Desk review of literature on Intergenerational Learning, Social Innovation

and Volunteerism involving Old and Young People

Desk Review by Margaret Kernan, Giulia Cortellesi & Esther Miedema

Presentation by Remi Goossens

ICDI

ComeON! Second Interim Meeting

Madrid September 29-30, 2014

Outline of the presentation

• Key concepts

• Overview of results desk studies

• Conclusion

Key concepts (1)

Intergenerational learning (IGL) involves different age groups learning together and from each other. This is seen as important in

Europe of today as it facilitates a form of learning that might otherwise be diminished due to a growing age segregation.

Experiential ‘education for life’ refers to comprehensive development of a person’s capacities during the full course of her/his life, no matter her/his circumstances.

Social Innovation are strategies, ideas & activities which bring about positive change in communities, satisfying needs of all social groups & reinforcing civil society capacity.

Key concepts (2)

21st century volunteerism:

Volunteerism characterized by choice, solidarity & generosity.

New type of formative volunteerism - systematically develops & pursues social learning & innovation, merging formal education with development of both life competences and critical norms and values.

Phyrtual: the integration of physical + virtual (= phyrtual) elements in the pursuit of social learning & innovation.

Key concepts (3)

Intergenerational Solidarity refers to a ‘mutual support & cooperation between different age groups to achieve a society where people of all ages have a role to play in line with their needs & capacities, and can benefit from their community’s economic & social progress’ (Robertson, 2012: 86).

Overview results:IGL in educational policy & curriculum

• IGL not explicitly named in policy or curriculum guidelines for any type of secondary education.

• But, in all countries (excl. Romania) social studies is included, addressing e.g. human rights & responsibility for others.

• Varied delivery across countries, e.g.:- Italian Liceo’s – emphasis citizenship. All schools can propose

projects linked to community needs.- Hungary & NL – compulsory community service & ‘social

internship’.

Social innovation in educational policy & curriculum

• Explicit reference:

- Italy: MoER 2013 guidelines for social innovation, e.g. creation of social innovation labs/zones.

• More implicit references in:

- Hungary: social inclusion & cohesion

- NL: social change

IG initiatives at a glance

• 16 IG initiatives (IGIs) in the 5 countries involving YP between 15-19 years & seniors over 55

• ICT formed an important aspect in 8 IGIs & attempt was made to integrate virtual with face-to-face interaction, primarily to close digital gap (YP EP)

• Face-to-face contact in other 8 IGIs - focus on transmission of history, values & professional skills (EP YP)

Benefits

The focus & approach shape the type of benefits: some initiatives emphasise on skills & learning outcomes (e.g. ICT), while others focus on social cohesion & fun (e.g. through culture).

•Seniors: ICT, mentoring skills, sense of worth;

•YP: develop social & professional skills;

•Community: challenge stereotypes, tackle ageism, reduce isolation, improve cohesion, active citizenship, sense of belonging, ownership & fun.

Skills

• Organisational: preparation of participants and partners, ability to create synergies across generations & different types of organisations, content knowledge

• Seniors: openness to working with YP, tolerance, empathy, facilitation skills, pro-activity

• Young people: openness to working with seniors, punctuality, pro-activity, teaching skills, patience

Preconditions for success (1)

1) Preparation, coordination and communication

• Clear criteria to select volunteers, e.g. teaching skills, openness to IGI & IGL, project idea

• Clarity on aims, roles, activities

• Location - level of comfort & facilities, flexibility to address health issues & other unexpected circumstances

• Clear communication plan and its effective delivery - essential to smooth running, creating & sustaining interest in, and support for projects.

Preconditions for success (2)

2) Partnership, understanding and commitment

• Quality of partnership between & commitment of, organizations/institutions and individuals

• Clarity on level of understanding of, and commitment to, IGI & IGL more broadly, e.g.:

Schools aware of educational potential of IGL projects Elderly people’s homes open doors to learners & schools and

able to engage young volunteers on long-term basis

• Active involvement of communities, schools and parents.

Conclusion

• None of IGIs to be defined as ‘phyrtual’;

• Virtual components – where present – tended to be limited to provision of ICT lessons by young people to seniors;

• Social innovation is weakly embedded in formal secondary school policy & curricula in most of countries studied;

• Additional skills and preconditions required to ensure successful ‘phyrtual’ IGL initiatives.