Tramp by Arbeit und Leben NRW

Arbeit und Leben DGB/VHS NW (ed.)

TRAMP Transnational Mobility of Older People in Europe – Working with Older Volunteers in Manual Intergenerational Projects

Final Report and Set of Methods

The project has received funding from the European Commission, DG Employment, social affairs and equal opportunities The sole responsibility lies with the authors. The European Commission is not responsible for any of the content published.

Conducted by Arbeit und Leben DGB/VHS NW (DE) in cooperation with • ASCR Workers’ Samaritan Association / KLAS (CZ) • BAGSO German National Association of Senior Citizens‘ Organisations, (DE) • CeL Culture et Liberté National (FR) • GEFAS Association for promoting gerontoloy and the studies of senior citizens at Graz University (AS) and with the support of • l`Outil en Main (FR) • CZU Czech University of Life Sciences, Prague (CR) • RUB Ruhr-University Bochum (DE) • BTS-Reiseagentur (CZ) • Angelika Middendorf & Andreas Schimanski (DE) • Uwe Wehrs (DE) within the scope of a pilot project of the EUROPEAN COMMISSION, DG Employment, Social Affairs and Equal Opportunities. • Social Protection and Integration • Social and Demographic Analysis in the programme ENEA - Preparatory Action On Active Aging and Mobility of Elderly People Funding period: 15.12.2007 – 14.12.2009 Contact:

Arbeit und Leben DGB/VHS NW Landesarbeitsgemeinschaft für politische und soziale Bildung NW e.V. Mintropstraße 20 40215 Düsseldorf Phone: 0211 – 938 00 0/31 Fax: 0211 – 938 00 20

Email: lange@aulnrw.de

www.aulnrw.de www.TRAMP.aulnrw.de

1. Auflage Dezember 2009 Umschlaggestaltung: Leoni Buscher Umschlagfoto: Andreas Roter; Umschlaghintergrund: www.aboutpixel.de Herstellung: Schützdruck © Forschungsinstitut Arbeit, Bildung, Partizipation (FIAB-Verlag) im Netzwerk BildungsForschung und Enwicklung, Recklinghausen 2009 ISBN 978-3-925724-59-6 Alle Rechte vorbehalten

Acknowledgement The text of this publication is the result of joint efforts. The following contributors deserve special mention: • Elke Tippelmann who processed the contributions by BAGSO and the articles regarding disseminaton, EU support programmes and the list of links. • Christiana Lütkes who rendered her services regarding intercultural training and manual work. • Irmgard Zandonella who specifically rendered her service regarding group work techniques. • Anja Küppersbusch contributed an article to the subject of “Conflict Management”. • Joel Jamet provided the basics for the text regarding the multiplier seminar. • Klara Nehodova, Jan Jarolímek and Pavel Simek produced the basis for the database text. • With their evaluation report Josef Jelich and Christina Ruta provided the basic information on the exchanges, a major part of the final report, which also includes contributions by Christiana Lütkes, Barbara Kröger, Joel Jamet, Milena Svobodova, Jiri Kuncman and Michaela Bernadová (Pexeso). • Introduction, practice recommendations and various general subjects were processed by Jürgen Lange. • Furthermore, many contributions were submitted by participants of the exchanges, the multiplier seminar and, in particular, the transfer conference. All contributions were edited by Jürgen Lange, Christiana Lütkes and Elke Tippelmann. The following supporters and organisations contributed to the project: • Arbeit und Leben: Jürgen Lange, Christiana Lütkes, Barbara Kröger, Annett Heinrichs and Ronja Pauly • ASCR (Asociace samaritánu Ceské republiky): Jiri Kuncman and Milena Svobodova • Culture et Liberté : Joel Jamet and Laure Onidi • Gefas: Irmgard Zandonella and Elisabeth Kronfellner-Kraus • Ruhr Universität Bochum: Franz-Josef Jelich and Christina Ruta • BAGSO: Elke Tippelmann • Czech University of Agriculture in Prague: Jan Jarolímek, Klara Nehodova, Pavel Simek • l’Outile en Main: Yana Boureux and Sylvie Fily • Seniors de Moselle: Charlotte Weiler • Angelika Middendorf, Andres Schimanski and Uwe Wehrs, who produced the videos • Of course, many more participants from the involved organisations • Speakers of the EU seminar and the final conference and especially Ksenija Fonovic from SPES and Davide DiPietro from Lunaria • Interpreters of the events and translators, especially Rowena Worsley-Potthoff, Christine Stockebrand and Sylke Wollbold Special thanks for the constant project support go to Ruth Brand, BAGSO and AGE European Older Peoples Platform and the competent supporters of the European Commission, Theodora Savova, Krzysztof Iszkowski, Anne Poliart and Detlef Gerhardt, and, in particular, to the senior citizens at AGE in Hamm, KLAS in Zbraslav, Arbeit und Leben Oberhausen, l’Outile en Main and Seniors de Moselle, without whom this project would not have been possible. 3

Table of contents

Part I TRAMP – Final Report Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Project Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 • TRAMP Organisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 • Review of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 »» The Structures »» The Process »» The Transfer Conference Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Exchanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 • Communication among national subgroups . . . . . . . . . . . . . . . . . . . . . . . 23 • Manual work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 • Intergenerational cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 • Intercultural learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 • Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Development of a Method Set for TRAMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 The TRAMP Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 »» Project documentation »» 25.sec-TRAMP Seminar for Multipliers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Recommendations to the European Commission . . . . . . . . . . . . . . . . . . . . . . . 58

Part II Set of Methods Chapter 1 Definition of Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 »» Definition of “Mobility” »» Definition of “Target Group” Obstacles and Success Factors Affecting the Mobility of Older People in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Chapter 2 Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 • Manual Work as a Means of Education in International Exchanges . . . . 89 • Learning by Manual Work: Cooperative Work as a Method . . . . . . . . . . . 91 • Intergenerational Learning and Working . . . . . . . . . . . . . . . . . . . . . . . . . 95 • Formal / Non-formal Learning and Informal Learning . . . . . . . . . . . . . . 97 • Language / Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 • Intercultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Chapter 3 Preface “Methods” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Goals and Contents of Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 • Generating Goals and Planning of an Exchange . . . . . . . . . . . . . . . . . . . 107 • Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 • Methods of Planning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 • Financing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 • Responsibility and Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 • Work Plan for Manual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 • Generating Ideas: List of Possible Subprojects . . . . . . . . . . . . . . . . . . . . 123 Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 »» General Information »» Checklist: Preparing the Elderly Participants of the Host Group »» Checklist: Preparation of Guests

Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 • Organisation of Exchange Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 • Organisation of an Exchange Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 • Interior Room Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 • Visualisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 • Work Techniques for Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 »» Teamwork Techniques »» Constructive Handling of Conflicts »» Evaluation Rounds • Language Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 • Methods for Intercultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 • Methods for Intergenerational Learning . . . . . . . . . . . . . . . . . . . . . . . . . 169 • Procedural Checklist for Manual Projects . . . . . . . . . . . . . . . . . . . . . . . . 173 Post processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 • Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Chapter 4

Useful Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

With Statements from »» »» »» »» »» »» »» »» »» »» »» »» »» »» »» »»

BAGSO, Germany, p. 12-13, 63 Gustav Skuthälla, AGE / Finland, p. 18 Christine O‘ Kelly, OWN Older Women‘s Network, Ireland, p. 19 Brigitte Léonard and Ourida Farhi, Culture et Liberté Nord, France, p. 20 Liliana Caruz, PRO HOMINI, Romania, p. 20 Professor Norma Raynes, Intergen Community Interest Company, UK, p. 20 Yana Boureux, President l’outil en main, France, p.27 Günter Gewalt (p. 29), Jürgen Gerbracht (p. 28), Helmut Beyerlein (p. 30), Theo Risse (p. 32) and Winfried Kaiser (p. 32), participants in Exchanges, Germany Ursula Mecklenbrauck, headmistress of the Harkort Special Education School, Hamm, Germany, p. 34 Pupils of the Harkort School Concerning the Participation in Practical Projects, p. 36 Pedro Pimenta, Travel Agents, Portugal, p. 35 Joël Jamet, Culture et Liberté, France, p. 36 Michaela Bernardová, Director of the Family Centre Pexeso, Prague/Zraslav, Czech Republic, p. 39 Davide Di Pietro, Lunaria, Italy, p. 62 Anne Dempsey, Third Age Foundation, Ireland, p. 62 Eliane Goudet, France Bénévolat, France, p. 62

Foreword

At a workshop in Prague, a French colleague who had just arrived posed the question as to whether a project such as TRAMP could really make a vital contribution in solving societyâ&#x20AC;&#x2122;s problems or whether it would merely accumulate a host of problems. He met with a vehement reaction, and rightly so. Mobility of the elderly is a topic which is becoming increasingly more important in view of current demographic trends. New possibilities of funding have therefore been created in order to promote an elderly exchange within Europe. For the last two years, we have been working on an EU-funded project called TRAMP TRAnsnational Mobility of older People â&#x20AC;&#x201C; working in manual teamwork projects. The aim of the project was to facilitate access to Europe for elderly people with limited foreign language skills, and to increase transnational mobility of elderly people within Europe. At the core, there were transnational manual work projects for people willing to work on a voluntary basis. In addition, the participation of younger people created an intergenerational approach. The results of the project speak for themselves. We have people who have become active and who have discovered mobility within Europe, people for who in this past this was not possible. We are talking about people with few language skills and who do not have the necessary means to afford services such as translators, people who had to be won over to the idea of an exchange programme which in turn, would only be feasible with a rigid programme structure providing the necessary security for such an adventure. The feedback from those involved proved the success of this venture. Supporting factors in the background made it possible to communicate with one another even beyond the language barriers. In this case, the supporting factors were the manual work-oriented projects as well as the intergenerational approach with TRAMP. They have made a central contribution to the success of the whole project and opened a field of learning which has enormous potential for the citizens of Europe. Regina Schumacher-Goldner Chairwoman Arbeit und Leben DGB/VHS NW, Director of the Volkshochschule Hamm, the municipal adult education Center.

TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

Statement

Ageing in Europe primarily results from economic, social and medical improvements. These improvements provide the possibility to live a long, pleasant and secure life. At the same time ageing is one of the greatest challenges for the European Union. TRAMP makes an active effort to increase the degree of mobility within the European Union and enables older Europeans to play an active role in social and economic life. The Regional Representation of the European Commission in Bonn welcomes and supports the aim of TRAMP to facilitate access to Europe for older people with limited foreign language skills and to increase transnational mobility within the European Union. TRAMP supports older Europeans to pass on their manual work experiences, which requires few foreign language capacities. Particularly with regard to transnational and intergenerational communication and teamwork, TRAMP makes it possible for older Europeans to learn from youngsters and for youngsters to learn from the more experienced. It is a great opportunity for both sides not only to remove generational, cultural, and national barriers, but also to be aware of how substantially the European Union has changed over the last decades. Stephan Koppelberg European Commission, Head of EU-Representation,Bonn

Part I

Working with Older Volunteers in Manual Intergenerational Projects

Preface

Since the year 2000 the EU has been supporting “A Europe for all ages - Promoting prosperity and intergenerational solidarity”, and since 2002 the EU has also supported programmes that promote the mobility of the elderly, including the ENEA programme. This focus area is developing with an increased intensity. A new feature since 2009 involves the testing and support of the mobility of elderly volunteers in the European Programme for Lifelong Learning as part of the Grundtvig Programme with the campaign SVP Senior Volunteer Projects. Currently, the planning process for the European Year for Active Ageing and Intergenerational Solidarity in 2012 is already underway. The new generation of EU funding programmes begins in 2014 and will last until 2021, the foundations of which are now being laid. This is the context of the TRAMP project, which is being supported by funds from the European Commission. The aim of this cooperation project was to facilitate access within Europe for people with few foreign language skills. “We do not understand each other’s language, but working together runs smoothly nevertheless.” This is how Helmut Beyerlein, one of the participating seniors, commented on the TRAMP project and, in particular, the exchange in Hamm/Westfalia, which focused on manual work-oriented, intergenerational voluntary work. “It was fun” said Öger, one of the participating pupils. “Working this way was a pleasure”. This was the plan - and it worked.

Why this project? The CALL FOR PROPOSALS of the ENEA PREPARATORY ACTION ON ACTIVE AGEING AND MOBILITY OF ELDERLY PEOPLE describes the background as follows: The proportion of people over the age of 55 in the total population will rise over the coming decades firstly because the baby boom generation will enter this age group, and also because fertility rates are dropping and life expectancy increasing. In this context, it is becoming of growing importance to mobilise the full potential of older people through active ageing, which implies allowing older people to stay longer in the labour market and to develop their contribution to society, notably as volunteers. Active ageing can be supported through efforts to promote the mobility of older people, giving them access to a wider range of opportunities for employment or volunteer activities across the European Union. Moreover, mobility of older people, as workers, volunteers or tourists, may create new employment opportunities, including the elderly workers themselves. The ENEA preparatory action is intended amongst others to finance measures to encourage the establishment of exchange programmes for the elderly through specialised organisations tasked with developing, inter alia, resources for mobility and adapting infrastructures, including travel, in accordance with the contents of the following:

Final Report

TRAMP – Transnational Mobility of Older People in Europe

European Parliament resolution on the second United Nations World Assembly on Ageing held in Madrid from 8 to 12 April 2002, which stressed the importance of promoting programmes encouraging mobility for the elderly – European Parliament resolution of 15 December 2000 on the Commission communication ‘Towards a Europe for all ages – Promoting prosperity and Intergenerational solidarity.´ Under the ENEA preparatory action three types of activities are supported. One of these is an international exchange programme aimed at promoting the active involvement of older men and women as volunteers working for the general interest.

