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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 Set of Methods 97
TRAMP – Transnational Mobility of Older People in Europe 98 Part II 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.
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Acknowledgement The text of this pu
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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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Four exchanges were conducted withi
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• Working with Older Volunteers i
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4. Intercultural Learning Working w
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Homepage of the TRAMP database Work
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European exchanges by and for older
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