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.