Download - TRAMP - Arbeit und Leben DGB/VHS

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