The TRAMP project One of seven projects of the current ENEA funding phase was TRAMP - transnational mobility of older people - working in teamwork projects in crafts, which began on 15 December 2007 and ended on 14 December 2009. It was funded by the European Commission, DG Employment, Social Affairs and Equal Opportunities / ENEA. The official project partners were Arbeit und Leben DGB/VHS NW, The German Federation of Senior Citizens’ (BAGSO) and the Institut für Erziehungswissenschaft of the Ruhr University of Bochum from Germany, ASCR/Klas (Club of Active Ageing) and the Faculty for Economy and Management at the Czech University of Agriculture in Prague from the Czech Republic, Culture et Liberté from France and GEFAS Steiermark from Austria. An additional partner was the senior citizen organisation l`Outil en Main from France.

Part I

Elderly from three countries meet with pupils The general goal of the TRAMP project was to promote the mobility of the elderly with few language skills or who lack financial means, thus facilitating their access to Europe. The specific goal was to initiate communication processes between senior citizens from France, the Czech Republic and Germany by means of international exchanges and joint voluntary activities. At the start of the project, further goals were set and involved the procurement of new target groups, the establishment of new cooperations and the development of new work fields. In order to initiate communication processes between the participants, two methodical approaches were selected: to enable and promote communication processes between participants with different languages by uniting them in manual workoriented jobs on the one hand (informal learning during practical action), and by including children and adolescents in the project work (intergenerational dialogue) on the other. The young should function as mediators concerning language-related communication problems. Insofar, the TRAMP project had an intercultural and intergenerational dimension. In addition to the manual and intergenerational project work, joint socio-touristic excursions and encounters with people at the project locations and the corresponding regions should enable access to the everyday reality of European countries.

Working with Older Volunteers in Manual Intergenerational Projects

Products and results • A network of active agents was established. In total, 423 people took part in 20 events. Over the two years the following activities took place: »» Five steering group sessions and work groups respectively with 60 participants alltogether »» One kick-off-meeting, two workshops, one partner meeting with 93 participants »» Four one-week exchange programmes in Hamm, Oberhausen, Vigy/ Metz and Zbraslav/Prag with 115 seniors, 142 pupils, 8 teachers and many supporters from visited institutions, companies, politics, administration and press »» A curriculum was generated for a further training seminar for multipliers, which was held in Paris with 27 participants from 11 countries »» A three-day transfer conference “Mobility of the Elderly in Europe – working with elderly volunteers in European exchange projects” in Düsseldorf with 129 participants from 20 countries. • A project video documents the exchanges and provides a visual insight into the diverse activities of the elderly. The second video, 25.sec-TRAMP of the artist team Middendorf/Schimanski in Berlin, contains 25-second statements made by 40 participants regarding their ideas and associations with the subject “Seniors – Mobility – Europe”. • A set of methods for transnational exchange programmes with senior citizens was tested and documented for interested multipliers. • A database with senior-related European projects was created and is available on

the website http://tramp.aulnrw.de/. Organisations, projects and individuals who are interested in the development of manual and intergenerational exchange programmes can access and make use of the database. • Based on the project experiences, practice recommendations for exchange programmes with the elderly were devised for the European Commission. • The exchanges were evaluated and the initial hypothesis was confirmed: the work in intergenerational manual work projects promotes linguistic and cultural communication in an outstanding way. The general conditions for success were clarified and fixed. • The results, which were documented, and the method set are available in book form. An electronic version was published on the website www.tramp.aulnrw. de.

Project conclusion The seminars and the overall high satisfaction of participants demonstrate the capacity of the concept to unite people from different European cultures and different generations in a common communicationintensive learning context by applying methods of manual work and intergenerational dialogue. However, the implementation also showed that meta-communication exercises, thus intercultural training, raised the awareness to interpret experiences of difference, which are usually experienced as “strangely” necessary during the everyday seminar contact. Based on this experience a further development of exchange seminars is urgently recommended.

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TRAMP – Transnational Mobility of Older People in Europe

A statement by the German National Association of Senior Citizens Organisations (BAGSO) At the close of the 9th German Senior Citizen’s Day, held in Leipzig in June 2009 under the motto “Enjoy your age and act responsibly”, BAGSO framed the responsibility of the elderly towards the following generations in the preamble of their “Leipzig Declaration”. A three-day action platform “Generation Island” with the project office “Dialogue of Generations”1 allowed an insight into lived practice. They presented attractive forms and areas of intergenerational commitment based on long-term experiences with projects and competitions regarding intergenerational work.23 Transnational projects of seniors Intergenerative and manual The extent of intergenerative dimensions enhancing transnational projects of senior citizens was demonstrated by the TRAMP project (Transnational Mobility of older People - working in teamwork projects in crafts). Its presentation received tremendous approval during a workshop “Underway in Europe on new paths” of the 9th German Senior Citizen’s Day, which attracted more than 15.000 visitors.4 New perspectives of project work with elderly people in the context of existing EUprogrammes (with a focus on the new so-called “Senior Volunteering Projects” (SVP)5) stood at the centre of a presentation held by the representative of the Grundtvig national agency. The declared goal of the SVP, to promote the participation of the elderly who are e.g. disadvantaged in transnational projects due to the lack of language skills, is also the focus of the TRAMP project, which was sponsored by the EU-programme ENEA that ends in 2010. The joint intergenerational and manual work during a German-Czech-French exchange project demonstrated that elderly participants were in fact able to overcome cultural and linguistic differences. For example, elderly participants experienced in crafts were able to teach adolescents to professionally create and build construction elements of a playground (swings etc.), while the youths (vocational students) took over the role of interpreters, where necessary. Necessary household activities such as cooking were also assumed by the young. The contributions of both age groups in terms of knowledge and skills avoided a hierarchical divide, like that of teachers and pupils, and generated an equal level of cooperation. 1 http://www.generationendialog.de/cms/ 2 BAGSO publication no. 12 “Generationszusammenhalt stärken, Fakten Projekte, Empfehlungen” 2005- http://www.bagso.de/fileadmin/Publikationen/Generationenzusammenhalt.pdf 3 Publication no. 22 “Generationendialog - Zur Bedeutung von Alt-Jung-Projekten für den gesellschaftlichen Zusammenhalt “ 2009 http://www.bagso.de/fileadmin/Aktuell/Publikationen/Broschuere_zum_ Herunterladen.pdf 4 Picture documentation of the 9th German Citizen’s Day in: http://www.bagso.de/fileadmin/Aktuell/ DST_2009/web_bagso_kurzdoku_dst_2009_NEU.pdf; A full documentation will be available online from February 2010 and orderable under: dst@bagso.de 5 More information available in Part II regarding “Framework conditions/EU-support”

Part I

Working with Older Volunteers in Manual Intergenerational Projects

However, specific EU-programmes to promote the transnational commitment for all generations (e.g. an opening of the European Voluntary Service) are still missing today. At best, some “good examples” come in form of “tender shoots”. A closer look at the Youth Partnership web portal6 shows that the topic “dialogue of generations” is gaining importance, particularly for senior citizen organisations and organisations of (international) youth work. The currently commencing discussion of new EU programmes from 2013 onward will reveal the extent of this tendency affecting the different programme areas. European citizenship requires encounters and actions of all generations BAGSO sees an enormous potential of transnational practical cooperation in the areas environmental protection, nature conservation and cultural preservation. These are the central challenges of the future, challenges, which can only be mastered by old and young together. The project results should inspire supporters of European town twinning projects, institutions of international youth work, and family, educational, cultural and volunteer organisations. These should also emphasise new project features with age-mixed initiatives in social neighbourhood-oriented projects. It would be desirable to extend the new “Senior Volunteer Project” in form of new “minor cooperation projects” (in addition to the “learning partnerships” and the “workshops”) for the purpose of developing a programme with various action possibilities.7 The recently decided “European Year of Voluntary Activities Promoting Active Citizenship 2011” should therefore be utilised to advance the setup of networks.8 Obvious synergies with the planned “European Year of Active Ageing and Intergenerational Solidarity“ in 2012 could promote the sustainability of measures for “active ageing”, also in terms of an increased mobility within Europe. We therefore eagerly await the conference during the second “European Year on Solidarity and Cooperation between Generations” on April 29th 2010 (under Spanish presidency). Following a European consultation conducted in 2009, an operationalisation of plans of the European Commission is to be expected. For more information on EU politics see9.

6 http://youth-partnership.coe.int/youth-partnership/ 7 Website of the European Commission 8 Council Decision on the European Year of Voluntary Activities Promoting Active Citizenship (2011) http://register.consilium.europa.eu/pdf/de/09/st15/st15658.de09.pdf 9 Social Agenda 21 - Jumping the Generation gap - How the EU promotes intergenerational solidarity (EN) more languages: http://ec.europa.eu/social/main.jsp?catId=737&langId=en; CoverAge/ Special Briefing: EU public consultation on EU Year 2012 on Active Ageing and Intergenerational Solidarity (EN, DE) www.age-platform.org/EN/IMG/CoverAGE/EN/CoverAGE_07-2009.pdf

Final Report

TRAMP – Transnational Mobility of Older People in Europe

Project Structures

Organisations in TRAMP Project Arbeit und Leben Arbeit und Leben is an institute of further education funded jointly by the German Trade Union Federation and the Association of Adult Education Centres (Volkshochschulen) in North Rhine-Westphalia. This education partnership of two widely differing institutions has, for more than 50 years, become the foundation for a successful cooperations model. Arbeit und Leben represents further education concerning democracy, tolerance and social involvement in an educational network of local, regional and national learning opportunities and cooperations. Arbeit und Leben NRW is a federal organisation providing citizen-friendly education opportunities for 20000 participants each year in more than 40 local consortiums in North RhineWestphalia. In the last few years, more than 20 projects many of which were at international level, have been successfully carried out from start to finish. Culture et Liberté International, Paris Culture et Liberté is a Non-Formal Education umbrella organisation encompassing fifteen regional member organisations – which themselves encompass hundreds of local organisations or groups all over France. Their activities are very diverse and cover the following fields: active citizenship, activities in urban and rural areas, participation in social development of people, development of different kinds of

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productions and exchanges and organisation of intercultural exchanges. ASCR - Asociace Samaritánu Ceské Republiky The association of the Samaritans of the Czech Republic was re-founded in February 1992 and thus followed on from the tradition of the Samaritan organisation. Since it was re-founded the Czech Samaritan Organisation took the difficult hurdle of setting up a non-government, non-profitmaking organisation for the rescue services in Prague West and Melnik. The tasks also include water and air rescue. In Melnik there is a Samaritan school for first-aid training, training of nurses and emergency medical technicians. The school is affiliated to a youth centre. The ASCR has established a club for the elderly, „KLAS“, with currently 140 members. „KLAS“ provides cultural and sports activities. BAGSO – Bundesarbeitsgemeinschaft der Seniorenorganisationen BAGSO is an umbrella organisation which includes 94 active German associations with more than 12 million members. BAGSO regards itself as a solidarity-orientated action platform and interest group for the older generation, which serves to broadly publicise the needs of older people in Germany and effectively articulate their legitimate demands. Not only does it aim to provide information, explain issues and

Working with Older Volunteers in Manual Intergenerational Projects

motivate people, but for many years already it has striven to affect political decisions at the federal level by measures and reports. BAGSO has been advancing the interests of older people not only at national level. BAGSO’s membership of the European Economic and Social Committee and the the Administration Council of AGE (The European Platform of older people) is of particular importance in the framework of the representation of older people’s interests. In addition BAGSO is involved in some European projects concerning Active Ageing, Active Citizenship and New Technologies. Gefas Steiermark Gefas Steiermark was founded in 1991 as a platform and contact point for elderly people in Steiermark. As a member of diverse umbrella organisations, Gefas aims to promote sexual equality, the quality of life for elderly citizens and to increase tolerance between young and old. Various projects are carried out and many different learning programmes initiated to achieve this end. Ruhr-University Bochum The Ruhr-Universität Bochum is represented in the project by the Faculty of Philosophy, Pedagogy and Journalism, or rather by the Chair for Vocational and Business Education in the Institute for Education. The chair represents several research and teaching core areas: legal and institutional structures in vocational and in-company training, professionalization and occupational dynamics in the further education sector, application of knowledge and professional behaviour, organisational theory and research and finally empiric further education research. Czech University of Life Sciences Prague The Czech University of Life Sciences Prague provides public higher education.

The Economics Faculty features an Information and advice centre for elderly citizens, which has created a special Internet portal for seniors (http://www.e-senior.cz). This portal provides information and communications opportunities for the elderly in the Czech Republic. l’Outil en main „L’Union des associations l’Outil en main“ is a French organisation which is based in Troyes and was founded in 1987. 62 organisations throughout France are built on the concept of L’Outil en main. In schools and workshops, courses are given for children between the ages of 9 and 14. Old craft skills are passed on to the younger generation by real craftsmen (who have retired) in authentic workshops using real tools. The children develop manual skills and selfconfidence and become sensitised to cultural assets. At the end of the school year, the children receive a certificate entitled „d’initiation aux métiérs du patrimoine“ ( initiation in craftsmanship patrimony).

