
haven’t had much contact before. The B-people primarily live in major cities and are business
people who want to establish a holiday camp on the premises of the A-people and
therefore want to lease or buy land. Now both groups meet in a first negotiation round.
Task sheet 1:
Instructions for A-people
A-people live in villages, deal with agriculture and own large estates. They prepare for a
visit to the B-people who live in major cities and with whom they had no previous contact.
The B-people want to establish a holiday camp for 300 people on the premises of the
A-people and request negotiations concerning the purchase or lease of land.
Rules of social behaviour of A-people
• The traditional manner of greeting is a bow. A polite distance is maintained and closeness
avoided outside the circle of immediate family and friends.
• Initially, strangers are met with considerable reserve. The elaborate exchange of fixed
greeting rules is part of every contact.
• It is considered polite to initially refuse offered drinks or food.
• Transactions are only concluded with people whose family situation and professional
status are known. Good personal contacts are always part of business relationships.
• Politeness is considered one of the most important characteristics. To say “no” immediately
is considered an offence. Therefore questions are always answered with “yes”,
because “yes” means “I have understood“. In order to refuse something, various paraphrases
are used to remain polite.
• Decisions are made following extensive mutual consultation, which the spokesman
will pass on. Once a decision is made, the others will support the spokesman.
• Only men speak publicly. Men and women will only talk to each other, if they are
related. Women provide the group with beverages.
• Everyone takes their time during discussions and speaks slowly .
• The community takes land ownership very seriously. Land will only be sold or used by
others, if all members of the culture give their consent.
Task sheet 2:
Instructions for B-people
B-people live in cities and have different professions. They have announced a visit to the
A-people with the request to set up a holiday camp for 300 people on the premises of the
A-people or to purchase this land. They are now in the process of preparing negotiations
for the purchase or lease of the land.
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Rules of social behaviour of B-people
• B-people are very sociable and like to laugh.
• In order to ensure the attention of discussion partners, they like to touch the other
person’s arm. Respect is demonstrated by patting each other’s back.
• Determination and honesty are important values in this society. It is uncommon to
change the subject or to discuss unimportant details. Problems and desires are addressed
directly, negotiations and disputes are brief and straightforward. Clear answers are very
much appreciated.
• B-people are very democratic: men and women are equal partners. Everyone can participate
in discussions and voice an opinion. Everyone may add their own thoughts at
any time during negotiations.
• Someone who has achieved many good business transactions is considered a successful
person. Collectively achieved assets are directly distributed among the members according
to their rendered efforts. At the same time, all members have to invest into a joint
project depending on their prospective efforts.
• Family and business life is strictly separated.
Questions for analysis
• Question 1: What did you feel during the game and what were the reasons for this
feeling?
• Question 2: What did you learn about the other people’s culture? What were the behavioural
rules of the others? What are the differences between the two cultures? The
mentioned differences may be divided into the following categories, if necessary, with
the help of facilitation cards:
• Forms of greeting and social manners: different procedures, degree of ritualisation, degree
of intensity
• Body language, distance and closeness: gestures, facial expressions, proximity, body
contacts
• Communication behaviour: direct, indirect communication, degree of ritualisation
• Business behaviour: separation or mixing of business and private life, land as commodity
or inalienable commodity (private vs. common property)
• Values such as politeness and honesty: relativity of honesty (yes – no); mutual exclusion
of both aspects
• Concept of time: slow or fast pace, task-oriented or appointment-oriented approach
• Hierarchy of society: egalitarian or hierarchical order, individual freedom or orientation
towards the community
• Gender ratio: gender divide or gender mixing, differentiation of labour according to
gender yes or no, gender allocation regarding public/private sector
• Question 3: What were the difficulties of communication? What conflicts arose and
how?
• Question 4: Can experiences be transferred to real situations?
• Question 5: What can be done to avoid conflicts?
Further reading
The exercise is downloadable from the internet under various names (common terms for
both parties are minorities and majorities), see e.g.
• www.gwdg.de/~kflechs/iikdiaps2-93.htm
• www.ikkompetenz.thueringen.de/fremdheitserfahrung/simulation/index.htm

Working with Older Volunteers in Manual Intergenerational Projects
Method: Working with Case Studies
Goals/Options:
The goal of the exercise is to raise the participants’ awareness for cultural differences, to
point to different ideas, values and standards, and to develop possible solutions for intercultural
misunderstandings and conflicts. The case studies serve to explain the necessity
of a perspective change regarding intercultural contact.
The following examples demonstrate frequently occurring misunderstandings, which result
from different views concerning cultural concepts of time, work, family, individualism/collectivism,
social hierarchy etc.. Since the case studies were developed in Germany,
the situations refer to encounters of Germans with people from other cultures. However,
the examples may be used in groups of any national composition and, if necessary, altered
with variations by the coach.
The protagonists in the examples are not necessarily European, but since differences towards
non-European cultures are more apparent, the examples are particularly suitable
for unexperienced participants. In any case, they serve as an incentive to discuss comparable
aspects in a European context.
Brief description:
Preparation
The participants are divided into small (national) groups and receive a case study each
(see necessary materials below, task sheets 1-8). The groups are first requested to discuss
the misunderstanding in each case study, taking possible differences of value into consideration.
Secondly, the groups develop suggestions, which target a conflict resolution
that is acceptable for both sides, and thirdly, establish a connection to their own culture,
(see necessary materials below, questions for group sessions).
If needed, the introduction to this exercise can be facilitated by means of an additional
example, which might have been experienced by the coach and which is discussed in the
plenum.
Plenum
The results of the group sessions are subsequently presented in the plenum and directly
commented on by members of the other groups, i.e. by people of different cultural
backgrounds, thus further extending the perspective of the groups during this discussion
round. The coach then comments on and supplements the replies before discussing the
next example (see necessary materials below, resolutions of case studies 1-8).
The discussion of examples may be followed by a second round of group sessions and
plenum regarding further examples.
Conclusion
The participants are requested to create a list of opposing value perceptions or principles,
which were already identified in the examples, but not explicitly mentioned (see necessary
materials below: opposing principles).
Finally, it should also be pointed out that cultural behaviour is by no means standardised
and that regional, age and gender-specific differences as well as individual differences
exist in every country, thus, principles should rather be regarded as tendencies. At the
same time reference should be made to the similarities, which emerge during the communication
process. These can be compiled by the participants.
To be determined beforehand:
Translation of all case studies and questions for group sessions into languages in question.
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158 Part II
Starting point:
The case studies should be processed as part of the intercultural training following the
role play (see above). If the training is conducted at the beginning of the exchange, the
discussed case studies are usually remembered during specific situations in the further
course of the exchange. If the case studies are processed at a later stage of the exchange,
the discussions may be enriched by experiences gained during the exchange period.
Timeframe:
Approx. 15 minutes for each small group per round, i.e. for each example; for the resolution
in the plenum approx. 45 minutes per round with four examples. Recommended are
two rounds with four small groups/case studies each, allowing for 2 ½ hours including
introduction and conclusion.
Group size:
4 – 6 participants per small group, maximum of 25 participants for the entire group.
Group composition:
In order to avoid time-consuming translations, the work groups can be divided in such a
way that one language is spoken within one group.
Necessary materials:
Pin board; copies with case studies for participants (see below); cards, which visualise
opposing principles (see below).
Case studies 1 – 8 (for participants)
Example 1: Job search
A master joiner from Hamburg provides Waldemar, a Russian youth of German descent,
with an apprentice training. At the end of the training the master joiner is very pleased
with Waldemar, however, he is unable to take him on in his own workshop. He asks him
whether he should support him in his job search and Waldemar agrees. The joiner speaks
to a friend of his, another master joiner, and asks him to invite Waldemar for a job interview.
After the appointment he asks Waldemar how the interview went. He replies that
he wasn’t accepted. Upon mentioning the appointment to his friend, he finds out that
Waldemar didn’t show up for the interview. The master joiner is annoyed.
Example 2: Hospitality
Sabine owns a small firm in Dortmund and has been working with Fatma from Algeria
for some time. Fatma’s family earns very little and Sabine is happy that she is able to provide
her with a job. The women become friends and Sabine invites Fatma and her family
round for a visit. After the guests arrive, all of them sit down casually in the living room
and Sabine places a quiche and a bottle of wine in reach for all on the table. However,
the guests hardly help themselves and are reluctant to talk. When Sabine is invited for
a return visit a couple of weeks later, the hosts are all dressed in their Sunday clothes
and the table is set with food that would have fed three large families. Sabine feels very
awkward, particularly since she arrived in jeans and T-shirt. Again, the evening proceeds
in a cold atmosphere.
Example 3: Gifts
Michael from Berlin is married to a woman from Kenya and both live in Germany. He is
continually irritated when members of his wife’s family come to visit and bring expensive
gifts, including a suit that he would never wear and that doesn’t fit him. He is annoyed
by the family’s expenses given their modest financial situation and the expectations he is
faced with regarding return gifts.

