Reflections on Intergenerational Policy in Europe: The Past Twenty Years and Looking into the Future

Abstract

This article will start from a United Nations Educational, Scientific and Cultural Organization (UNESCO)-sponsored meeting on intergenerational programs in Dortmund, Germany, in 1999, as this was an awareness-raising moment for intergenerational programs in Europe. The connection between lifelong learning and intergenerational learning as one reason for the increased interest for intergenerational programs in the creation of European policy are discussed and connected to demography, health, aging, and well-being in policy. Therefore recent actions and reports from a European perspective are analyzed in order to reflect over the social and cultural factors that can have an impact and influence the intergenerational field in Europe in the future.

Inclusion in education later in life: Why older adults engage in education activities

“…The inclusion of older men with low levels of educational attainment in education has been facilitated, for example, by the social movement called 'the Men's Shed', initially developed in Australia (Ahl, Hedegaard & Golding, 2017;Golding, 2015). Inter-generational learning is another way which organisations can create attractive and meaningful learning contexts for different generations, including the older adults (Boström, 2003(Boström, , 2012(Boström, , 2014(Boström, , 2017Lüscher, et al, 2017;Schmidt-Hertha, Jelenc Krasovec, & Formosa, 2014). Changes in society may also bring about conditions where further education is needed later in life, for example, note that the development of new technology often demands new skills in the users of such technology.…”

Belaunaldi arteko esperientziak hezkuntza formalaren testuinguruan: teoriatik praktikara

“…Hezkuntza formaleko eremuan aurrera eraman diren belaunaldi ez-jarraituen arteko programen esperientziak eta horien ikerketak Estatu Batuetan daude ardaztuta (Park, 2015), izatez testuinguru horretan sortu baitziren 80ko hamarkadan (Kaplan, 2001). Europan BA esperientziekiko interesa handitzen joan da 90eko hamarkadaz geroztik (Martin, Springate eta Arkinson, 2010 Hainbat autorek aditzera eman dute BA ezagutzaren hutsuneari aurre egiteko beharrezkoa dela ikerketa bultzatzea (Boström, 2014;Pinazo eta Kaplan, 2007…”

“…Ondorioz, Hatton-Yeo, Klerq, Ohsako eta Newmanek (2001) diotenarekin bat eginda, BA esperientzien sustapena murritza da, nahiz eta etorkizuneko egoera demografikoak eta gizarte-aldaketak horien sustapenaren beharra antzeman. Gainera, BA esperientziek duten eraginaren (parte hartzen duten pertsonengan, bai eskoletan bai inguruko komunitatean) inguruko ikerketaalorrean eta informazio-alorrean hutsune handia dago (Boström, 2014;Pinazo eta Kaplan, 2007). Ondorioz, BA esperientziek duten esku-hartze sozialarekiko aukeren gaineko ezjakintasuna eta sustapenik eza dakar komunitatean.…”

Idade e empreendedorismo: uma revisão da literatura

“…Existem muitos exemplos deste tipo de iniciativas e de projetos em vários países em áreas como a saúde, o apoio e trabalho social ou a cultura (Jarrott, 2011;Boström, 2014;Newman, 2014). Os novos instrumentos digitais têm atuado por vezes como catalisadores para a comunicação entre todas as idades como se verificou, por exemplo, em centros intergeracionais na Alemanha e em Espanha (p.e., Fundação La Caixa) em projetos de voluntariado e participação cívica (Hatton-Yeo e Sánchez, 2012;Gatnau, 2012).…”