Review of the Project 1. A BSCW-platform (basic support for cooperative work) has been set up on the internet to facilitate communication between conferences and to provide common documentation. 2. The steering group was composed of representatives of Arbeit und Leben DGB/ VHS NW e.V. as the project executing organisation, representatives of the French partner Culture et Liberté, the Czech partner ASCR (Asociace samaritánu Ceské republiky) and BAGSO. 3. The network of multipliers comes from very different contexts and bases. a. The participants of the exchanges consisted of participants from Final Report

TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

Hamm who were recruited from the AGE groups, i.e. elderly who are socially committed on a local level and come from the steel, chemical and mining industry. The French group was also mainly recruited from dedicated people at lâ&#x20AC;&#x2122;Outil en Main, all of them craftsmen who are committed to teach younger people about craftsmanship. A second smaller French group came from the Seniors de Moiselle organisation. They were from the mining sector and were committed to elderly seniors. The group of elderly from Oberhausen were familiar with the work of Arbeit und Leben Oberhausen and had participated in its advanced training courses. The Czech group came from the senior citizen organisation KLAS of the ASCR in Prague/Zbraslav. They are also committed on a local level. They make and sell dolls, for instance, and the proceeds go to UNICEF. The professional backgrounds were heterogeneous, most of them were office workers. All in all, the groups were very heterogeneous in age, the youngest were aged 54, the oldest participant was 84 years old. The foreign language skills also varied immensely, but were mostly bad or poor. b. A second group was composed of participants of the multiplier seminar in Paris. These involved representatives from senior citizen, educational and exchange organisations from 11 countries who plan to focus on a cooperation with elderly people and particularly on international, intergenerational and manual work in exchanges. The youngest participant was 21, the oldest 73 years old.

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c. A third network group consisted of participants of the transfer conference with a total of 127 participants from 19 European countries. These also represented senior citizen, educational and exchange organisations. The common interest focused on cooperation with elderly people and particularly on international, intergenerational and manual work in exchanges. 4. Many different institutions and facilities advised and supported the steering group who were invited to the sessions according to the given tasks. Academic support was provided by the University of Bochum regarding the evaluation procedure, in particular, the Institute for Vocational Pedagogics. The Czech University of Agriculture in Prague was responsible for the setup and design of the TRAMP database. The BTS travel agency supported the interpreter activities, the exchange programme in Prague and the travel programme of Czech participants to France and Germany and vice versa. The AGE Agency for Social Commitment organised and supported the exchange in Hamm and provided contextual advice, especially with regard to intercultural and manual work issues. The production of the videos was performed by Uwe Wehrs (documentation) and Angelika Schimanski/Andreas Middendorf (25.sec).

Process 1. The setup of structures was carried out quickly and without any problems. In a first step, partners met for steering group sessions in France and the Czech Republic. The following kick-off mee-

Working with Older Volunteers in Manual Intergenerational Projects

ting determined the scope of issues and tasks. The subsequent two workshops discussed the work progress, clarified unsettled issues and specified and planned further proceedings. This included the recruitment of participants and multipliers for the exchanges, the preparation of exchanges, further workshops and transfer conferences as well as the completion of other project products. In the meantime the participating partners met in different combinations for control and work group sessions in order to deal with individual topics such as the curriculum for the EU seminar in Paris, the exchange agendas and the development and implementation of the database. 2. The project was conducted in several phases. During the first phase a structure was devised and all participants introduced to the subject. The second phase involved the development of creativity and the exploitation of the participantsâ&#x20AC;&#x2122; creative potentials. In the third phase the transfer conference and concluding workshop refocused the participants on the subject and project goal. This part of the process proved the most difficult, because decision-making processes and discussions with so many participants proved to be a complicated matter. The products and results of those involved and of academic participants were incorporated into the final report and particularly the practice recommendations. 3. Structures of participation and decision: a. The project management was represented by Arbeit und Leben. The authority to decide in terms of planning, organisation, execution, conflict management and controlling was assigned to the project partners. There were also national coordinators who

Discussion at workshop in Dortmund

participated in the planning, execution and organisation of exchanges as well as in workshops and the conference and who sent delegates to the steering group. b. Participants and academics were included in the production of results as much as possible except for the focusing process at the end. Here, the authority to decide was left with the steering group and/or the editing team. Academic support / evaluation was included in the decision-making process, as their results accompanied and influenced the guidelines for the steering group sessions and workshops. Academics also took part in those steering group sessions and workshops in order to present and include their results in the project. Project-related decisions were made in the steering group or workshops. c. A methodical goal of the project was to include all participants in the process of developing project results as intensely as possible. The elderly and their specific skills were therefore actively included in the production of results. They also took part in the planning process of the exchanges and

Final Report

TRAMP – Transnational Mobility of Older People in Europe

AGE has long been concerned about the disadvantageous conditions which increasing numbers of vulnerable older migrants experience in all aspects of their lives and the specific discrimination that often confronts them. Older migrants are a large and significant group within the EU and their numbers will continue to grow in line with demographic trends towards an ageing population and their numbers will also grow due to a further increase of mobility between EU member states and third countries. Older migrants have specific concerns and needs, which are not always effectively met by the infrastructures in the countries they live in. This is a good reason to say great thanks to the agency ”Arbeit und Leben DGB/VHS NW” for this Conference that faces a growing problem. - the manual work approach and/or - the intergenerational approach In my opinion both will have a big effect, but I think that the manual work approach will be more effective. Gustav Skuthälla, AGE / Finland

in the preparatory and evaluating discussions of the workshops. d. The participants of the concluding conference were requested to submit feedback on the conference, written statements regarding the presented and discussed contents as well as further recommendations. The submitted responses were included in the final report. e. At the end of the project the participation of the different levels con-

TRAMP Transferconference

Part 1

cluded with the cooperation partners preparing the documentation of results for the final report. The responsible steering group decided exclusively on the project reporting.

The Tranfer Conference The Transfer Conference took place in Düsseldorf between 28th and 30th October 2009. The aim was to present Tramp’s results and to exchange ideas with experts and other participants through intensive and stimulating discussion. Another goal was to develop ideas for new projects together, thereby encouraging a creative process with the attendees. Altogether, 130 participants took part in the conference. The first day opened with a plenary session headed by Regina Schumacher-Goldner, Chairwoman Arbeit und Leben DGB/VHS NW and Dr. Stephan Koppelberg, Head of EU-Representation, Bonn. Afterwards, the topic “Mobility of Elderly People in Europe – Challenges” was presented by Dr. Krzysztof Iszkowski, European Commission - Directorate-General for Employment, Social Affairs and Equal Opportunities, Brussels and by Gustav Skuthälla, AGE European Older People‘s Platform, Brussels. National Aspects of Volunteering and Perspectives for Europe were presented by Dr. Astrid Hencke, German Ministry for Family, Seniors, Women and Youth, Berlin, and Dr. Jiřina Rippelová, Senator of the Czech Republic, Prague. Talks on European Exchange Projects – Testing, Experiences and Results were given by Davide Di Pietro, Lunaria, Rome, Ksenija Fonovic, Spes, Rome, Jürgen Lange, Arbeit und Leben DGB/VHS NW, Düsseldorf and finally Pedro Pimenta and Elke Tippelmann from BAGSO, Brussels. Ruth Brand, BAGSO – (Bundesarbeitsge-

Working with Older Volunteers in Manual Intergenerational Projects

meinschaft der Seniorenorganisationen) moderated the discussions. On the second day various excursions, visits and meetings took place in the morning. Projects were inspected, lively discussions with those involved were carried out and a tour of the city of Düsseldorf was also on offer: - Keywork Ateliers – Voluntary Engagement at the Intersection of Culture and Society - TRAMP – Practical Experience of Exchange - Social Situation of the Elderly in Germany from a Trade Union Perspective - Guided Tour in Theory (Regio Guides) and Practice: Traditional beer, mustard and cartwheels (guided tour through Düsseldorf ) - Regio Guides – Life and Work in the Metropolis Ruhr - The TRAMP-database – presentation and discussion about former proceedings and participation. In the afternoon, workshops on the various core areas relating to exchanges with elderly volunteers were run in parallel. - Opening Classical Volunteer Services for Seniors (Davide di Pietro, Lunaria / Ksenija Fonovic, Spes) - Informal Learning in European Study Visits (Laure Onidi, Culture et Liberté / Joel Jamet, Culture et Liberté / Jürgen Lange, Arbeit und Leben / Christina Ruta, Ruhr-Universität Bochum) - Companies – Volunteers - Europe (Dr. Christiana Lütkes, AGE Hamm / Yana Boureux, l´outil en main / Angelika Güttler, Vattenfall Senioren) - Senior’s Organisations as Protagonists in European Exchanges (Elke Tippelmann, BAGSO / Pedro Pimenta, Associação VIDA, Portugal / Doris Wagner, NaturFreunde Deutschlands / Jiři Kuncman, ASCR

TRAMP Transferconference 28th to 30th October 2009 in Düsseldorf, Dr. Krzysztof Iszkowski, EU Commission

(a) In general I found the conference to be a good learning experience and provided an opportunity to meet potential partners for further projects. It was hard to make a choice for workshops. I would have liked to do one on completing the funding applications, but as I had to prioritise I was happy with the ones chosen. (b) It was very interesting to visit the beach volleyball court and I was impressed with the amount of preparation work, which was needed prior to the actual project commencing. There was a misunderstanding regarding the word „craft“, we refer to craft as being handmade items such as knitting, sewing and so on, so while it was very interesting I don‘t think our organisation (for older women) would be able to undertake this type of building project but I can see advantages in other ways. The intergenerational approach is very attractive as a means of challenging attitudes towards aging and this is very important to the work we do in Ireland. Christine O‘ Kelly, OWN Older Women‘s Network, Ireland

Tramp-Transferconference

Final Report

TRAMP – Transnational Mobility of Older People in Europe

Among the participants of the conference the average middle class was well represented. The working class was hardly represented or not at all. And what about the immigrants from southern countries? Brigitte Léonard and Ourida Farhi, Culture et Liberté Nord, Lille Our organisation was honoured to be invited to this conference. It was the first time that we had been abroad and had taken part in such an event, where we had the possibility to get to know so many senior volunteers from many countries. I was impressed to meet people who fight against the loneliness of elderly, who help in children education, who support young people to make a career or give back hope for life to very sick persons, as we do in our organisation. The conference was very important and it was a novelty for me. I admire your initiative to bring together so many volunteers, especially senior volunteers. It was a profitable experience. I hope for a partnership with an Austrian organisation, an intergenerational project. The theme of the conference was very interesting, actually. It was a real success. I send you my congratulations and thank you very much for everything.

The third and final day was devoted to developing ideas and initial drafts for future projects and cooperations, again in the form of workshops. The five workshops were headed by Gabriela Schmidt / Laure Onidi / Joël Jamet / Milena Svobodová / Irmgard Zandonella / Klara Nehodová and Jiři Kuncman. The results were impressive. Although of course the projects were not ready for application, both the sheer volume of ideas and the quality were astonishing. In four workshops, several project drafts were created in each group. Those in the fifth workshop concentrated on the possibilities of future cooperations, also with excellent results.

Liliana Caruz, PRO HOMINI, Romania I would like to provide you with some feedback on the recent conference. I found the administration team excellent and very helpful. It provided me with an excellent networking opportunity. I have also taken home new ideas which I hope to transfer to the UK. I enjoyed the opportunity to learn more about the good ideas and practice which are encouraging learning in older people. The information on intergenerational activities in a variety of settings has given me ideas for creating new projects in the UK. Professor Norma Raynes, Intergen Community Interest Company, London

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TRAMP Transferconference

Evaluation

The objective of the evaluation was to analyse the international exchanges of TRAMP in terms of the primary goal, thus investigating whether the exchanges fulfilled the promotion of the mobility of the elderly with few language skills. On a contextual level it involved the observation whether the didactic-methodical approach via practical work and intergenerational communication features managed to establish a continuous and comprehensive interaction between the national groups or participants in informal learning situations (manual projects) and during informal exchange features (e.g. intercultural training). A further matter of interest was how the different target groups from the Czech Republic, France and Germany could be integrated in the seminar and how important previous experiences made abroad and the degree of existing language skills were. In a formative-responsive evaluation process, the seminar expectations and interests of participants as well as the specific goals of those responsible for the execution of the seminars were surveyed, critically assessed and increasingly reflected in the process of the project development.1 Formative-responsive evaluation implies that the evaluative process is assessed in terms of its consulting efficiency and subsequently made available. Ideally three work stages should be analytically distinguished in the evaluation process: “Programme par-

ticipants express the objectives (mission) of the programme. They identify the most important programme activities, describe these on the basis of the data to be surveyed, interpret them and collectively evaluate the programme. They develop goals and strategies for improvements and stipulate the further evaluative procedure.“2 The practice-related integration into the project process, which is strongly connected to the formative-responsive evaluation type, requires the integration of an external “evaluation entity” in order to “counteract blind spots, peer pressure in the evaluation group and immunising justification“.3 This was ensured by means of differentiated work structures developed by the chair of Vocational Studies and Economic Education at the University of Bochum. Material principles of the evaluation included • The participatory observation of the conducted exchanges, • The analysis of questionnaires regarding the experiences with international mobility, language skills, continuing education etc. • The parallel execution of intensive interviews with participants regarding seminar expectations, execution and satisfaction

1 Kromrey, Helmut (2001): Evaluation - ein vielschichtiges Konzept. Begriff und Methodik von Evaluierung und Evaluationsforschung. Empfehlungen für die Praxis. In: Sozialwissenschaften und Berufspraxis, vol. 24, H. 2, pp. 105– 131.

2 Beywl, Wolfgang (2006): Evaluationsmodelle und qualitative Methoden. In: Flick, Uwe (ed.): Qualitative Evaluationsforschung. Konzepte, Methoden, Umsetzungen. Reinbek bei Hamburg., p. 109f. 3 Ibid., p. 110

• The critical and constructive accompaniment of the efforts of the steering group with regard to the exchange evaluation and the further exchange planning process.