Working with Older Volunteers in Manual Intergenerational Projects
Example 4: Missed meetings
At an international meeting a work group is formed with members from Germany, Spain
and Denmark. During the course of the project the group is supposed to meet three
times in different towns. Mr Marquez, a young Spaniard, misses an important project
meeting due to the funeral of a distant cousin, and yet another due to the wedding of a
grandniece. The other group members are angry at his absence.
Example 5: Project with Ukraine
Mr Meier from Germany works as a project leader for an international project and, as
previously agreed, asks a work group from the Ukraine to assume a certain task. The
group spokesman confirms this, but nothing happens. When Mr Meier makes inquiries
weeks later he realises that the group hasn’t started the work. He is very annoyed.
Example 6: Time schedule for an international group
During an international project the participating country groups are requested to assume
certain tasks. The German team creates a time schedule for all the other groups. When
still nothing is heard from the groups from Italy and Greece a week after the deadline,
the Germans are angry and complete the task themselves. A conflict ensues during the
next meeting.
Example 7: Invitation to Wyoming
Through a work colleague, Mr Müller from Munich gets to know an American who is in
Germany for two weeks to attend several conferences. During an evening beer together,
Mr Müller and Mr Cox discuss everything and anything. On leaving, Mr Cox invites
Mr Müller along with his wife and daughter to spend his next holiday with his family
in Wyoming, where his daughter would have the opportunity to go riding and the men
could go fishing. Mr Müller is very pleased about his new friend and gratefully accepts his
offer. When he calls the American a couple of weeks later in order to discuss the holiday
details, Mr Cox is very surprised, can hardly recall the evening at the pub and is evasive.
Mr Müller is disappointed.
Example 8: Example German-Japanese couple
Thomas and Keizo have been married for several years and live in Germany. Keizo is Japanese
and has to sit a difficult examination soon. Two female colleagues visit her home
to help her study. While sitting together, Thomas returns home, greets the visitors in a
friendly manner and retreats so he won’t disturb them. Later, as the guests leave, Thomas
says goodbye. When the couple is alone again, Keizo is upset and blames Thomas for
not having behaved appropriately in the presence of the guests. (Example according to
Kumbier / Schulz von Thun 2006).
Questions for group sessions
• Question 1: What makes the situation difficult, which cultural customs or ways of
thinking could be the cause of conflict?
• Question 2: How can the situation be alleviated / how can the conflict be resolved?
• Question 3: Against your own cultural background, what would be the appropriate
behaviour in this situation and what ways of thinking lie behind it?
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160 Part II
Solutions for case studies 1 – 8 (for the coach)
Example 1: Job search - resolution
• In many cultures it is considered impolite to deny a request or offer, particularly,
if these are expressed by more senior or superior individuals. People prefer to agree
rather than to object. In other cultures a direct reply is expected.
• Reasons for Waldemar’s absence could be due to him being afraid of the interview, or
because he didn’t want the job for other reasons. In many cultures private problems
can only be discussed with people who are very close, everything else would be impolite.
Opposing principles
• hierarchy ↔ Team orientation
• indirect ↔ direct communication
Recommended course of action
• If the master joiner identifies the basic problem early enough, he can warn his friend
that the young man might not show up for the interview. He could also accompany
the youth to the interview.
• On the other hand, he should also tell the boy that events like these presuppose an
obligation and that absence will entail consequences.
Example 2: Hospitality - resolution
• Sabine has in mind that Fatma’s family is not well off financially and she doesn’t want
to embarrass them with wearing expensive clothing or an opulent meal. She might
also want to prevent them from feeling obliged to invite her in return. Furthermore,
she is used to demonstrating authentic behaviour, because anything else would seem
“exuberant“ or “exaggerated“.
• In Fatma’s culture on the other hand it is common to respect guests by serving ample
food and wearing good clothes. However, this is considered an obligation that should
take place on a mutual basis. Politeness towards guests needs to be expressed explicitly.
• In many cultures you need to be repeatedly asked to help yourself, and it is not
enough to place food on the table. Furthermore, it could also be the case that guests
may not drink alcohol due to their religion.
Opposing principles
• indirect ↔ direct communication
• orchestration ↔ authenticity
Recommended course of action
In this case, both sides would be advised to gather information on hospitality and table
manners prior to the meal. They could also attempt to make these differences subject of
an open discussion.
• Once it’s clear that hospitality is expressed very differently in different cultures, the
behaviour will no longer appear alienating or hurtful.

Working with Older Volunteers in Manual Intergenerational Projects
Example 3: Gifts - resolution
• While gifts in Germany are usually only made on special occasions, social relationships
without a constant exchange of gifts are unthinkable in other countries. Gifts,
whether suitable or not, symbolise the quality of relationships. It is less important as
to what is given as a gift and whether it seems useful to the recipient than the value
of the gift and its implied intention.
• It might also be the case that the African relatives don’t want to embarrass the wealthy
Germans with lesser gifts, but rather want to achieve an equal exchange and therefore
an equal relationship.
• To a lesser extent gifts also have a different significance in European countries, depending
on the region.
Opposing principles
• orchestration ↔ authenticity
Recommended course of action
• The denial of gifts is usually considered an offence; this also applies to not bringing a
gift when being invited.
• The “economical” party should adapt to the situation and consider the symbolic character.
In closer relationships an open discussion may also be advisable. Those who
donate abundantly should know that this is not a common practice everywhere and
that they could actually embarrass others, if they feel that they haven’t got an (appropriate)
gift in return.
Example 4: Missed meetings - resolution
• Depending on the culture, the family is more or less important. In some regions the
intensive contacts are limited to the core family, while in other countries even very
distant relatives are considered important members of the family. The cohesion is very
important, particularly in places, where there’s no state insurance system.
• This particularly applies to celebrations in connection with death and mourning. It
is essential that all relatives are present, and in many cases the deceased have to be
buried on own grounds.
• Depending on the culture, the social factor, thus the family or the job, is valued more
highly.
• While Germans might be considered “unsocial” due to their fewer family ties and the
high priority given to the job, they in turn might assume that the other side is workshy
and unreliable.
Opposing principles
• family ↔ job
Recommended course of action:
• The different priorities should be accepted as far as possible. Members of cultures
with a lesser significance of family should consider the possibility that the other side
is not acting out of unreliability.
• In the abovementioned example the Spaniard might also be under intense pressure
from his family.
• Sometimes the appropriate measure involves a compromise, e.g. searching for alternative
meeting dates.
Set of Methods 161

