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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 Set of Methods 95
TRAMP – Transnational Mobility of Older People in Europe 96 Part II 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
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Part II Set of Methods Chapter 1 De
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Foreword At a workshop in Prague, a
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Working with Older Volunteers in Ma
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Products and results • • •
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The objective of the evaluation was
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European exchanges by and for older
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