TRAMP – Transnational Mobility of Older People in Europe

TRAMP Transferconference: workshops, excursions, …

TRAMP Transferconference, Ksenija Fonovic, Marco Koopmann and Reinhard Wagner

Part I

Exchanges

Four exchanges were conducted within the scope of the TRAMP project. • A total of 80 participants took part in Hamm between 8 - 14 September 2008: 25 elderly, 59 pupils (10 of these on a temporary basis) and 7 accompanying persons (teachers, interpreters, evaluator). • A total of 50 participants took part in Oberhausen between 19 - 24 April 2009: 16 elderly, 27 pupils and 7 accompanying persons. • A total of 60 participants took part in Vigy/Metz between 24 – 30 May 2009: 27 elderly, 26 pupils and 7 accompanying persons. • A total of 73 participants took part in Prague between 15 - 21 June 2009: 35 elderly, 30 primary school pupils (13 – 15 years old), 8 secondary school pupils (17 – 18 years old) as interpreters and 6 accompanying persons.

1. Communication among National Subgroups Results The goal of TRAMP, to promote the communication between senior citizens from Germany, France and the Czech Republic despite a lack of foreign language skills, was achieved during the exchanges in Hamm, Oberhausen and Prague. We were able to observe active communication processes between all national subgroups during the project work in the mornings and during activities in the afternoons and evenings. The group atmosphere during the project work and excursions

was always candid, amicable and dialogueoriented. Furthermore, by the end of each exchange week all projects of the work groups had been completed in the workshops. Amongst other things, this proves that there were no communication breakdowns regarding the honorary project work. This result is also suggested in the assessment of the participants themselves who were requested to fill in evaluation questionnaires at the end of each exchange. The majority of participants “strongly agree” or “agree” that the communication between the national subgroups was a success:

One exception concerns the exchange in Vigy. Occasional complaints were made by French and Germans regarding the project work who thought that details could not be communicated. They expressed their desire for a stronger presence of interpreters. However, all project tasks were also successfully completed in Vigy. Success factors and obstacles Uniting participants in joint work processes The most important factor in terms of encouraging communication processes involved the cooperation of the elderly in certain tasks instead of merely uniting them in activities such as sightseeing. A separate 23

TRAMP – Transnational Mobility of Older People in Europe

paragraph below deals with the joint workshop efforts. Organisation The sound organisation contributed to the successful communication between the national subgroups before and during the exchanges because it had a positive influence on the participants’ satisfaction (and thus their motivation to successfully complete the projects), and their sociability. In the evaluation questionnaires, almost all senior citizens rated the overall organisation as a significant factor for successful communication between the national subgroups. The organisation comprised preparatory work in the run-up to the exchange, the selection of participating seniors and schools and, in particular, including the elderly in the organisation process itself.

Selection of participants Organisers selected the elderly for the exchange participation by means of already existing contacts. The elderly were already socially committed prior to the exchange, however, only on a local level and not across European borders. Prior to their retirement most French participants were either employed or selfemployed craftsmen in different trades and were at that point involved in the French organisation l’outil en main. In the regional or local centres of l`outil en main children are taught the different basic skills of manual work. A central goal of l`outil en main is to familiarise children with the joy of ma-

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nual work. Some of the French participants were from the senior citizen organisation Seniors de Moselle. These were previously employed in mining or other industrial sectors and are also active today in different social domains such as the care of very old people who live alone. The Czech group consisted of seniors, who are involved in KLAS (Club of Active Ageing), the senior citizen department of the ASČR (Czech Samaritan Association). In contrast to the other groups from France and Germany, the majority of this group were women. They particularly produced handicraft work such as dolls. These dolls were sold at school or town fairs and the proceeds donated to UNICEF. That money supported projects in Africa. The participants were mainly employed in office jobs in different occupational fields. The German participants from Hamm are involved within the scope of the AGE (Agency for Social Commitment) in socially meaningful projects and within the scope of SchuB (School and Job) in projects where they prepare adolescents for the demands of the working world. Both are local projects of Arbeit und Leben NW. The participants were employed in different jobs in the industrial sector for example, as electricians, technicians, technical lab assistants, factory mechanics, mechanical engineers (several), industrial mechanics, works council, retailers, heads of vocational training, welders, technical power station assistants, plumbers, chemical workers and pipe works inspectors. The elderly from Oberhausen had participated in advanced training courses of Arbeit und Leben Oberhausen. These involved younger, more active senior citizens from different trade backgrounds. In the end a joiner, a postman, two housewives, a fireman, a professor, a railwayman and a machine operator joined the project.

Working with Older Volunteers in Manual Intergenerational Projects

Exchange Oberhausen, final presentation of the projects, french participants, pupils and politicians

Due to this selection, most of the participants had gained experiences in terms of social commitment as well as intergenerational cooperation (lâ&#x20AC;&#x2122;outil en main und SchuB), which could be drawn on with regard to the exchange organisation. Furthermore, most of them were employed in manual work-related jobs and were able to contribute with their valuable knowledge. The elderly were frequently able to provide detailed information on tools, the time needed for upcoming tasks as well as estimating their level of difficulty. This particularly applied to tasks involving concrete, wood or sandstone works. In the run-up to the construction of the beach volleyball court in the schoolyard of the comprehensive school in Oberhausen the participating elderly provided valuable hints regarding logistics and thus contributed to a successful running of the project. For instance, they pointed out that the excavation of the

future beach volleyball court could not be managed by hand and suggested using a digger, which was provided by courtesy of the THW (Technical Agency for Relief ). The native elderly assumed the role of host and proved to be excellent assistants of the seminars. They organised car pools for the excursions, provided their own materials for the tasks, prepared snacks for discussion rounds etc. The native senior citizens at KLAS in Prague contributed immensely to the realisation of the programme week, which was partly due to the fact that some of the project tasks took place on their premises in the afternoons. On the final evening they organised a very nice party with dancing, singing and a raffle. All this contributed to a warm and hearty atmosphere and had a major influence on the willingness to communicate. Based on these positive experiences it is highly recommended that the participating

Final Report

TRAMP – Transnational Mobility of Older People in Europe

elderly are involved in the planning and implementation process of the workshops. The selection of the elderly (as well as the participating pupils and teachers) also proved to be success in other respects. All participants were very open-minded and eager to communicate with others. This was probably due to their previous social commitment, also in intergenerational contexts. Furthermore, many of them were active in other institutions such as clubs, trade unions and political parties etc.

Community orientation In this respect positive experiences in terms of the selection procedure can certainly be verified. The individual source-related projects proved to be an excellent introduction to engage in border-crossing experiences with other national cultures, which were based on direct encounters and communication – a challenge that entails many uncertainties. Regarding their participation, the individual schools were approached by the respective local organisations. School-leavers in Oberhausen were selected for the project by their teacher who was the head of the job office in the school at that time and who accompanied pupils during the transfer from school to job employment. Two classes were selected that combined pupils of the final school year. These were joined by interested volunteers from the domestic science classes who were won over by their teacher. Pupils in Vigy came from the Ecole

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Primaire Paul Rousselot in the small town near Adeppa Courcelles-Chaussy. They were aged between 10 and 12. Within the scope of the SchuB positive experiences (high liability, good organisation) had been previously made with the special education school, the Harkort-Schule in Hamm, which was also selected for the project. An additional school was the Elisabeth LüdersBerufskolleg with a focus on social professions whose pupils were appointed to accompany younger children and to actively help with the translations. Two schools could be won over in Prague/Zbraslav: the primary school Vladislav Vančura and, for translation tasks, older students of the secondary school Ota Pavel in Radotin. Course of events of the week: Discussions in the plenum During the exchanges the responsibilities and procedural structures were clear, which provided participants with a high reliability of expectations. Introductory events took place at the start of the project week, in which participants were informed on the course of events of the upcoming week and in which they could acquaint themselves with each other. For example, during the project week in Oberhausen, both the elderly and pupils involved met every morning in school for a discussion session, in which they analysed events of the previous day and clarified the upcoming tasks for the current day. First, this had a motivating effect, as everyone was reminded of the work progress of the previous day. Secondly, the plenum helped to assess if the groups were ahead of time or lagging behind, so that groups were able to help each other out. Furthermore, it provided the opportunity to discuss missing materials and who would be best to acquire them. In case of missing protective wear or tools, many of the elderly participants provided their private ma-

Working with Older Volunteers in Manual Intergenerational Projects

terials. One participating couple agreed to do the shopping for each day. Due to this coordinating effect, these regular plenum meetings in the mornings (particularly with the collaboration of teachers and pupils of the cooperating schools) are highly recommended. Afternoon and evening programmes In addition, the varied afternoon programme (which was perceived as being interesting) and the evening meal together contributed to the increase of participants’ satisfaction and enforced the communication processes between them. Afternoon and evening activities included the following: At the invitation of the city of Hamm, the mayoress, as political representative of the town, welcomed the group at the castle Oberwerries for lunch. They learnt about the structural change of the Ruhr area by example of the Maximilianpark and dealt with the topics of migration and religion using the example of the Hindu temple. The Czech group (which was interested in theatre) met the director of the Helios Children’s Theatre, while the GermanFrench subgroup exchanged experiences regarding the school education of children. On one evening the group drove to a hut on the premises of a mining pit in Hamm, where they had a barbecue and ate the salads which had been prepared in the cooking workshop in the morning. Many participants afterwards praised this barbecue evening as one of the exchange “high-

The participation of l‘outil en main in the TRAMP project has proved successful for our organisation. We have met with associations from various European countries with different experiences and our participating craftsmen have learned a great deal. They gave enthusiastic reports about the meetings and realised that language is not the “non plus ultra”, but that manual work and “know-how” are part of a context-rich communication. Another positive aspect: l‘outil en main provides its volunteering seniors with the dynamic and purpose of a “second life“ (meaning retirement): travelling through Europe and getting to know other projects and methods to reach a common goal proves to be an excellent remedy for the immobility in volunteer work. L’outil en main would like to organise further exchanges with like-minded associations on the following subjects, validation of manual work and exchange of know-how in the intergenerational context. In doing so, we would like to organise exchanges between craftsmen, invite colleagues to our associations and send groups to “colleagues” in other European countries. Yana Boureux, l’outil en main, Troyes

lights”. During the exchange in Oberhausen the participants visited the industrial housing estate Wisenheimer, which serves as an excellent example of political commitment and creative options of citizens. The structural change was also discussed here by using the example of the Gasometer and the World Heritage Site Zeche Zollverein. In Prague the group toured the old town, learnt about structural changes by looking at a silver mine and discussed the role of religion in history and present using the example of the Holy Mountain in Pribram. The Czech organisers went to great lengths with regard to the evening programmes. For example, they organised games’ evenings and a major farewell party. Amongst other things, the group in

Final Report

TRAMP – Transnational Mobility of Older People in Europe I was surprised by the good cooperation between the generations. The children and young people from the various types of schools as well as the elderly from three European countries got along well even without the use of words. It was just great! After work, during culture and leisure time, the organisers had a lot to offer in order to get to know more about the country and people. In my opinion this helped in a better understanding of each other and also reduced some pre-existing prejudices. A great contribution to a unified Europe!!! Certainly a sound and not unwelcome side-effect of “TRAMP”: international friendships developed which will hopefully last for a long time!!! In my opinion, this was an actively lived Europe of citizens and not the Europe of bureaucrats, and I certainly hope this project has a future. It can make a difference, as statements and reactions of the participating schools and associations strongly prove!!! Participating in “TRAMP“ was a lot of fun and the time spent together provided even more fun, even without profound language skills!!! Jürgen Gerbracht, participant in Hamm and in Prague

Vigy took a tour of the Robert Schumann House in Scy-Chazelles. Robert Schumann is considered one of the founding fathers of the European Union and this introduction caused participants to reflect on the further development of Europe. Another issue in Vigy dealt with the role of Lorraine between France and Germany and its recent history using the example of the Maginot line. It was considered very important to have free time between the practical work in the morning and the afternoon programmes. Regeneration takes time. Participants also considered it important to have at least one free afternoon to explore the environment of their own accord or to visit some of the hosting participants at home. For most of the elderly the exchange was the first intensive stay in the relevant country. Informal rounds proved stimulating to communication processes, especially during or after the meals together. In this context participants particularly emphasised the barbecue evening in Hamm. Informal rounds also ensued after the evening meals in Vigy, not least 28

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due to the fact that, unlike other exchanges, all participants in Vigy, including the native participants, stayed in one place of accommodation. Opinions differed regarding the evening activities. In Vigy, for instance, 8 of 30 participants would have preferred an organised evening programme and less free informal time. In Hamm, however, this informal time was welcomed and positively assessed (the unforgettable barbecue evening). The entire French group (with one exception) and several participants of the German group would have preferred to dine in restaurants outside the town centre at least once in a while. Others again emphasised the amenities of the natural surroundings and enthused in interviews about the pleasant evening walks. Incidentally, the geographical location was not a problem, as most of the participants arrived in cars. In principle it is highly recommended that the hosting senior citizens are involved in the planning process regarding accommodation, catering and especially the programme itself. The assignment of interpreters and the foreign language skills of some participants The assignment of interpreters and the German skills of some French and Czech participants also contributed significantly to successful communication. Abstract issues cannot be communicated by means of gestures, therefore interpreters and participants with relevant language skills were always consulted in discussions with more complex topics. It is therefore recommended that each national subgroup is accompanied by at least one interpreter. The foreign language skills of the participants themselves certainly promoted communication processes as well. During each exchange there were at least one or two par-

Working with Older Volunteers in Manual Intergenerational Projects

ticipants from the French and Czech group who had a good command of German. This was particularly the case during the exchange in Oberhausen, where a large percentage, one in three participants, was able to speak German. Furthermore, one participant of the German subgroup who took part in the exchanges to Oberhausen and Prague had a good command of French. In general, around half of the participants of each exchange claimed to have some knowledge of at least one foreign language. Upon further inquiry this knowledge mostly corresponded to the levels A1 and A2 of the European Framework of Reference for Languages. Some participants had learned German at school, thus 50 years ago, and had hardly spoken it afterwards or not at all. The interview answers also included foreign language skills, which were not part of the involved mother tongues, thus German, Czech and French. German participants primarily mentioned English. The Czech group contained participants who had a good command of Polish or Russian and who were able to communicate well with pupils from families with Polish or Russian migration backgrounds. Although the language skills of some participants surely benefited communication processes and although these participants could function as interpreters, the participation of senior citizens with foreign language skills cannot be considered a continued success. The German-speaking Czech and French participants and the French-speaking German participant had an alleviating effect, because they were consulted regarding communication problems in informal situations and therefore made the language attempts of other participants unnecessary. On the other hand, it demonstrated the will to communicate and the confident handling of communication problems when interpreters were called in as problem solvers.