TRAMP – Transnational Mobility of Older People in Europe
162 Part II
Example 5: Project with Ukraine - resolution
• The group might not be up to the task, but cannot find a way of expressing its incapability.
This may be due to the politeness code, which prohibits a direct response to
more senior or superior people. In contrast, the other side will expect the problem to
be addressed directly.
• Another possibility is that the group is waiting for more precise instructions, yet
considers it impolite to inquire directly. Members of the group may only be used to
act upon direct instructions, while the other side assumes a more substantial independence
of the team.
Opposing principles
• hierarchy ↔ Team orientation
• indirect ↔ direct communication
Recommended course of action
• It helps the German side to maintain in constant contact and to continuously inquire
whether everything is running according to plan. It should keep in mind though that
a statement such as “everything is fine” should not be taken literally and that sometimes
detailed questions substantiate clear answers.
• In the run-up to a meeting it could also prove helpful to familiarise with work habits
and hierarchies or to discuss these matters with an appropriate contact person.
Example 6: Time schedule for an international group – resolution
• The reason for the conflict lies in the different understanding of time. In some cultures
every appointment is precisely understood as such, while in other cultures 10
o’clock means 12 o’clock and the 15th of November refers to the end of the year. This
is taken into account by all members of the same culture, but may cause misunderstandings
on an intercultural level.
• While punctuality is socially accepted in one culture, it implies being a slave of time
in others.
• Moreover, there are differences regarding work methods. In some cultures tasks are
successively processed and submitted at an exact point of time (monochromic understanding
of time). In other cultures tasks are processed in a parallel way, where the
time of completion is less important (polychromic understanding of time).
• While the Germans in the case study above think the Greek are lazy, the Greek might
assume that the Germans are petty-minded and want to take everything into their
own hands.
Opposing principles
• polychromic ↔ monochromic understanding of time
Recommended course of action
• In this case it would be helpful to familiarise oneself with the customs of the other
side and not to take the behaviour of others personally. While making appointments,
it would also make sense to discuss whether these refer to specific points in time or
time periods.

Working with Older Volunteers in Manual Intergenerational Projects
Example 7: Invitation to Wyoming - resolution
• Americans and Germans have a different concept of politeness.
• An American is usually quicker at being cordial than a German, this also goes for
invitations. However, not everything should be taken literally.
• What a German might consider exaggerated or interprets as a sign of friendship, may
merely be the American’s effort to be friendly and polite.
• The American in turn might get the impression that the German’s behaviour is cold
and impolite.
Opposing principles
• orchestration ↔ authenticity
Recommended course of action
• In cases like these it should be taken into account that certain statements are
made to express politeness, because this is the etiquette in certain cultures. By no means
should this be noted as a lie.
Example 8: Example German-Japanese couple - resolution
• In contrast to Germany, Japanese society has a different “concept of person”. A person
does not see himself/herself as an individual, but rather, for reasons of socialisation,
connects to members of his/her group (mostly family, but frequently also work colleagues).
Each one subordinates to the interests of the group. This refers to a form of
collective ego, as is the case with married couples. Therefore the husband should also
have expressed his gratitude.
• In contrast, Germans tend to see themselves as individualists and make a point of
deciding for themselves. Self-realisation is an important value factor.
• From a German perspective the Japanese might appear too subordinate, Japanese in
turn probably think that Germans are selfish and unsocial.
Opposing principles
• collective ↔ individual thinking
Recommended course of action
• The behaviour of others should not be hastily evaluated (for instance selfish on the
one hand and subordinate on the other), in this respect the opinions often differ
drastically.
• It is a lot easier to accept the behaviour of others, if the underlying prioritisation is
known. Since this concerns strongly internalised values, it also needs to be taken into
account that the according behaviour cannot be altered without further ado.
Set of Methods 163

TRAMP – Transnational Mobility of Older People in Europe
164 Part II
Cards for the pin board: opposing principles
• Family ↔ Job
• Mixture ↔ Separation of private and work life
• Gender difference ↔ Gender equality
• Hierarchy ↔ Team orientation
• indirect ↔ direct communication
• collective ↔ individual way of thinking
• polychromic ↔ monochromic understanding of time
• Orchestration ↔ Authenticity
Further reading
Dagmar Kumbier, Friedmann Schulz von Thun, 2006, Interkulturelle Kommunikation:
Methoden, Modelle, Beispiele. Reinbek b. Hamburg 2006

Working with Older Volunteers in Manual Intergenerational Projects
Minor exercises before, during and after the exchange
Method: Survey of Perceptions of Other Cultures
Goals/Options:
The aim of this exercise is to make the participants aware of their own perceptions of
people with different cultural backgrounds and to examine these regarding possible stereotypes.
Brief description:
In the run-up to the exchange
Prior to the exchange, participants are requested to present their perceptions and expectations
regarding other participants’ countries of origin. This could be achieved by the use
of facilitation cards containing keywords, which participants should explain in front of
the group. Various subject areas containing possible cultural differences may be suggested
at this stage (see necessary materials below: subject areas for intercultural specifics). Following
the presentation of individual perceptions the group should discuss these topics.
The results should be documented.
During the exchange
The participants are appointed with the task of finding out by means of observation to
what extent their preconceptions apply or have to be revised. A worksheet, developed
beforehand on the basis of the compiled subject areas, could facilitate this.
As a follow-up procedure
Upon completion of the exchange, the gathered results are compared with the documented
preconceptions and assessed regarding a possible revision. This can result in a list of
results that is revised by the coach and distributed to the participants in form of a handout
(as an example, see necessary materials below: intercultural specifics).
To be determined beforehand:
The exercise can be conducted separately for participants of all countries. Prior to the
follow-up work, the documented results can be exchanged between the different country
groups. This demonstrates what participants expect from their own group and to what
extent these expectations merely match existing stereotypes.
Starting point: At the beginning and upon completion of the exchange.
Timeframe: Approx.1 hour each
Group size: Optional
Group composition: Groups according to nationality
Set of Methods 165

TRAMP – Transnational Mobility of Older People in Europe
166 Part II
Necessary materials:
Facilitation cards, pin board, flip chart, pens, adhesive tape
Subject areas for intercultural specifics
• Manners of greeting
• Social manners
• Clothing
• Meals
• Hospitality
• Gifts
• Family and job
• Work
• Collective or individual
• Hierarchy
• Religion
• Gender relationship
• Dealing with authorities and other institutions
• Conflict management
• Understanding of time
Intercultural specifics (Example for a hand-out for the participants )
The following list illustrates, in a very simplified form, a few important cultural differences
throughout Europe. They merely reflect tendencies, as neither regional, nor gender or
age-specific differences can be taken into consideration at this point.
Manners of greeting
In many countries politeness and adequate manners of greeting are very important. The
manners of greeting can vary considerably (handshake, embrace, kiss on the cheek etc.)
and may also convey varying degrees of cordiality or distance. One should also be aware
of the fact that this might not necessarily reflect the actual sentiment.
Social manners
Differences regarding intensity also exist in terms of social manners beyond the greeting
ritual. While some regions might focus on an authentic demeanour, frequently including
reservations upon first contacts, a strong demonstration of courtesy is more important
elsewhere. Caution is required when interpreting behaviour, because it might happen
that one side may be considered too exuberant or even hypocritical, while the other will
be seen as rude or reserved.
Clothing
The standards of clothing vary as well. While in some countries the styles of clothing
might be more casual, it is important in others to pay respect to the other side by dressing
well (suit and tie).

