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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-