It was fun to work with seniors from other countries (France and Czech Republic) during the projects. However, the communication sometimes proved to be rather strenuous due to the lack of language skills of all participants. But it worked. Of course there was a problem once in a while. From my point of view this mainly concerned the supply of materials in the various projects, which proved to be problematic at times. But somehow everything got done in the end. Altogether it was a week full of variety and new experiences. G端nter Gewalt, participant in Prague

In this context another phenomenon which frequently emerges during trinational exchanges should be pointed out with regard to the lingua franca. Most of the time, German was the lingua franca. On the one hand this was due to two of the four exchanges taking place in Germany and only one in France and one in the Czech Republic. But on the other hand this was particularly due to the fact that several Czech and French participants spoke German, but none of the Germans spoke Czech or, with one exception, French. Moreover, German was also the lingua franca of the interpreters. Thus, French and Czech were first translated into German before being translated into the other corresponding language.

Exchange Oberhausen, construction of a beachvolleyball court

Final Report

TRAMP – Transnational Mobility of Older People in Europe

2. Manual Work In addition to the intergenerational dialogue, manual work was determined as a central method to encourage communication between the national subgroups. The following work tasks were performed during the exchanges: The exchange in Hamm • Construction of swings for the schoolyard. Preparation of the ground, assembly of 5 swings and encasing in concrete. • Restoration of a schoolyard wall. The wall was cleaned, undercoated and painted with motifs chosen by the pupils. • Construction of a wooden puppet stage. One subgroup performed the wood and decoration work, while the other subgroup practised the stage play with younger children. • Silk painting. In this group silk painting techniques were taught and motifs for scarves and postcards designed. • International cooking. A fifth group ran a kiosk for snack and prepared meals in the school kitchen for all 80 participants with recipes from participating countries. The exchange in Oberhausen Upon request of a participating teacher, a beach volleyball court was constructed on the schoolyard lawn of a comprehensive school in Oberhausen. During the planning phase the project remained unclear for a long time. Unclarified issues involved We from the AGE-group have done quite a lot of projects, and it is highly interesting for me to work with French and Czech people together in this project at the Harkortschule. We do not understand each others’ languages, but working together runs smoothly nevertheless. Helmut Beyerlein, Hamm, participant of the exchange in Hamm

Part 1

• The construction (How do you construct a volleyball court? Which materials are needed? How much time do the different work steps take? Is the designated location suitable? Do we need to organise an approval by the TÜV? Etc.) • The financing (What will materials cost? Which sponsors can we ask?) • The legal side (Public schoolyard? Access for non-pupils? What happens when accidents occur?) These issues required a lot of information and many discussions – keeping in mind that this was all dealt with by lay people. Finally, a positive decision on behalf of the school administration enabled the start of construction (performed by the elderly): • Construction draft, obtain measurements and requirements • Determine work steps and a plan for necessary materials in appropriate numbers and necessary tools • Testing the soil (regarding dangerous waste accumulated over the years) and determination of marginal measurements with appropriate markings • Excavation works were monitored by the THW (moving of bushes, excavation of drain channels and soak away) • Ordering of materials, organisation of tool loans • The project was divided into work groups, each with 5 seniors of different nationalities and 5 pupils. The work groups were assigned with different tasks in a necessary sequence: 1. placing the drainage system, 2. setting pillars in concrete, 3. modelling the margins, 4. + 5. filling of gravel, grit and sand. The work groups worked in parallel and, as soon as the tasks were completed, joined the filling groups 4+5. Finally, all participants had to help with the earthworks surrounding the beach volleyball court. On the Friday, everything was prepared for the grand opening.

Working with Older Volunteers in Manual Intergenerational Projects

• The international cooking project also required preparations beforehand in order to make the project week a success: inquiries regarding recipes and necessary ingredients, setup of menus for the German kitchen, barbecue day, initial thoughts on the buffet for the final ceremony, exploring the kitchen and its devices, talks with the domestic management, compilation of shopping lists and the shopping itself, copies of recipes for all kitchen teams. The tasks of the international cooking project were organised as follows: six senior citizens made up four internationally mixed groups with 2-3 pupils each. The dishes were separated onto four stove hobs and prepared according to recipes. A service providing drinks and cakes/sandwiches for the workers (pavilion beach volleyball course) was organised. Each day, the setting of tables and the arrangement of the buffet took place at 12:30 pm. German food was served on Monday, Czech food on Tuesday and French food on Wednesday. A joint barbecue took place on Thursday and a final buffet was organised for the Friday. The exchange in Vigy • Woodworks: renovation of a wooden fence (height approx. 80 cm, align, fixate, polish, varnish…) • Gardening: layout of flower bed at the entrance of the premises and layout of an herb bed, surrounded by a mesh of hazelnut twigs, for the restaurant. A coach from the local centre assisted the group. Setup of a plant barrier (visual screen). • Repair of a boule site (basic site already existed) and layout of marginal plants. • Masonry: Cut stones (sandstone), manufacture according to drafts, e.g. sundial, orientation table. Two masons assisted

Exchange Vigy, working with cut stones

the group of around 10 participants and provided the materials. • Fabric work: handicraft with different materials, silk painting, welcome greetings in several languages and the corresponding flags. A coach from the local centre assisted the group.

Exchange Prague/Zbraslav, after work party - using the new boule site

Final Report

TRAMP – Transnational Mobility of Older People in Europe

The best thing about the trip to France was the companionship and the companionship with people from other countries, and that we worked together and also that we got to know another culture and existing differences. We learned how the elderly live in France and the Czech Republic and what their situation is like. This improves the knowledge of human nature. Regarding the communication, there were some difficulties in the beginning and at first everyone tended to stay in their own little group, but over the course of time they tended to mix more and more. We either communicated using our hands and feet or with the help of someone who spoke a little German. All of that worked pretty well. We definitely came closer to Europe. And the children probably learned from the experience of working with people from other cultures. We would definitely go again and we think it would make sense by all means to expand such projects. Theo Risse and Winfried Kaiser, Hamm, participants in Metz

The exchange in Prague • Interior decoration of the nursery Eliška – the elderly and pupils of the primary school coated and painted the walls together. Result: nicer atmosphere in the nursery. • Construction and repair of benches and tables at KLAS, decoration of the garden and construction of a boule site. Result: improved environment for leisure activities of the elderly. • Setup of benches in the school garden: polishing and varnishing wood, assembly of benches, positioning and encasing in concrete, works on the surrounding. • Securing the KLAS premises – building of a fence around the KLAS building. Result: increased protection and more aesthetically pleasing appearance.

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• Renovation works on KLAS building – the fence, main door and windows were repainted (originally not planned – this was initiated by German seniors). Result: increased lifetime and more aesthetically pleasing appearance. • Design of puppets for UNICEF, silk painting and tiffany works. Result: products for the UNICEF stall and support of child vaccinations in Africa. All project works were completed by the end of the exchange week and presented during the final ceremony. The concept of encouraging communication between people with different native languages in a manual work context despite a lack of foreign language skills has proved to be a success. This was also indicated by the participants themselves during interviews and in the evaluation questionnaires. On the one hand this is due to the fact that manual work activities usually do not require a very complex theoretical context. Most of the information can be communicated in a non-verbal manner. On the other hand, as one participant put it, it is ‘craftsmanship international’. The participants enjoyed the selected project work, which contributed to an open atmosphere and promoted communication processes. In an interview one of the participants of l’outil en main said: “I really enjoy passing my knowledge on to adolescents. Many of them were completely alien to manual work. One of the adolescents told me he could picture himself working in this kind of profession after he left school.” Almost all participants evaluated the workshops as informative, varied and versatile. Most of them thought the workshops in Hamm, Oberhausen and Prague were well-organised. The final exchange in Prague received the best evaluation. The

Working with Older Volunteers in Manual Intergenerational Projects

exchange in Vigy received a slightly less favourable evaluation. The French elderly were not included in the planning process because the French senior citizen organisations were also just guests like the others and, furthermore, consisted of participants from all over France. This again shows the importance of integrating the elderly in the planning process of tasks. Moreover, on the last day of the exchange an appointment was re-scheduled, which prevented one group from completing their (self-added) goal, which in turn caused some discontent. Participantsâ&#x20AC;&#x2122; evaluation of exchanges The projects were organised in such a way that they connected to the specific skills of the elderly, which in turn enabled them to guide the young. On the other hand they also included new aspects for the seniors themselves who could accept these as challenges. In this respect the integration of the elderly in the planning process of activities proved successful. Furthermore, in most cases the project work also corresponded to interests of the adolescents. The project week meant a break from everyday school life and many pupils preferred the practical work to abstract learning. The young also profited directly from the project work because in many cases the school equipment was improved. This is of course a motivation-promoting factor. In addition, children and adolescents learned new techniques and, as one teacher emphasised, the project work helped some pupils in terms of their future job orientation. Since the method of encouraging communication by the involvement in manual work has proved successful it should by all means be retained for future activities. Again, it is important to include the elderly and the schools in the planning process.

3. Intergenerational Cooperation Intergenerational cooperation was determined as a second central method to encourage communication processes. The idea to do so proved successful, however, slightly different than planned. The youths were supposed to function as a bridge by acting as interpreters when faced with communication problems. The idea behind it was that due to increased mobility demands youths nowadays develop foreign language skills much sooner than senior citizens and are often less inhibited in using their skills, even if these are very limited. However, English was not the lingua franca of the exchanges, Czech is rarely taught in German schools and French-speaking pupils were not specifically involved. Nevertheless, pupils were still able to function as interpreters, for instance the children with migrational backgrounds in Hamm who spoke Russian or Polish or, if they were

Exchange Hamm, intergenerational rest

Final Report

TRAMP – Transnational Mobility of Older People in Europe

The Harkortschule Hamm, a special education school with a focus on learning, has developed an extensive job orientation programme to support students with learning difficulties. […] The realisation of the TRAMP project should be viewed in this context as well. […] Embedded in the goals of our school programme, students were able to increase or consolidate their self-assessment and selfesteem. Included in our job preparation programme, the various projects represented an additional component and especially encouraged the independence of each participating child and adolescent and therefore greatly supported the post-school life plan. This process was further increased by the bringing together of various generations and cultures. Experiencing other languages, other skills and the team work regarding the construction of swings, the puppet stage, the silk painted scarves, joint cooking sessions as well as the decoration of the school yard wall were all experiences, which our pupils rarely have a chance to make. The mediation of social skills, the willingness to cooperate, to solve conflicts without understanding the language, joint efforts to decorate or create objects are all values, which we were able to offer our pupils in condensed form. The focus of our school work could thus be implemented in an optimal way. The project helped us realise the objectives of our school programme. Pupils with special educational needs mostly come from socially deprived families, which often lack the confrontation with other cultures and a diverse range of offers in terms of support options. Insofar, the project provided our students with learning opportunities, which we can hardly provide within the scope of everyday school life. The staff and the participating pupils learned a lot from the elderly from abroad during the work together and look forward to a new TRAMP project. Ursula Mecklenbrauck, headmistress of the Harkort Special Education School, Hamm

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Moroccan, French. In Germany, a large percentage of pupils with migrational backgrounds attend special education schools, many of them speak Russian or Polish and could therefore communicate well with Czech participants. Thus, the pupils who spoke Russian, Polish or French faced the astonishing yet very pleasant fact that their native language was not only tolerated in school, but particularly useful and helpful. In Prague, pupils with German and French language skills were specifically involved in the workshops and would try out their skills, actually functioning as interpreters. They mediated regarding difficult technical issues, compiled trilingual lists of materials and tools, and talked to the elderly about everything and anything. The inclusion of the younger generation must also be seen as a success factor, because due to their openness and curiosity the children and adolescents offered significant communication incentives. Conversations would frequently occur, if the young asked questions regarding work or personal topics and they would usually receive answers by several seniors. This could be particularly observed in the cooking groups, because the work space was limited and conversations were easily sparked with regard to cultural eating habits. The uncomplicated and informal manner of the young often had an infectious effect on the elderly, which in turn resulted in an even warmer atmosphere and encouraged further communication processes. 15 of 18 interviewed participants in Hamm, 12 of 16 interviewed participants in Oberhausen and 17 of 23 interviewed participants in Prague thus stated that the inclusion of children and adolescents successfully encouraged communication processes. The sound atmosphere was also due to the fact that seniors and juniors alike enjoyed the intergenerational cooperation. The