Working with Older Volunteers in Manual Intergenerational Projects
Meals
In an international context, shared meals offer many possibilities of observing differences
regarding time of day, extent and effort, but also in terms of certain components, e.g. a
glass of wine at lunchtime, which is essential in some regions, while only served on festive
occasions in others.
Hospitality
Hospitality is of great value in many cultures. Ample service and good accommodation
are seen as particularly important. In general, hospitable behaviour should occur on a
mutual basis. In this case it is appropriate to bring gifts or to invite guests to a return
visit.
Gifts
The exchange of gifts plays an important role in many cultures and reflects the quality
of social relationships. Small gifts are a part of private as well as business life. As guest
or host it is always helpful to have a gift at hand in order to be able to react to received
gifts.
Family and job
The role of the family and relatives differs greatly in various countries. The family bond,
often strengthened by joint celebrations, is frequently regarded as the major priority
compared to other commitments. This set of values is often unknown in those cultures,
which focus on work and career.
Work
In many countries family commitments, e.g. attendance at family celebrations, are more
important than job obligations. Cultivating social relationships has the highest priority
here, while loyalty towards the employer or third parties is regarded equally, if not more
important in other countries.
Collective or individual
While cultures in Northern or Central Europe are generally more characterised by individualism,
other countries focus more on the community. The desires of the individual
frequently comply with what is considered best for the whole family or group. The suspected
suppression, frequently expressed by outsiders, isn’t always justified, since self
interests are often voluntarily or even willingly set aside, because the principal of acting
for the well-being of the whole group is generally agreed upon.
Hierarchy
Social hierarchies differ drastically. Authorities or authoritative figures often differ from
the ones known in one’s own culture. In many countries respect for the elderly or for
professional superiors is significant. Respect is frequently demonstrated by dismissing
negative issues or by not directly addressing them, while this might not be regarded as a
problem elsewhere. Furthermore, it is sometimes unusual to show initiative in the presence
of a superior in order to remain polite. Instead, people await further instructions.
Set of Methods 167

TRAMP – Transnational Mobility of Older People in Europe
168 Part II
Religion
The importance of religious ideas and behavioural standards vary. In some regions it
might be considered extremely impolite not to adapt to certain standards, for instance
with regard to wearing head-dress, long trousers or long skirts etc. in churches or other
religious institutions.
Gender relationships are strictly regulated in many cultures. This is based on the assumption
that unregulated contacts endanger the order of society. This often results in a
strict division of labour or a ban on physical contact between the sexes, apart from relatives.
These ideas don’t necessarily coincide only with Islamic cultures, to a certain extent
they also exist in Europe, particularly in the Mediterranean.
Dealing with authorities and other institutions
The interaction with authorities and other public institutions can vary considerably from
one region to another. For historical reasons, government, regional or municipal institutions
are sometimes associated with control or suppression, which can result in an overall
distrust towards these institutions. Elsewhere this is of no importance.
Conflict management
In many cultures it is an essential rule to maintain harmony and to avoid conflicts. This
often involves keeping up appearances, giving the impression that everything is fine.
Problems are therefore solved either by the individuals themselves or with the help of
persons close to them. In other regions, however, conflicts are regarded as a natural part
of communication and problems are addressed in a direct and open manner.
Understanding of time
Cultures differ greatly in their understanding of time. While for e.g. Germans usually
tend to adhere to strict time schedules, other counters allow for a much broader interpretation
of time. For instance, it may be considered impolite to show up at the agreed
time rather than one or two hours later. The confident handling of time often reflects the
socially accepted value that life should not be dictated by a time schedule or clock.

Working with Older Volunteers in Manual Intergenerational Projects
Methods for Intergenerational Learning
Method: Guided Tour – “the young guide the elderly”
Goals/Options:
In case children or adolescents are involved in the project, they can fully or partially prepare
the tourist modules with the support of their teacher. The adolescent hosts prepare
themselves for their guests and at the same time deal intensively with their hometown.
E.g. What places, buildings, events, distinctive sites of culture, history or natural history
do I consider worth seeing and would therefore like to show the guests? Which of these
could be of interest for our guests and would also suit their mental and physical constitution?
Brief description:
During a brainstorming session teachers and pupils collect possible sites of interest. In
addition to classic tourist sites, teachers should also consider creative and unusual suggestions
as well as facilities that play an important role in the everyday life of the adolescents
e.g. youth centres, certain playgrounds, sports arenas, zoos etc.
All facilities that appear realistic are compiled and evaluated. Depending on the time
available during the exchange week and the time capabilities of pupils and teachers, 1-X
objects are selected and work groups established.
Each work group receives an assignment and a time schedule. This is followed by research
work and the processing of the compiled information. A brief informative text is formulated
for each feature and presented to the guests.
Depending on the existing language competences, the text is translated into the languages
of the guests. If this is not possible, they can revert to English. According to the
possibilities and depending on the selected destinations, an interactive component may
also be included e.g. a minor work or search assignment on location.
Example:
The selected destination of the tour is a youth centre, which is open during the time of
the exchange. The young guides appoint the guests with the task of finding a specific
person, e.g. the centre manager and retrieving information from him or her.
To be determined beforehand:
Time capacities for preparational activities at the participating school. Language capabilities
of the adolescents. Adolescents’ ability to work independently. Adolescents’ ability to
speak in front of a larger group. Time capacities of teachers at the participating school.
Starting point: On one of the first days of the meeting.
Timeframe: 2-3 hours
Group size: Choose a size that enables a whispered interpretation
Group composition: International, intergenerational
Set of Methods 169

TRAMP – Transnational Mobility of Older People in Europe
170 Part II
Method: Cross – Mentoring “the young assist the elderly”
Goals / Options:
A typical preparation task for an exchange involves the creation of profiles of all participants.
This method sets the mood for discussions among guests and hosts. Since one of
the major goals is to interact and communicate intensely and to sustain a lasting contact,
this form of preparation could contribute to this.
It could be a great opportunity for the elderly to learn simple IT skills and reduce fears of
using the Internet as a modern communication medium. By independently establishing
contacts with guests, pupils can increase their communicative skills and be encouraged to
actively use a foreign language.
Brief description:
If this method is applied as an intergenerational method, the organisers could allocate
pupils to the elderly beforehand. Depending on the group size, this can take place in
pairs or groups, taking into account the language skills of the group members. The guest
profiles are written in the according mother tongue of the participants and sent to the
young hosts. The Internet serves as a quick medium. Depending on the time available
and existing language and general skills of the pupils, they could translate the profiles of
the elderly themselves and contact their guests per email prior to the exchange. If guests
are unable to do so, due to lacking Internet access or lack of IT skills, this initial contact,
given enough time, could be established per post.
On the basis of previously gathered information (profile, email, postal contact) the
young hosts introduce the elderly guests in a first contact session upon arrival. In order
to facilitate the process of getting to know each other, name tags should be prepared for
all project participants. The young hosts remain responsible for “their” elderly guests
throughout the time spent together.
Alternative: if this method is not applied as an intergenerational method, the elderly
hosts will act as mentors of the guests.
To be determined beforehand:
• Time capacities for preparational activities, first contact, introduction round
• Internet access of the elderly
• Language skills of pupils
• Adolescents’ ability to work independently
• Adolescents ability to speak in front of larger groups
• Time capacities of participating school teachers
Starting point: Prior to the exchange
Timeframe: 4 hours
Group size: School class / groups of elderly
Group composition: International, intergenerational
Necessary materials: Internet access helpful / email

