A Study of Inter-Generational Programmes for Schools Promoting International Education in Developing Countries through the International Baccalaureate Diploma Programme

Abstract

This article reports on a study of intergenerational programmes in schools based in developing countries, which was undertaken by the International Baccalaureate (IB) Organization and the UNESCO Institute for Education. Intergenerational programmes are defined, and the types of intergenerational activities conducted within the Creativity Action Service (CAS) component of the IB Diploma are illustrated. The impact of these intergenerational programmes is described and their benefit to schools communities discussed.

Participating in the International Baccalaureate Diploma Programme: Developing international mindedness and engagement with local communities

“…Otherwise, some reports commissioned by the IBO list the personal and social development outcomes (Billig and Good, 2013) as well as how participating in CAS is a unique learning experience (Walker, 2007). In literature independent of the IBDP, some positive outcomes are reported as a result of working with the local community (see for instance Brown & Ohsako, 2003; Perry & Southwell, 2011).…”

“…Students developed a more caring, open-minded, reflective, confident and mature stance, as well as an ethic of service, according to Billig and Good (2013). Brown and Ohsako (2003) describe students completing CAS requirements by interacting with elders in their communities and doing things for them. The experience was positive for both the students and the elders as links were built between individuals that would not otherwise have been formed.…”

Intergenerational Education: The Significance of Reciprocity and Place

“…On the ground, the project-based approaches of practitioners and communities have been described quite well, for example, as "vehicles for the purposeful and ongoing exchange of resources and learning among older and younger generations for individual and social benefits" (Hatton-Yeo, 2006, p. 2). Kaplan (2002) has also usefully described possible scenarios for intergenerational practice, while others have devised useful typologies for possible scenarios (for example, Brown & Ohsako, 2003). However, with no agreed definition (beyond description and typologies of practice), there is a lack of clarity.…”

Intergenerational Education and Learning: We Are in a New Place

“…Mannion (2012) emphasizes the reciprocal and place-based elements in intergenerational education. Mannion (2012) notes that much of the earlier commentary and research on intergenerational practice set out to describe practice and to name many diverse outcomes in health, leisure, educational, public service, and personal development (Brown and Ohsako 2003) in order to raise its profile. Since outcomes are so diverse, the challenge has been to discern what is distinctive about intergenerational education.…”