Working with Older Volunteers in Manual Intergenerational Projects

elderly guided the young without being patronising. At the same time the elderly were surprised that the young made suggestions regarding further procedures, which the elderly had not thought of before and willingly accepted. The adolescents in Oberhausen were particularly impressed that they were officially allowed to call the senior citizens by their first names. The elderly welcomed this rule as well, since it contributed to the reduction of reservations on both sides. The adolescents were proactive and helped out wherever necessary. This was probably due to the fact that the pupils themselves benefited from the projects and therefore had a direct personal interest in them. In interviews the elderly repeatedly emphasised how committed and enthusiastic the adolescents were at work. Vice versa the adolescents were impressed how agile and, as one pupil put it, “in good shape” the elderly were despite their considerable age (the oldest participant was aged 84) and how well they managed to perform hard physical labour. This “agility” was also proved in a spontaneous intergenerational football match during a work break. The enthusiasm and proactiveness of all voluntary participants must be explicitly emphasised. The participating teachers also commented on the very positive course of the week. According to them they had never seen the pupils so enthusiastic. Furthermore, they pointed out the educational value of the project week in terms of the development of technical as well as social skills. One teacher in Oberhausen said, for instance, that the involved pupils were soon to leave school and the project work helped to reduce their fears regarding contact with “adults”. With regard to the elderly, the integration of children and adolescents had an educational value beyond the “method” of

Exchange Prague/Zbraslav, after work party - using the new garden

promoting communication. The majority of elderly participants in Prague and all of the elderly in the other three exchanges confirmed that they had gained new experiences in contact with the young, although all participants had been involved with younger people before the TRAMP project (for example with grandchildren, friends, neighbours, via the voluntary project work in the home countries etc.). As I said in the final discussion on the first day of the Conference, the increase in senior citizens is enormous. In my country, Portugal, the Social Security frightens us with statements such as this: “Nowadays we have one person working for one retired person, in the next 20-30 years the relation will be one working for two retired…” It will be the end of the Social State… Well, we can’t be so pessimistic and nor should we dig our heads in the sand. All of society must work together (young and old people), the problem is important to all of us and we need to find a way to solve the problem. I would venture to advise the European Commission to implement policies to protect all members of society and, regarding us “elderly people”, to maintain the support of all the initiatives which concern us. Elderly people are very important for this experience, they are patient and good mediators in conflict situations; young people can provide new ideas, new skills and tools and new technologies. Someone once said: “Alone I can do nothing, together the world is ours”. Pedro Pimenta, Travel Agents, Porto

Final Report

TRAMP – Transnational Mobility of Older People in Europe

The cooperation between the generations proceeded so well that in two cases senior citizens from Germany and the Czech Republic invited some of the youths to visit them in their home country. Since then, a group of German pupils has been to visit Prague; a further visit is planned for 2010. The inclusion of adolescents as language mediators proved very meaningful. In order to further improve this in future, the adolescents should be more intensely prepared for their assignment. In terms of manual work the cooperation between old and young was unproblematic and it was obvious that both sides benefited from it. Since intergenerational cooperation proved to be particularly encouraging in terms of communication, it is highly recommended that the concept of intergenerational cooperation is retained during such exchanges. The concept to conduct project work so that adolescents have a personal interest in (especially improvements of schoolyards) has proved successful.

Following these encounters all participants noted the extraordinary experience that should be spread among the elderly that “Europe does not belong to the younger generation alone” and that “there should be more intergenerational work” in order to erase those artificial divisions between generations. The young people are supposed to learn something from the elderly, but the young should also be allowed to teach the elderly, for example about new technologies or about their view of social developments. After all, they are the generation that will govern the world of tomorrow and beyond. Joël Jamet, Culture et Liberté, Paris

Evaluation of Pupils of the Harkort school Concerning the Participation in Practical Projects Preliminary remark: the questions were asked in order to examine whether the projects can serve as preparation for a future job. 41 students replied. (The difference regarding the usually mentioned 31 is due to the inclusion of students that only attended sporadically). Overall assessment: Very good

Good

Satisfactory

Bad

Very bad

Isolated questions: Question The event helped me to get to know my own strengths and weaknesses The event helped me in my thoughts on a future job The event gave me an insight into everyday working life (e.g. within the scope of an internship or training position)

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Yes

29 19

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Working with Older Volunteers in Manual Intergenerational Projects

4. Intercultural Learning The exchanges focused on joint work experiences and intergenerational encounters. However, information on work life and everyday life in the guest countries was not an explicit focal point. Nevertheless, more than two thirds of participants mentioned having had sufficient insights in this regard. In Vigy, for instance, an additional “cultural approach” was chosen and 5 excursions organised. The bus of the residential centre was available for these excursions along with voluntary senior citizens (with appropriate driving licenses) as bus drivers. • A guided city tour of Metz gave participants the opportunity to explore the town. The Czech and German participants were unfamiliar with the region and were amazed at the monuments. Afterwards they drove to Scy-Chazelles, where they visited the house of Robert Schumann. A guided tour provided a historical retrospect of Europe and the opportunity to reflect on the developments of this unique historic and cultural structure. • The region has been heavily influenced by industry and participants visited the mining museum in Freyming-Merlebach. There were many shared impressions and memories (some participants had been miners) and possibilities to compare, because the mining industry was also very present in Oberhausen, Hamm and Prague. • Lorraine was influenced by different cultures, not least by Germany. A tour of the school museum in Metzervisse with a retired bilingual teacher as a guide demonstrated these influences. Children in those days were bilingual or only spoke Low German, which was forbidden in schools. A second aspect dealt with the strict upbringing and the school sys-

tem with rules and prohibitions. The subsequent visit of an old oil mill provided detailed information on the development of economic conditions in the countryside, practical techniques and eating habits. • The two World Wars have also had a considerable influence on the region. Many traces are still visible today, such as the famous Maginot line. This impressed many participants who were children in those days. • The programme on Friday gave participants who had completed their project work the opportunity to explore Metz by themselves, buy souvenirs or take a stroll without the group. As mentioned above, one group preferred to complete their project work instead. In order to actually learn something about the culture of the guest country or region, participants should be explicitly informed on land and people, which may prevent an undue generalisation of isolated or incidental experiences. Intercultural training was performed for the purpose of non-formal intercultural learning, i.e. in order to prevent or reduce prejudices and to overcome possible cultural problems. The training took place at the start, during or after the exchanges in a post processing. Intercultural training proved to be very target-oriented. Culture-related misunderstandings could not be observed during the exchanges in Hamm, Oberhausen and Prague. Admittedly there is no causal connection between intercultural training and the absence of culture-related misunderstandings, especially since there were no culture-related problems in Oberhausen, where no intercultural training was performed. Intercultural training was also not performed in Vigy. Unlike Oberhausen, misunderstandings did occur, but could be Final Report

TRAMP – Transnational Mobility of Older People in Europe

Evaluation of the experiences of the exchanges in Hamm, Oberhausen, Metz and Prague – practice recommendations • The testing of facilitated project access is improved due to the group composition with a contingent of new participants. A few participants had already had intercultural contacts, but rarely such in-depth ones. • The advantages of the method application (manual work and intergenerational approach) were discussed: The potential of volunteers in a European context is broadened by people with no foreign language skills. The added value for Europe lies in the fact that volunteers who were previously active on a local or regional level now have the option of a European voluntary service. Europe should be built from the bottom up and not from the top down. The TRAMP project or the subprojects in the manual work areas visualise Europe, also within the community. • L´outil en Main: The responsible colleague faced a problem regarding the organisation of the project: she was supposed to choose the people in order to delegate them to the various projects, but she herself was not invited to an exchange. Therefore she only received information on those volunteers who reported to her. It was therefore rather complicated to fully understand and organise the project. • Socio-touristic excursions were conducted during all exchanges. Personal invitations by the hosts were discussed regarding insights into the host country. One of the methods that was emphasised was “Fluid Sitting“, in which participants sit in systematically mixed international groups during their evening meal. At the beginning this method proved to be difficult, but in the end it worked very well. • The role of children and adolescents was discussed. The question was whether this meant an accumulation of problems. It was said to be quite difficult to work with the elderly and children simultaneously. The adequate age of the children was discussed. For the interpreting jobs in particular, as e.g. in Zbraslav, older adolescents would be required. Regarding the manual work, the age of the children did not pose a problem, as the example demonstrated where adolescents and French participants worked with a pad saw. The age of the children would be less of a problem than the large quantity, which is caused due to the participation of entire and sometimes large classes. It would be easier to include the children in their normal school environment. In an unknown environment, as e.g. in Vigny, the children do not work in their own interests such as the school yard. In any case, the continuous coaching by the teachers and the inclusion in subprojects by the group participants would be positive. The children should be prepared for the elderly and the elderly prepared for cooperation with children. The start of the project should be of great importance: if participants spend too much time searching for groups and tools, then the adults will not look after the children, who in turn will develop their own project. It is important that subprojects are executed and completed together with the elderly.

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Working with Older Volunteers in Manual Intergenerational Projects

clarified. From the first evening onward, for instance, the German and Czech group and some French participants met in the lounge in the evenings to sit down and have a chat. Some of the German participants had discussed about a possible guest present beforehand and decided to bring a “typical German” beer keg for the evenings together. Initially, the majority of French participants did not show up for these informal get-togethers, which the other participants attributed to tiredness or disinclination. On the third day it became known that several French participants did not join the meetings, because they felt uninvited and thought the beer was only meant for the German participants. They had waited for an explicit invitation. As soon as the German participants heard of this, they seized the initiative and invited them, which resulted in the French also taking part in these informal get-togethers on the remaining evenings. The constructive overcoming of such difficulties surely contributes to intercultural learning. In general, 90 % of the interviewed participants stated that the exchanges let them gain new experiences in the cooperation with participants from other countries.

Conclusion The seminars and the overall high satisfaction of participants demonstrate the capacity of the concept to unite people from different European cultures and different generations in a common communicationintensive learning context by applying methods of manual work and intergenerational dialogue. However, the implementation also showed that meta-communication exercises, thus intercultural training, raised the awareness to interpret experiences of difference, which are usually experienced as “strangely” necessary during the everyday seminar contact. Based on this experience a further development of exchange seminars is urgently recommended.

The experience of having organised a meeting on an international level has increased both the self-confidence as well as the reputation of our senior citizens. I have noticed in my own environment that the senior citizens of KLAS are more and more regarded as cooperation partners and not as a group seeking help or pleasure. Moreover, and this is important for the development of our community, communication with the local authorities led to the elderly being regarded as cooperation and consulting partners by them. Michaela Bernardová, Director of the Family Centre Pexeso, Prague/Zraslav

Exchange Oberhausen, construction of a beachvolleyball court

Final Report

TRAMP – Transnational Mobility of Older People in Europe

Some comments by the organisers on the effects of the exchanges • Culture et Liberté started intergenerational projects four years ago. The exchange in France took place in Vigy. They used to separate senior citizens and children at Adeppa, now they work with both together. This is the project’s contribution to the organisation. It was noticed during all the exchanges that the work got the attention of the outside world. When young people meet somewhere, it is considered normal. But adolescents meeting elderly people is considered exceptional. Projects such as these are special and more so in a communal context which could be observed in France. Other senior citizens approached Adeppa asking whether and how they could participate. • As an additional benefit for the participating senior citizen organisations, it was important to consider the self-interests of these organisations. One of the goals of KLAS, for example, involved the renovation of the building. Lasting developments included personal friendships, invitations of Czech pupils to Germany, an invitation of a German school class to Prague as well as private visits of participants. • ASCR/KLAS had it easier than the French. It was a “self-contained” club that made it easier to coordinate. Concerning the exchanges all are very pleased. It was a particularly great experience for those who had not been allowed to travel in the past. A big event was organised for the town district. Schools and pupils participated in the planning of the event and its programme. The women of the family centre also supported the planning of the programme. Maybe it was a bit hectic, due to the diversity of the programme, but you do something to improve something. They liked the work of the French colleagues, but it would probably take some time until something like this developed in the Czech Republic. The headmaster of the vocational school in Zbraslav was presented with the material from France, because here they also faced the problem of placing school leavers in jobs. The headmaster would have to contact the government departments in order to carry out the projects. Everybody is very excited, but it will probably take a long time. • Effects in Hamm: The effects on the AGE group are generally positive. The project is still being talked about. Publicity can be achieved by the cooperation of young and old, even more so, if an international cooperation can be presented. That is not the way it used to be. It is increasingly easier to find people interested in intercultural and intergenerational events. Furthermore, there are various requests from schools wanting to engage in similar projects. Uwe Wehrs fom Hamm documented the project on camera. The nicest scenes occurred, when children and adults were working together. “What we learned at AGE was that certain things exist in other countries, which we can profit from and in fact have already profited from during the projects.” Renata Hurková, mayoress of Prague /Zbraslv Everybody communicated using hands, facial play, with a smile, everybody understood each other well. The participation of the pupils as interpreters was important as well. The visible and tangible results of the work significantly enriched the public and cultural life of the district of Prague-Zbaraslav. So much was accomplished and achieved. I can‘t name everything, but take for example the site for pétanque (boules), gardening, the renovation of the fence around the building of the senior citizen organisation KLAS. Benches were set up and our friends from Germany didn‘t hesitate to do decorational work such as paint and varnish work. It was outdoor work, no matter whether the sun was shining or whether it was raining. The outcome of all these activities not only involved the visible results, but also the emergence of new friendships. The project is very well known in Zbraslav and received a great deal of interest by all citizens and other (non-profit) organisations. What we very much admire is that the whole spectrum of citizens of Zbraslav of all generations was included and that many friendships between German and French senior citizens were established.