Working with Older Volunteers in Manual Intergenerational Projects
Method: Intergenerational Exploration of Social
Environment
Goals/Options:
This method enables each participating generation to present the social environment
from its generation-specific perspective. This links social environment-oriented learning
with biographical learning. Another component of international exchanges involves the
possibility to compare. What does my hometown look like, what are the similarities,
what are the differences?
Brief description:
Within the groups, which are initially separated, each generation identifies locations and
areas that they would like to present to members of the other generations. These locations
should be selected according to the informational value of the generations regarding
culture and lifestyle. Thus, generations could present their preferred or typical meeting
points, learning areas as well as recreational and cultural facilities. Exchange guests take
part in the relevant generation group. Depending on the time available, this exercise can
be conducted with or without real excursions to the selected locations.
Alternative:
A selection of common, generation-neutral locations is made. Within the scope of the
intergenerational excursion these locations are explored, while each generation explains
their significance.
Both alternatives suggest a previous preparation regarding the contributions of the participating
groups.
To be determined beforehand:
With regard to the excursions the physical fitness of the elderly participants needs to be
taken into account.
Starting point: Preferably, this exercise should be scheduled at the beginning
of a meeting.
Timeframe: 2-3 hours
Group size: not too many, approx. 15 – 20 (larger groups should be
divided)
Group composition: either international or intergenerational, combination possible
with smaller groups
Necessary materials: City maps, flip charts, pens
Eva-Maria Antz, Julia Franz, Norbert Frieters, Annette Scheunpflug: 2009
Generationen lernen gemeinsam. Methoden für die intergenerationelle Bildungsarbeit.
Set of Methods 171

TRAMP – Transnational Mobility of Older People in Europe
172 Part II
Method: Cooperation as Integrating Factor
Goals / Options:
Older participants who have little or no command of a common language can communicate
on the basis of common interests. This method has the advantage that a contact is
established on a non-verbal level rather than on a linguistic level. The connecting element
lies in the enthusiasm for a certain task and the exchange of knowledge and skills during
a joint activity.
Old and young participants join in small parallel groups to work on a practical subproject,
while focussing on the mutual learning experience.
Children or adolescents may be chosen according to their language skills.
Brief description:
The different procedural steps of each subproject should first be discussed among the
elderly and subsequently re-planned together with the younger participants. It is recommended
that one subproject manager is appointed who is responsible for the smooth
running of the project.
The following list may serve as clues for the detailed planning of tasks in the subprojects:
• First, an introduction round with all participants’ names (make name tags) and, if
(linguistically) possible, with references to interests and previous experiences
• Presentation of project goal (multilingual visualisation useful)
• Joint planning and determination of work stages (multilingual visualisation with text
and pictures useful)
• Explanation of tools and materials (multilingual visualisation useful / creating lists
together)
• Joint allocation of participants for specific tasks
• Joint execution of tasks of the young with the support of the elderly and vice versa.
This will vary depending on the command of tools, process competence or physical
fitness. Under- and overestimates will level out over the course of the week.
• In the subprojects everyone is responsible for everybody else. Together, all are responsible
for the project process and the goal achievement.
• Integrated language training in combination with practical activities (joint naming of
materials and activities in all relevant languages using means of visualisation and, if
necessary, with the aid of vocabulary cards).
• After project completion: presentation of all subprojects in the plenum
To be determined beforehand:
• Interests, capabilities and number of participating partners, elderly and pupils
• Subprojects
• Cost and financing plan
• Personnel plan
• Time schedule
Starting point: during school hours
Timeframe: five half days
Group size: maximum of 15 participants per subproject; number of subprojects
depends on time expenditure of each subproject and
on number of participants
Group composition: intercultural, intergenerational
Necessary materials: Materials and tools depend on scheduled subprojects

Working with Older Volunteers in Manual Intergenerational Projects
Procedural Checklist for
Manual Work-Oriented Projects
Implementation and Process of Subprojects: General Information
• General introduction with all participants, organisers and contact persons
• Division into small groups for subprojects, each with two to four elderly
and six to eight youths. Participants of each small group should
» have a mutual interest in the contents of the subproject
» represent all participating nations
» receive communication help from translators or participants with corresponding
language skills
Implementation and Process of Subprojects:
• Start:
» Introductory round of young and elderly participants with reference to
interests and previous experiences
» Selection of project manager
» Tour of workplace
» Presentation of project goal
» Joint determination of work stages
» Demonstration/explanation of tools and materials
» Allocation of participants to specific activities
» Setup of time schedule
• Main phase
» Execution of tasks
» Brief plenum meetings in the morning and at noon in order to determine
the general mood in groups and to clarify organisational issues,
which in turn can be adjusted by the group management, if necessary
» Integrated language training in combination with practical activities
• Conclusion
» Following project completion: presentation of accomplished tasks of all
subprojects in the plenum or for invited guests
» Upon request: distribution of project task certificates to young participants
Set of Methods 173

TRAMP – Transnational Mobility of Older People in Europe
Project Participants Material + acquisition Work stages
Construction
of swings and
tool shed
Stage construction
and
hand puppets
174 Part II
Subproject Work Phases:
Exemplary Extract from TRAMP Organisation List
• 5 elderly:
• 5 pupils:
• Responsible:
• Teacher:
• Translation:
• 5 elderly:
• 7 pupils from
H a r k o r t
school and 5
from Lüders
school
• Responsible:
• Teacher:
• Translation:
Cooking • 5 elderly:
• 5 pupils per
school
• Responsible:
• Teacher:
• Translation:
School: swing components, pole
holders, concrete or readymade
concrete mix, spades, shovels,
scoops, containers, screws, drill,
hammer, barrier tape, pickaxe,
water level, spanners and ring
spanners // paint brushes, saw,
nails, drill, hammer, wood preservative
AGE: wood, fabric, paint, glue,
some tools and other materials
according to Czech list
School: tools:
School: kitchen and kitchen devices
AGE or school: Ingredients:
• Day 1: Salads (ingredients
purchased by school→)
• Day 2: French cuisine (ingredients
purchased by AGE
office)
• Day 3: Czech cuisine (ingredients
purchased by AGE
office)
• Thu + Fri: 24 elderly, 2
translators, 18 Lüders-Kolleg,
31 Harkort school, 3
organisers, 2 film team→
80 persons
• Preliminary discussion:
who does what? Explaining
individual work
steps
• Preparing ground/soil
• Mixing of concrete
• Encasing the frame (6
parts) in concrete
• Assembly of parts
• Cleaning the tool shed
• Paint work
• Fitting shelves etc.
• Tidy up
• In the run-up: list of
materials, purchase
• Preliminary discussion:
who does what? Stage
plan with photos and
drawings
• Outlining motifs on
wood
• Cutting out, assembly,
glueing, painting
• Stage play with summary;
Speaker:
• In the run-up: request
recipes, recipe arrangement
with school, financial
arrangements,
purchase lists, purchase
• Preliminary discussion:
who does what? Recipe
presentation
• Cooking
• Setting the table
• Cleaning up and washing
dishes
• Meal is served in 2 stages

•
•
•
•
•
•
•
•
•
Working with Older Volunteers in Manual Intergenerational Projects
Establishing a workplace for each group
Decide on a meeting place
Arrange enough tables and chairs
Have pen and paper ready to be able to write things down
Make a list of participants, especially of the youths and the teachers, and
other contacts
Decide on group-aims
Who does what? How much time do we need? What kind of support do
we need?
Clarify and plan the work steps (which step in which order/ who does
what)
Prepare the manual jobs and make a list of them, which will be translated
within the groups
Prepare materials and make a list of them, which will be translated within
the groups
Set of Methods 175

TRAMP – Transnational Mobility of Older People in Europe
176 Part II
Evaluation
The evaluation phase begins at the end of the exchange. It is important that
all participants get the chance to state their opinions. The many individual
observations, experiences and impressions come together and draw a realistic
overall picture of the exchange. Resulting opinions and judgements or confirmed
preconceptions of “Europe”,”the young generation”, “the Germans”.
“the Czech” etc. are possible subjects of discussion. For organisers the evaluation
process is helpful for further planning procedures.
In order to obtain everyone’s opinion, it hardly makes sense to sit in a large
circle and have one person speak after the other. The 11th speaker, at the latest,
will agree with the previous speaker or one opinion will trigger an entire
“movement”. A better option is to prepare a written query with points and
cards. A previously prepared pin board with multilingual headings is placed
in the room, which participants use to allocate points. This enables organisers
to retrieve opinions and evaluations. In addition, cards (or slips of paper) and
felt pens are handed to all participants to enable contextual contributions and
to make sure that everyone is paying attention. Furthermore, to ensure that
also critical judgements are put on paper, participants can remain anonymous
by letting the organisers place the cards for them. Thus, the question “who
wrote this and why?” is intolerable. The evaluation results are incorporated
into the planning process of the next exchange.