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Working with Older Volunteers in Manual Intergenerational Projects

Development of a Method Set for TRAMP

Based on experiences from a previous ENEA project (Trigger), the project partners searched for new methods for the exchange weeks, which were suitable to facilitate and encourage the interaction and communication between the target group, i.e. elderly people with little or no language skills, and youths during their joint project work. Trigger focussed on sightseeing, intercultural encounters, individual learning processes, joint development (theory) and contextual examination, thus all methods, which required language as a basis for joint communication. TRAMP, on the other hand, added the new approach of working together in manual projects. This approach and its successful implementation opens the European-wide social commitment to new target groups who were previously restricted or denied the access to such projects due to the language barrier. We then added an intergenerational approach, which was initially planned as a method to alleviate and facilitate the communication between the elderly participants. However, it rapidly developed a momentum of its own and is now a method in its own right. The following section describes the search and selection process of suitable tools and techniques/exercises, which were to help achieve the following goals during the 4 pilot exchanges: • Enable a different form of travel and experience in unknown countries while having a good time • Lasting (sustainable) international contacts

• Learning, on a functional and social level • Create a product / handiwork (productoriented teamwork) • Generations learning from each other, exchange of practical experience • Societal commitment, perform sensible and meaningful work • Spark interests (e.g. learn a language in old age) or refresh language skills Thorough research of relevant literature, the Internet and many personal talks with people involved revealed that a description of methods was unavailable for the abovementioned target groups in this area of operation. Therefore, by means of adapting, testing and evaluating, a method set had to be specifically devised for this purpose and was published in the handbook. Basically, this resulted in 6 operational areas for the application of specific control tools regarding the encounters of elderly citizens and youths of different nations and language groups. Joint manual projects The primary and, in the context of the TRAMP exchanges, most influential method involved the joint practical work in intergenerational groups. All 4 exchanges revealed the significance of this aspect. When the project work was well prepared, adjusted to the participating groups, adequate for the age groups and arranged so that it could be completed in the time available, the participants tended to organise themselves, because with a clearly defined goal Final Report

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they were able to readily implement their knowledge, experiences and skills. Interior room design, arrival and getting to know each other The 4 pilot exchanges revealed key moments, which require special attention regarding the arrangement and methodical preparation. The experiences made in this context showed that the organisation of the first meeting of the participating elderly had a significant influence on the further course of the exchange week. A feature that proved particularly positive could be observed during the exchange in Oberhausen, where posters were spread across the room welcoming the participants in their mother tongue and which gave them the opportunity to articulate expectations, worries and requests. All information was immediately interpreted into the languages of the participants. It would be recommendable for future exchanges to also provide the information in written form, e.g. in form of slides in two or more languages depending on the number of nationalities taking part in order to visualise the linguistic diversity and to do justice to all the different (learning) types by spreading the information onto different channels. Language / communication Following the analysis of the first exchange in Hamm regarding the goals of the organisers, it was apparent that interventions to promote and increase the communication between the different nationalities were necessary. During the exchange in Oberhausen, the second of the 4 pilot exchanges, the focus lay on the participating pupils acting as interpreters. In this case the youths were pupils of a comprehensive school, older than the children in Hamm and had, according to their curriculum, sufficient language skills. This intergenerational approach was very effective, as the interest 42

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and curiosity of the youths promoted the communication, at least in the mornings. Furthermore, the “mini language course in the plenum” method turned out to be motivating and activating. Various supportive features such as lists with tools or recipe ingredients helped participants to accumulate a specific application-oriented vocabulary, which proved more efficient than proactively learning the actual vocabulary by themselves. The “fluid sitting” method was successfully tested during the fourth and final exchange in the Czech Republic. Following initial irritation the participants acted on the organiser’s suggestion and took every opportunity to change seats thus continuously changing communication partners. Intergenerational learning and working During all exchanges intergenerational learning processes took place in the mornings via the practical work method, while the elderly spent their afternoons without the adolescents or children. Given sufficient time for preparation, this project aspect revealed that intergenerational learning processes were in fact possible beyond the joint work periods in the morning. Such opportunities involve the organisation of the afternoon programme, which realistically can only be implemented with the support of the involved schools and teachers. Suggestions were made, but could only be insufficiently tested due to abovementioned reasons. However, since intergenerational learning processes usually proceed on an informal level, the results of the learning processes can be revealed with the help of well-structured feedback processes. I.e., intergenerational learning took place in an uncontrolled, spontaneous and informal manner and was furthered by the setting and the “frame” method. Daily feedback

Working with Older Volunteers in Manual Intergenerational Projects

rounds during all exchanges showed similar results. Conflict management Although there was no specific occasion, we still recommend being prepared and having appropriate tools to deal with conflict situations. Misunderstandings can occur due to intercultural specifics of the participating groups. If left unaddressed or unclarified, these can have an unfavourable influence on the project atmosphere. Methods for daily reports During the TRAMP exchanges we dealt with a target group that was in a phase of life characterised by informal learning processes. For this reason we considered it highly important to develop tools, which can measure and visualise learning results and progresses. In the course of all 4 exchanges the sociometric line-up or positioning proved particularly suitable for larger groups who spoke many different languages. These line-ups enable a rapid and immediate visualisation of everyoneâ&#x20AC;&#x2122;s knowledge, mood or expectation. Depending on the group size, language skills and availability of interpreters, oral reflection rounds in the evening can also help to detect misunderstandings and moods in due time. In terms of documentation, however, written questionnaires are indispensable. Several variations, verbal and non-verbal, could be tested in the course of the exchanges.

Exchange Hamm, common planning of the tasks

In conclusion, the purposeful yet economical use of diverse techniques and exercises has a positive effect on the course of the encounters and makes this form of mobility of elderly people, with manual project work as an innovative methodical approach, an interesting and successful experience on many different levels. Final Report

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The TRAMP Database

Being one of several projects, a quick solution was initially launched for the TRAMP project in form of an Internet presentation on the web pages of ‘Arbeit und Leben’. In a second step, an individual project page was established under http://tramp.aulnrw. de. This website provides general project information in four different languages. Furthermore, it introduces the cooperation partners, provides information on planned events, contains presentations on the topic and shows a selection of the 25.sec videos with participants from three countries. A database was also added.

• Transfer of the database into real operation and its utilisation, • Advertising the database • Operation and maintenance of database.

The database plan One task of the TRAMP project was to implement a multilingual database. In addition to enabling a presentation of the project, it shall also allow access to information on other, similar oriented projects. It shall ease the contact among users and facilitate the search for partner organisations.

Target groups In principle, every computer user with an Internet connection and a web browser can access the database. The database should be used to exchange and distribute project experiences, i.e. it should create a transparency for those working in the ENEA and TRAMP context. However, there was unanimous consent that the database addresses the project organisers rather than the seniors themselves. Therefore, the database primarily addresses organisations or projects in the following six subject areas: • Volunteer services • Education of seniors • Active citizenship of seniors • Intergenerational work • Manual projects • International mobility of seniors

Activities Activities of the realisation team included: • Definition of target groups, user demands and technical database requirements, • Inspection and selection of technologies for the database setup, • Data analysis and creation of ER-diagrams, design of application interface, setup of data tables in the database, creation of SQL queries, programming, implementation, testing and optimisation of application part, • Implementation of multilingualism • Development of a user guideline, 44

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Some technical data The following technologies were applied for the database realisation: Operating system MS Windows 2003 Server, WWW Server Apache 2.0, MS SQL Server 2008, Script language PHP 5, Script language JavaScript and XML, XHTML and CSS.

People who aren’t members of organisations or a project may also register with the database, i.e. the database is also open to potential volunteers.

Working with Older Volunteers in Manual Intergenerational Projects

Homepage of the TRAMP database

Content In three major parts the database contains information on • persons, • organisations and • projects In addition it contains a publication system with • news, • publications, • actions.

•

Non-registered users cannot access personal data such as contact details and brief CVs of registered users. This personal information is accessible following a successful registration process. Search filter Search filters such as title, acronym, status, country were included for a quick search with specific requests. A full-text search

filter was installed for unspecific requests, which also enables a quick detection of the desired topic. Data acquisition and maintenance The database content depends on the technical administration and particularly on the users who can and should insert their data. So far, more than 50 individuals from 15 European countries have registered along with 19 organisations, 16 projects and 40 reports. The database forms a technical basis as well as a staff basis, which shall be successively enhanced by the cooperation partners over the next years. Access Access to the database and its application part is given under http://tramp.pef.czu.cz which is operated by the Czech Agricultural University in Prague, and via a link of the project page http://tramp.aulnrw.de.

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All users need to register. Following the registration process the users are recorded in the system. In order to end the process the user needs to receive confirmation by the administrator or superadministrator. The activation information is sent to the user’s email address. Rights Along with the activation information the user receives his user’s rights: superadministrator (setup and administration of database), administrator (administration of registrations and, if required, deletion of persons, projects and organisations), writer (can insert own texts, insert and administrate data into own texts) and “None“ (read-only). There is one administrator per country, the rest are writers. Exceptions are possible. The administrator may not alter texts written by others. Once a user has received the status of writer, he may also register other projects. Every person, organisation or project may only register himself/ itself. It is not possible to register projects conducted by others. Languages The database is available in four languages. The languages are English, Czech, French and German. Following the selection of a language other than English, the chosen information is displayed in the according language. Some pages have a dual setup (English version plus selected language version). Other languages could be integrated in future. Security

The data security is guaranteed. The security risk is rather low and the security level sufficient for public projects and organisations. The administrators supervise the access. There is a limited amount of incorrect login attempts.

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The data is stored on the server of the CZU and monitored 24 hours a day.

What happens next? The technical and organisational sustainability is guaranteed. The database remains on the CZU server until December 2011. The partner, writer and administrator functions remain intact. A reassessment is conducted after two years and a relaunch performed, if necessary. Following the final report we will offer links to the database to various institutions. In order to continuously develop the database, follow-up projects are recommended. A series of seminars with cooperation partners shall be announced. Conclusion The entire system, from first proposal until real operation, has been implemented and is open to users from organisations from all over Europe. Since its commissioning, more than 50 interested people from 15 European countries have registered with the database. Users have entered information on 19 organisations and 16 projects into the system.

Working with Older Volunteers in Manual Intergenerational Projects

Videos

• Project documentation • 25.sec-TRAMP As well as working on the project, it was also documented on film. This task was carried out by Uwe Wehrs who accompanied the various projects (exchanges, workshops, conference etc) with his camera. In addition to this, participants contributed their own videos and photos. The sheer volume of material meant that a careful selection had to take place. As the focus of the project was organising exchange programmes through manual and intergenerational cooperation, this too became the core part of the documentary. Using 9 hours of film material and around 5000 photographs, a documentary was created giving a real insight into the events of the exchange project and in particular in the manual work subprojects. It was possible to follow all the individual steps of the projects, from day one in the schools to the planning session, through to completion of the project. This film can be integrated together with the written documentation into the project evaluation and should be used as a motivating factor for future work. A second video was also created which is a time-based series of portraits about goal settings by Angelika Middendorf and Andreas Schimanski. The video portrait 25sec.-TRAMP (2008) was created as an in-process and impulse-giving snap shot in the framework of the TRAMP project’s first phase. Participants of the TRAMP workshops, taking place in Dortmund and in Hamm respectively in September 2008 were interviewed. Representatives of different generations and ethnic backgrounds were asked about their individual aims con-

cerning the topics “Elderly People – Mobility – Europe”. The film makers described their project as follows: “In the context of TRAMP we will create a 25sec.-project as an artistic video-portrait about the goals of persons, who theoretically and practically initiate future-oriented intergenerational models for communication and interaction in order to initiate a mobile and cultural exchange among the generations. Within our project 25sec.-TRAMP we would like to draw attention to various themes using an artistic focus: Elderly – Mobility – Europe. What is 25sec.? 25sec. is a video-portrait in a 25sec.-time-format, where representatives from different generations and culture circles make a twenty-five-second long statement as an expression and performance of their goal settings. A goal is a positive action in the near future, a dream, a vision or utopia... In our 25sec. project each individual statement and portrait takes centre stage, and we integrate each of them into a specific sequence consisting of all filmed portraits: the entire video-portrait 25sec.-TRAMP, with its 25 seconds of journeys into the worlds of imagination for the future, will become a captured moment in a time and place as well an artistic contribution to the process of TRAMP. The course and progress in our 25sec. project contains the momentum of a temporary social sculpture which has already manifested itself through the process of considerations about the quest while actively growing through the exchange and

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discussion with others about their goals. The process already began before the filming unit of the 25sec.-statements, because, this seemingly elementary quest for a goal setting – as a positive action in the near future, does not only offer a space for dreams, visions and utopia, but also involves the background and context of every single participant and their individual horizons of experience (different ages, culture circles, etc.). On the basis of the past, goal settings for the future are generated, are shaped within the present and are finally captured by our camera. According to this melting point of past, present and future, the considerations regarding the search for goals – in relation to the TRAMP themes and beyond ... will lead all invited participants into a journey through their memories, their story, to crystallize their current dreams and visions and to shape their goals. Our 25sec.-quest

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automatically involves the core questions: Where do I come from and what was important to me in the past? Where am I now and what is important to me at this present time? Where do I want to go and which goal will I follow (and why?) – in relation to TRAMP and beyond? In each individual video-portrait and the pictured statements, contents, voices, faces, gestures, objects, (...) our 25sec.-project will open up new goal settings and points of view by representatives from a circle of persons, who temporarily form a context within the framework of the TRAMP project and whose traces for the future will come to terms within our special format and video-portrait: 25sec.-TRAMP. The 42 protagonists made their individual 25-second long statements from different cultural points of view. The result 25sec.-TRAMP shows the diversity of perspectives.