European exchanges by and for older people:
European Networks and projects,
methods/materials, literature –
useful LINKs
TRAMP
transnational mobility of older people - working in teamwork projects
in crafts
Web: http://tramp.aulnrw.de/
Email: lange@aulnrw.de
Active European Citizenship Seniors volunteering abroad
Mobility of Seniors in Europe Arts and Crafts- orientation
SENIOR VOLUNTEERS EXCHANGES
“Personally I cannot evaluate if and how much, this experience was useful for
the others (maybe the responsible persons of the project can say that better
than I can) but as regard my personal development, I consider this experience
definitely positive both under the profile of social relationships and that of
the motivation to learn new things…” Italian volunteer involved in a project
in Austria
“... I wonder if it is only a matter of involving adults who are out of the
labour market but still own good physical and mental abilities, in order not to
let them feel out of our society; isn’t there also the will to improve the integration
among different cultures and generations?…” Italian volunteer involved
in project in Germany
Presentation of Lunario- Seminar on „Volunteering of older people and the role
of public policies“
European Commission on 11 of March 2009,
Source: http://circa.europa.eu/Public/irc/empl/demographic_change/
library?l=/volunteering_2009-03-11&vm=detailed&sb=Title
177

TRAMP – Transnational Mobility of Older People in Europe
178 Part II
SEVEN- Senior European Volunteers Exchange Network
GRUNDTVIG 1 2008-2010
Countries involved: GER, FR, IT, AU, ES, BE, UK
Coordination: Italy, Lunario
Web Projekt: www.seven-network.eu
Email: Davide Di Pietro dipietro@lunaria.org
• Handbook ‘Learning opportunities for senior volunteers — Managing
trans-national exchanges’.
• http://www.seven-network.eu/site/files/handbook-eng.pdf
• SEVEN funded „Senior Volunteering Projects“ (SVP) are documented on
SEVEN Homepage: http://www.seven-network.eu/site/?q=de/node/274
•
•
Lunario coordinates also the GRUNDTVIG project “FIFTY-FIFTY”
- Junior and Senior Citizens Discovering Social Europe through the International
Voluntary Service http://www.seven-network.eu/site/?q=de/
node/95
“Nobody left out! A Handbook on European voluntary exchanges” 2007
ENOVO- European Network of Older Volunteering Organisations
The ENOVO secretariat is based in London and is provided by RSVP (Retired
and Senior Volunteer Programme), a part of CSV (Community Service
Volunteers).
E-mail: Rob Lever enovo@csv.org.uk
Web: http://www.enovo.eu/en/index.html
•
•
The GRUNDTVIG Senior Volunteer Project „EVIVA“ (European Volun-
teers in Voluntary Action) is being managed by ENOVO (European Network
of Older Volunteering Organisations) and links RSVP (Retired and
Senior Volunteer Programme) in the UK with CESAVO (CSV - Community
Service Volunteers in Savona) in Savona, Italy.
CSV holds the Secretariat for Volonteurope, the Europe-wide network of
volunteer-involving organisations and individual volunteers http://www.
csv.org.uk/services/european-networks
Travel Agents- Network
ENEA- 2006-2008
Involved countries: Greece, IT, FI, D, Pt, Cyp, Estonia, SK, PL, CZ
Coordination: Greece, ANCE
Web: www.travelagentsproject.org
Email: ance@ance-hellas.org
• “Travel-Guide” : www.travelagentsproject.org
•
The Grundtvig Senior Volunteering Project «Exchanging National Cul-
tural Heritage», ENCH, is a partnership between “55+ without frontiers
- Cyprus” - founded as TravelAgent- Network - and Association Luster of
Estonia.
More information: nicky@editc.com

Working with Older Volunteers in Manual Intergenerational Projects
Think Future Volunteer Together
ENEA 2008-2010
Countries involved: Italy, Hungary, Romania, Slovakia, Slovenia
Coordination: SPES – Centro di Servizio per il Volontariato del Lazio,
Web Projekt: http://www.cev.be/101-think_future_volunteer_together_(senior_volunteering)-EN.html
Email: infospes@spes.lazio.it
•
•
•
•
•
Think Future Volunteer Together- Final Report: Practical and Policy Re-
commendations http://www.cev.be/data/File/TFVT_final_report_practical_and_policy_recommendations.pdf
SPES is member of CEV - The European Volunteer Centre (Centre euro-
péen du volontariat, CEV) is a European network of currently 74 mainly
national and regional volunteer centres and volunteer development agencies
across Europe.
CEV s Website “Towards a European Year of Volunteering
Steps of the Campaign” http://www.cev.be/112-towards_a_european_
year_of_volunteering_2011-EN.html
CEV General Assembly Conference- “Volunteering and Intercultural
Dialogue” Luxembourg 7th November 2008 Final REPORT
http://www.cev.be/data/File/GA_Luxembourg_Final_Report.pdf
„European volunteers in parks“
GRUNDTVIG Learning Partnership 2008-2010
Involved countries: ES, Lituania, IC, IT, GER, LT, RO
Coordination: Europarc Germany
Web: http://www.freiwillige-in-parks.de/grundtvig-learning-partnership-european-volunteers
Email: anne.schierenberg@europarc-deutschland.de
Volunteers for Cultural Heritage
GRUNDTVIG 1
Involved countries: IT, AU, Slovenia, UK
Coordination: Slovenia Slovanian Museums Association
Web: http://www.amitie.it/voch/
Email: jania.rebolj@mm-lj.si
Email: metka.fujs@guest.ames.si
• Research report “Volunteers in Museums and Cultural Heritage: A European
Overview” http://www.amitie.it/voch/index4.htm
Set of Methods 179

TRAMP – Transnational Mobility of Older People in Europe
180 Part II
TCAST - Transfert des compétences acquises et de savoir techniques
- aiming at experimenting inter-generational transfer of endangered
competences and knowledge in the jobs related to the
preservation of the architectural heritage.
GRUNDTVIG 1 2007-2009
Involved countries: FR, IT, GR, ES
Coordination: Corsican Environment Office (France)
WEB: http://tcast.oec.fr/observatoire.php
Email: segreteria@cm-ponzone.al.it segreteria@cm-ponzone.al.it
European Puzzle: From local and national towards European
Citizenship
GRUNDTVIG Learning partnership
Involved countries: PL, GER, CZ
Coordination: IR, University College Dublin Adult Education Centre
Web: www.ucd.ie/adulted/european_projects/european_puzzle.htm
Email: adult.education@ucd.ie
• European Active Citizenship Introductory Guidelines for Practitioners:
http://www.ucd.ie/adulted/european_projects/guidelines.pdf
e-Bridge to Mobility
GRUNDTVIG 1- 2009
Involved countries: PL, GER, UK, ES, RO, BG, SK
Coordination: PL, Warsaw Academy of Computer Science, Management and
Administration
Web: http://2mobility.eu/
Email: m.czepielewski@wsizia.edu.pl
The consortium will produce:
• On-line courses of language and every-day life in Great Britain, Germany
and Spain
• Mobiles - didactical materials available for mobile phones
• WEB 2.0 society - a platform of communication and experiences’ exchange
blogs, podcasts and Wikis
• Basic Law - an on-line law aid section containing basic documents and
interactive forms in project’s languages
• Screensavers - for computers and mobiles used as a didactical tool
•
Pictionary - glossaries - for the language courses.

Working with Older Volunteers in Manual Intergenerational Projects
Intergenerational learning
Alan Hatton-Yeo in: Guide of Ideas for planning and implementation intergenerational
projects
There is a current need to promote intergenerational learning (IL) in Europe
as a means to enhance intergenerational solidarity. In 2007 the European
Commission (EC) encouraged EU member states to establishing a new solidarity
between the generations to confronting demographic changes in Europe.
EU citizens are in favour of fostering IL: according to a 2008 Eurobarometer,
85% of the EU citizens consider it important to use public budgets to support
initiatives and projects which bring together young and elder people.
The policy initiatives that are more explicitly concerned with intergenerational
learning are incorporated within recent moves to promote lifelong learning,
through instruments like the European Commission‘s ‚Memorandum
on Lifelong Learning”. This underlines the need to promote a ‚cradle to grave‘
culture of learning in European society, supporting seamless transitions
from school through higher education and into adult and informal learning.
Closely allied to this vision of continuous learning are other policy agendas,
associated with skills utilization and development and with social inclusion
– particularly focusing on promoting the inclusion of elder people within
economic, social and cultural life. The key policy agendas shape how intergenerational
learning is situated within this broader education policy landscape,
including the Grundtvig sub-action (as part of “Lifelong Learning Programme”),
that underlines the importance of generational learning by giving a
specific priority to „Teaching and learning in later life; Inter-generational and
family learning“.
Source: Guide of Ideas for planning and implementation intergenerational
projects
http://www.matesproject.eu/language_maps/English.pdf
EMIL European Map of Intergenerational Learning
European Network, funded by the Calouste Gulbenkian Foundation 2009
Involved countries: over 20 European countries
Coordination: Julie Melville - EMIL Project Coordinator (Beth Johnson
Foundation) EMIL@bjf.org.uk
EAGLE- European Approaches to Inter-Generational Lifelong
Learning
funded by Grundtvig Programme
Involved countries: England, Finnland, Germany, Greece, Italy and Romania
Coordination: FIM-NewLearning
Web: http://www.eagle-project.eu
Email: thomas.fischer@fim.uni-erlangen.de
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182 Part II
Final report ‚Intergenerational Learning in Europe - Policies, Programmes
& Practical Guidance‘ http://www.eagle-project.eu/welcome-to-eagle/
final-report.pdf/view
IGLOO Intergenerational Learning in Organisations
Grundtvig – Multilateral project October 2007 - September 2009
Involved countries: Austria, Germany, Italy, Latvia and Spain
Coordination: Austria bfi Tirol
Web: http://www.iglooproject.eu/
Email: anja.tagwerker@bfi-tirol.at
Email: info@bfi-tirol.at
• Literature review http://www.iglooproject.eu/files/igloo_literature_report_final_eng.pdf
MATES Mainstreaming intergenerational solidarity
GRUNDTVIG 1 project 2008-2010
Involved countries: EST, GR, GER, UK, PT
Coordination: Vida (PT)
Web: www.matesproject.eu
Email: Teresa Almeida Pinto, tpinto@byweb.pt
• Guide of Ideas for planning and implementation intergenerational projects:
http://www.matesproject.eu/language_maps/English.pdf
TAPE- Transgenerational arts /cultural platform in education
GRUNDTVIG-Learning partnership 2009
Involved countries: EST, Italy, Ireland, Lit, Pl, SK ,TK
Coordination: Vilnius Design Teaching Centre
Web Projekt: http://www.tapeeurope.org/home.html
TEDDYBEAR - Twinning the Elderly Disadvantaged and Disabled
with the Young by Enabling Active Reminiscence
GRUNDTVIG-Learning partnership 2004-2007
Involved countries: GBR, ITA, FIN, SVN
Coordination: UK EDUCATIONAL CENTRES ASSOCIATION – NOR-
WICH UK
Web Projekt: http://www.e-c-a.ac.uk/teddybear/
•
•
Gruntvig Success Stories: Europe Creates Opportunities. To view the rele-
vant extract from this document in pdf format click here. http://www.e-ca.ac.uk/media/uploaded_files/Grundtvig_Success_Stories_-_Extract.pdf
A case study of the project was published in Line at the end of 2009. The
‚Lifelong Learning in Europe‘ journal is a trans-european publication de-

Working with Older Volunteers in Manual Intergenerational Projects
dicated to the advancement of adult education, lifelong learning, intercultural
collaboration and best practice research. http://www.e-c-a.ac.uk/media/uploaded_files/LLINE_Dec_2009_-_Teddy_Bear_Article0001.pdf
ADD LIFE- ADDing quality to LIFE through inter-generational
learning via universities
GRUNDTVIG 1
Countries involved: CZ, AU, HU, UK, FIN, ES
Coordination: Österreich Zentrum für Weiterbildung / Center for Continuing
Education
Web : http://add-life.uni-graz.at/cms/?q=about
Email: Dr. Marcus Ludescher, marcus.ludescher@uni-graz.at
•
ADD-Life outcomes online
European Tool Kit for Developing Inter-generational Learning in Higher
Education
The ADD LIFE Modules
The ADD LIFE Final Open Symposium
http://add-life.uni-graz.at/cms/?q=about/outcomes
Learning in Later Life/learning without frontiers, intercultural
understanding in Europe
Predicted demographic changes and the different life experiences of future
cohorts of adults as they reach later life mean that education, training and
learning may come to take on different functions and meanings over the next
decades. Our task is to stimulate continuing debate and discussion on how to
facilitate lifelong learning in the interest of us all.
Member States should help the relevant actors make the most of Community
funds and programmes, in particular the Lifelong Learning Programme
2007-2013 and the EU cohesion policy instruments. For example national
funding can be used as co-funding to help local actors access EU funding.
GRUNDTVIG should help Member States develop and put in place mechanisms
for the implementation of the Education and Training 2010 Work
Programme and lifelong learning strategies.
Anne- Sophie Parent (Director AGE-Platform) GRUNDTVIG Conference
Brussels 26. Jan.2010
The AEA (Association for Education and Ageing)
is an international membership organisation, based in UK, open to all. http://
www.associationforeducationandageing.org/index.html
•
GRUNDTVIG Disseminating Conference 2010: Senior citizens and
adult education
Moderation: A. Smith (European Commission); Jim Soulsby (AEA)
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184 Part II
Key speech: Active ageing - Anne-Sophie Parent (AGE- platform)
http://ec.europa.eu/education/grundtvig/doc1974_en.htm
European InfoNet Adult Education
Grundtvig 4 (2005-2008/2008-2011)
Countries involved: Network of correspondents (journalists / experts) all across
Europe
Coordination: Catholic Federal Association for Adult Education (Katholische
Bundesarbeitsgemeinschaft für Erwachsenenbildung), Germany
Web: http://www.infonet-ae.eu/
E-Mail: sommer@akademie-klausenhof.de
•
InfoNet cooperates with important organisations and networks:
EAEA-European Association for the Education of Adults
Web: http://www.eaea.org/
eLILL (eLearning in Later Life)
Grundtvig 1 2006-2008
Countries involved: GER, CZ, FI, SK, ES
Coordination: Germany, Universität Ulm
Web: www.elill.net
http://www.uni-ulm.de/uni/fak/zawiw/elill/
E-Mail: Carmen Stadelhofer carmen.stadelhofer@uni-ulm.de
E-Mail: Gabriela Körting gabriela.koerting@uni-ulm.de
• Broschüre http://www.elill.net/?bulletin.en
•
Konferenzdokumentation „Senioren aktiv – Europäische Bildungsprojek-
te für und mit Seniorinnen und Senioren im Programm GRUNDTVIG“
http://www.na-bibb.de/senioren_aktiv_1281.html
INCREASE- Intercultural Creativity of Seniors
GRUNDTVIG Learning Partnership 2008-2010
Countries involved: AU, ES, PT, HU, NL, BE, GER
Coordination: GER- IBK Remscheid
Web: www.increase-project.eu
Email: fricke@ibk-kultur.de
•
INCREASE is a project of the age-culture.net which aims to recognise,
support and enrich the cultural lives and learning of older people in
Europe through advocacy, information, education, training and strategic
partnership
http://www.age-culture.net

Working with Older Volunteers in Manual Intergenerational Projects
e-VITA
GRUNDTVIG 1, 2009
Countries involved: GER, ES, PT, PL,GR, IT,
Coordination: Italy, Imaginary
Web: http://www.evitaproject.eu/
Email: lucia.pannese@i-maginary.it
Narrating Europe!
GRUNDVIG 1-Partnership 2009
Countries involved: It, D, Pt, DK, ES, BG
Coordination: Italien,UNIEDA
Web: http://www.europeanmemories.eu
Email: europe@archiviodiari.it
• Narration methodologies: http://www.europeanmemories.eu/Methodology/Narration-methodologies
Routes towards Europe
GRUNDTVIG- Learning partnership 2006-2009
Countries involved: Finland, Germany, Italy, Northern Ireland, Spain
Coordination: Finland Hyvinkää Adult Education institute
Web: www.routestowardseurope.eu
Learning Places: Monasteries - Churches - Paths of Pilgrimage
Intercultural dialogue in modern adult education on historical paths in European
regions
GRUNDTVIG- Learning partnership 2007-2009
Countries involved: GER, AU, Cyprus
Coordination: Germany Agentur Kultur GbR, München
Web: http://www.agentur-kultur.com/projekte1.html
Uniting Europe through Cultures „With malice towards one“
GRUNDTVIG Learning partnership 2007
Countries involved: BE, FI, Ro, Ir
Coordination: Austria, THE BUSINESS CLUB „AUSTRIALIA”
Web: www.unec.eu.com
Email: Ingrid WAGENHOFER ingrid.wagenhofer@club-austrialia.info
•
Developing Skills for Efficient Communication
with People from Different Cultural Backgrounds
http://81.83.17.172/unec/default.aspx
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186 Part II
EuBiA - Broadening Peoples Mind in Ageing
Learning partnership, 2008 - 2010
Countries involved: AUS, UK, CZ, D, It, PL, SK
Coordination: Austria bia-net- Netzwerk Bildung im Alter
Web : http://www.bia-net.org/en/eubia.html
Email: Mag.Manuala Hinterberger manuela.hinterberger@bia-net.org
•
•
“bia-net” is a registered not-for-profit association, founded in 2008, Pro-
moting the topic LEARNING IN SENIOR AGE, Promoting exchange of
experiences between our membersim the field of LEARNING IN SENI-
OR AGE, Promoting cooperation and partnerschip of organisations and
individuals who work with older people, Developing sustainable regional,
national and European networks
other European projects : LARA, LISA, LENA: http://www.bia-net.org/
The SLIC- “Sustainable learning in the community - Raising
awareness of older people’s competencies and identifying new
opportunities for learning and engagement”
Teilnehmende Länder: AUS, FIN, DEU, HU, IT, UK
Land: Österreich
Web Projekt: http://slic-project.eu/
Organisation: Rotes Kreuz
Web Organisation: www.roteskreuz.at
Ansprechpartner: Charlotte Strümpel, Cornelia Hackl
Email: charlotte.struempel@roteskreuz.at
Email: cornelia.hackl@roteskreuz.at
•
•
„Informelles Lernen und Möglichkeiten freiwilligen Engagements im Alter
– Sichtbarkeit, Motive und Rahmenbedingungen“ http://www.bildungsforschung.org/bildungsforschung/Archiv/2009-01/Engagement
“It is never too late to learn”: addresses the challenges and different types of
actions in order to face these challenges and highlights the importance of
adult learning as a key competence of lifelong learning. http://slic-project.
eu/europe/policy-documents/index.php

Working with Older Volunteers in Manual Intergenerational Projects
Databases
to find more examples of European projects
ADAM (Advanced Data Archive and Management System)
The online European database went live, for the first time providing LEO-
NARDO DA VINCI project promoters in all participating states with a contemporary
platform on which to present their projects and products to relevant
specialist bodies and to interested members of the general public. http://
www.adam-europe.eu/adam/homepageView.htm
EVE
EVE is the electronic platform for the dissemination and exploitation of results
of projects supported by programmes managed by the European Commission
in the fields of Education, Training, Culture, Youth and Citizenship.
http://ec.europa.eu/dgs/education_culture/eve/
ENEVA- PROJECT
European Portal of EU projects on disabled people
http://www.enevaproject.eu/content/view/16/32/lang,en/
A plea for greater intergenerational solidarity
Publication of AGE (European Older Peoples Platform) with the support
of the King Baudouin Foundation, aimed at promoting a European society
based on greater solidarity between the generations.
http://www.age-platform.org/EN/IMG/AGE-Solidarity-BROCHURE-EN.
pdf
The Grundtvig programme celebrates European day of intergenerational
solidarity
Within the Lifelong Learning Programme, the Grundtvig programme supports
adult education, and funds a great number of projects. Some of them
have allowed the development of interesting initiatives for intergenerational
solidarity and learning. Some of these projects are presented here:.
http://ec.europa.eu/education/sharing-experience/sharing1350_en.htm
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TRAMP – Transnational Mobility of Older People in Europe
188 Part II
Catalogue of all Grundtvig Learner Workshops
The European Commission has published a catalogue of all Grundtvig Learner
Workshops, taking place across participating countries between September
2009 and August 2010.
http://ec.europa.eu/education/grundtvig/doc/catalogue09_en.pdf

Working with Older Volunteers in Manual Intergenerational Projects
Arbeit und Leben DGB/VHS NW
Mintropstraße 20; D - 40215 Düsseldorf
www.aulnrw.de
Jürgen Lange (lange@aulnrw.de)
ASCR – Asociace Samaritánu Ceské Republiky
Botevova 3103/17; CZ – Praha 4
www.ascr.cz
Jiri Kuncman (ascr@ascr.cz)
Partners
BAGSO – Bundesarbeitsgemeinschaft der Senioren-Organisationen
Bonngasse 10; D - 53111 Bonn
www.bagso.de
Elke Tippelmann (bagso@easynet.be)
Culture et Liberté National
5, rue St Vincent de Paul ; F - 75010 Paris
www.culture-et-liberte.asso.fr
Laure Onidi (cel.international@nnx.com)
Czech University of Life Sciences
Kamycká 129; CZ – 16521 Prague 6 – Suchdol
www.e-senior.cz
Jan Jarolimek (jarolimek@pef.czu.cz)
Ruhr-Universität Bochum
Universitätsstraße 150; D - 44801 Bochum
www.ruhr-uni-bochum.de
Franz-Josef Jelich (franz-josef.jelich@ruhr-uni-bochum.de)
GEFAS
Mozartstraße 14 a; AT - 8010 Graz
www.seniorweb.at
Irmgard Zandonella (irmgard@zandonella.com)
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TRAMP – Transnational Mobility of Older People in Europe
190 Part II
25sec Studio
Wilsnacker Str. 62; D-10559 Berlin
www.25sec.net
Angelika Middendorf / Andreas Schimanski (hello@25sec.net)
L`Outil en Main
22, rue des Filles Dieu ; FR-10000 TROYES
www.loutilenmain.asso.fr
Yana Boureux (outilenmain@wanadoo.fr)