Working with Older Volunteers in Manual Intergenerational Projects

Seminar for Multipliers Paris, 21st to 25th of September 2009 One section of the TRAMP project involved a seminar with the objective to let multipliers benefit from the experiences made during the TRAMP exchanges. The collectively developed curriculum aimed at providing manuals for the execution of future international exchange programmes for the elderly. This seminar was conducted in Paris from the 21st to the 25th of September. Seminar Preparation In preparation for the multiplier seminar, the French project partner Culture et Liberté had already compiled a work paper in mid-July 2008. It contained a list of different approaches regarding the goals and organisation of international exchange programmes. This paper formed the basis for discussion during two meetings of the work group “Curriculum” at the beginning of 2009. The goal of the curriculum is to raise the multipliers’ awareness for the contents of international exchanges with the elderly and to support them in the implementation process. The seminar was therefore conceptualised as a systematic coaching procedure regarding process accompaniment, organisational and educational aspects of exchanges as well as intercultural and intergenerational learning. Selection of Participants In addition to contextual considerations, criteria for the selection of participating multipliers from work areas regarding senior citizens, volunteers, education and intergenerational efforts were determined in the preparatory meeting. The criteria included experiences, cooperation with senior citi-

zens or the interest in a future implementation, experiences in group management in the social and educational field as well as sufficient English language skills for seminar participation. In order to integrate participants’ requests in the planning process of the seminar, a registration form was posted beforehand which included four questions concerning motivation, expectations and experiences. It turned out that most of the registered participants were committed to working with elderly people on a national level and were interested in an exchange of experiences in terms of an international and intergenerational cooperation. The results also showed that particular interest existed regarding a combination of intercultural and intergenerational aspects with manual work. The 27 participants of the seminar in September 2009 came from nine European countries (Ireland, Malta, Slovenia, France, Germany, the Czech Republic, Austria, the Netherlands and Great Britain). Working language was English, while an interpreter continuously provided his assistance. Seminar Contents Compliant with the previously compiled work paper, the seminar was structured according to the different approaches. That way the approaches were components of the multiplier seminar and at the same time, on a meta level, could be discussed as aspects of future exchanges. The alternation of theoretical and practical seminar sections made the seminar more interesting. Cultural activities in the evenings completed the work programme and simultaneously serFinal Report

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ved as examples for future methodical approaches. In addition to the seminar facilitators Joel Jamet and Jürgen Lange, four other speakers contributed with their skills: • Iris Marreel, “Projektbüro Dialog der Generationen”, Berlin • Ger Tielen, Bureau Demin, Office for Demography and Innovation, Den Haag • Elke Tippelmann, European Project Management /BAGSO, Brussels • Irmgard Zandonella, GEFAS, Graz Following a presentation of the programme and the TRAMP project, the first section of the seminar dealt with a personal introduction of the participants and their organisations (personal approach). Given the fact that the seminar served the networking process and as a starting point for possible future cooperations between the represented organisations, it seemed essential to leave sufficient time for a detailed introduction of the institutions and reports on activities. In parallel, methodical exercises were also discussed as part of the introductory rounds. The aspect of “age and mobility in Europe” (political approach) was illustrated using the example of the TRAMP project. At this stage possibilities of financing mobility programmes with EU support programmes such as ENEA and GRUNDTVIG already came up for discussion. These presentations enabled participants to expand the perspective of their own associations and to view them within a European context. The subsequent senior approach dealt with subject areas such as the needs of elderly people and their social activities. With regard to the planning process of exchanges it is important to be aware of motivations and expectations of the elderly and to con50

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sider possible problems and obstacles in this process as well as knowing solution strategies. A further issue dealt with the different national living conditions of the elderly. Developments in different European countries showed that intergenerational contacts outside the family are rather rare and even decreasing within the family domain. Projects, which enable an intergenerational communication, are therefore even more important. The intergenerational approach (intergenerational approach) raises questions of possibilities to stimulate cooperation between the elderly and young. For this purpose it is necessary to know how the elderly or the young cooperate amongst each other and what the differences are for each generation. Concerning the organisation of exchanges it is also necessary to take into account whether participants should organise all programme features together or whether the generations should have a separate option of withdrawing. International encounters require a specific line of action with regard to verbal communication. The multiplier seminar demonstrates that communication in exchange programmes is not merely facilitated by translations, but that a large range of educational methods exist to aid direct communication between the participants. This linguistical approach introduced various methods and work materials. An important aspect dealt with the overcoming of language barriers, particularly for the elderly. An approach was selected that conveyed the joy of learning as well as overcoming linguistic inhibitions. The elderly are taught a “survival vocabulary” in the languages of the participants present that relates directly to the manual project work. They develop a glossary of terms which they introduce and explain themselves and which facilitates direct cooperation. Closely associated with this aspect is the educational approach and thus the imple-

Working with Older Volunteers in Manual Intergenerational Projects

Seminar for multipliers in Paris, 21th to 25th of September 2009

mentation of specific methods to achieve the primary exchange objective of an intergenerational and international communication of all participants. The development, selection and implementation of these customised methods were the focus of the discussion regarding this pedagogical approach. From a pragmatic point of view alternating theoretical and practical seminar sections are advisable. Particularly with regard to elderly people it has proved successful to provide them with enough space to contribute with their skills and experiences and yet to enable group formation processes and a collective course of action. The TRAMP project focused on a practical approach (practical approach), which served to provide lesser language-skilled participants with the opportunity to communicate with one another via common interests and activities. Very good experiences were made with this approach during the TRAMP project and were included in the multiplier seminar. An important result was the realisation that the elderly, in particular, should be given the opportunity to be involved in the preparation and planning

processes of the practical work. Numerous examples from the TRAMP exchanges involving practical work were put forward for discussion in the multiplier seminar. For demonstration purposes the multiplier seminar included a visit to â&#x20AC;&#x153;Lâ&#x20AC;&#x2122;Outil en mainâ&#x20AC;?. This partner of the TRAMP project runs workshops in Antony near Paris where once a week elderly craftsmen teach children and adolescents a certain craft and familiarise them with the appropriate tools and techniques. The practical approach gave participants of the multiplier seminar a direct insight into possible subprojects which could be part of future exchange programmes. A further significant aspect of exchanges involves intercultural learning. This seminar component (intercultural approach) deals with different cultural imprints and possibilities of communication. Here, participants of an exchange need to be made aware of cultural differences and taught how to deal with them in a positive way. This was illustrated with various exercises. Attention was drawn to specifics of different cultures by means of case studies which dealt with Final Report

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everyday intercultural misunderstandings. Within the context of cultural contact, the iceberg-analogy shows the importance of a correct interpretation of external visible behaviour based on the initially invisible moral concepts underlying that behaviour. Based on previous results of the multiplier seminar, the work groups had been given the task to plan an exemplary programme for a one-week exchange. Amongst other things, this organisational approach (organisational approach) investigates how a programme should be organised in order to achieve the goals of the exchange and prepare a successful intergenerational as well as intercultural communication between the participants. This exercise not only served to heed already discussed hints and recommendations, but also involved the integration of the participants’ own knowledge and experiences and to review these in terms of their implementation. The cultural framework programme of the multiplier seminar prompted participants to discuss the cultural approach and its significance for an international exchange. While being abroad, the elderly should be given the opportunity to discover the region together with those who come from the area and to familiarise themselves with the local living conditions. Sightseeing and insights into social life contribute to this. However, the interests of the participants need to be taken into account. At the same time it is also possible to integrate the younger generation. On the whole, the experiences of the cultural programme serve as a familiarisation factor with participants of the host country thus promoting communication processes. A further seminar component brings the discussion back to the European context of working with senior citizens. The institutional approach includes information on EU support programmes, but also points to the necessity of establishing and exploiting 52

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international networks. Dissemination was also a subject of discussion which involves distributing information on funding programmes of the EU and letting other organisations and institutions share experiences and results of accomplished projects. The concluding strategical approach contains the aspect of evaluating EU programmes. Here, the exchange goals need to be reviewed and results made available for future projects. The final evaluation process of the TRAMP project used linguistic methods (questionnaires, comments) and written visual methods (drawings and graphics); in addition there were daily feedback rounds either in the evenings or prior to the practical work sessions in the mornings. In doing so, new ideas can be seized, suggestions for improvement implemented and participants included in the process while the exchange is still underway. Furthermore, the evaluation targets on the arrangement of future funding lines. Evaluation of the Multiplier Seminar On the one hand the evaluation of the seminar in Paris served organisers as feedback on the curriculum and, on the other hand, served the mediation of evaluation methods, which were applied in exemplary form. In essence, the feedback regarding the contents of the multiplier seminar was positive. The particularly good points were emphasised as follows: • The insight into the European context or working with senior citizens and the possibilities of international cooperation, the information on support options by the EU, the presentation of European networks for the intergenerational practice by the “Projektbüro Dialog der Generationen”, the discovery of intergenerational work;

Working with Older Volunteers in Manual Intergenerational Projects

• The diverse working methods, good organisation, the good working conditions; • The opportunity for participants to present their own projects, the opportunity to establish contacts with other participants, motivated participants, the good atmosphere. The following recommendations were suggested for the future: • Training programmes for multipliers to enable the planning of future intergenerational and intercultural exchanges; • To elevate already existing intergenerational projects to an intercultural and international level.

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Dissemination and Building Stronger European Networks and Partnerships for Exploiting the Results of the Project in Order to Optimise their Value BAGSO (Bundesarbeitsgemeinschaft der Senioren-Organisationen) has played a very strong role in disseminating and exploiting the results of the project in Europe in order to strengthen their impact and ensure that the largest possible number of people and organisations can benefit from them. Therefore the plan followed different strategies based on the process and participative-oriented development of the project • by highlighting mainstreaming and multiplication through various disseminating activities • by enlarging the strong European project-partnership (by participating and supporting the steering group – transnational TRAMP-workshops and seminars) and supporting the TRAMPdatabase • by forcing the participation of international stakeholders at the final Transfer-Conference (using BAGSOs role at European level as a strong player in European organisations, networks and projects - BAGSO is involved in many EU projects concerning Active Ageing, Social Inclusion, Active Citizenship and New Technologies)

1. High priority on Mainstreaming and Multiplication

I.e. supporting transfer of results of the project to appropriate decision-makers in regulated local, regional, national or European systems. Special information reached the right target audiences (the heterogeneous professional field of organisations dealing 54

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with educational and volunteer programs and initiatives for empowering the mobility of seniors in Europe) in a format and at a time which enables them to benefit from them. BAGSOs dissemination activities have been taken by using European mailcontacts, specially European and national networks and newsletters and also by supporting the disseminating activities of all project partners: Central press messages and articles (best of ) PRINT Media (also online): Brochure:„GUIDE OF IDEAS FOR PLANNING AND IMPLEMENTING INTERGENERATIONAL PROJECTS Article “TRAMP”: www.matesproject.eu BAGSO: • 1/2009: Artikel“Gemeinsame Arbeit von Jung und Alt baut Brücken in Europa”: http://www.bagso.de/fileadmin/Aktuell/ BN/BAGSO-Nachrichten_1.2009.pdf • 1/2010: Artikel “Europäisches Projekt TRAMP” http://www.bagso.de/fileadmin/Aktuell/BN/web_bagso_nachrichten_01_2010.pdf • BAGSO Jubiläums-Festschrift 2009: Artikel “Seniorenpolitik in Europa” http:// www.bagso.de/fileadmin/Aktuell/20_Jahre_BAGSO/BAGSO_Festschrift_2009.pdf • Programm 9. Deutscher Seniorentag 2009: Ankündigung Workshop “Auf neuen Spuren unterwegs in Europa“ http://www.bagso.

de/fileadmin/Aktuell/DST_2009/dst_ programm.pdf • Publikation Nr. 22 “Generationendialog - Zur Bedeutung von Alt-JungProjekten für den gesellschaftlichen Zu-

Working with Older Volunteers in Manual Intergenerational Projects

sammenhalt“ 2009 Artikel und LINK in: http://www.bagso.de/fileadmin/Aktuell/Publikationen/Broschuere_zum_ Herunterladen.pdf • Jahresrückblick 2008: Artikel “Unterwegs in Europa” http://www.bagso.de/ fileadmin/Aktuell/Publikationen/BAGSO_Jahresrueckblick_2008.pdf • Dokumentation 9. Deutscher Seniorentag 2009 : Artikel “Auf neuen Spuren unterwegs in Europa” http://www.bagso.de/publikationen.html Arbeit und Leben: • Project homepage http://tramp.aulnrw. de/ • Article „Mit Milena an der Biscuitrolle“ in: Festschrift 60 Jahre Arbeit und Leben NW, 11/2009, Auflage 17.000 • WAZ, Oberhausen 23.4.2009 „Verständigung geht durch den Magen“ • WAZ, Oberhausen, 25.4.2009: „Was viele Hände schaffen“ http://www.gsaob.de/bilder-presse/waz250409B.jpg • NRZ, Oberhausen, 25.4.2009: Gemeinsam buddeln auf der Baustelle Europa“: http://www.gsa-ob.de/bilderpresse/nrzz250409B.jpg • WAZ Oberhausen, 23.4.2009: „Verständigung geht durch den Magen“: http://www.gsa-ob.de/bilder-presse/ waz230409B.jpg Culture et Liberté : • Article: Newsletter 5/2008: http:// www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter26.pdf • Article Newsletter 2/2009: http:// www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter33.pdf • Article Newsletter 5/2009: http:// www.culture-et-liberte.asso.fr/actualit/spip/IMG/Newsletter35.pdf

• Article: Est Républicain, Mai 2009 • Article: AOUT 64, Mai 2009

Electronic newsletters: • AGE (European Platform of Older People): http://www.age-platform. org/EN/spip.php?article822&var_ recherche=tramp • http://www.age-platform.org/EN/spip. php?article515 • SEVEN-Network: http://www.sevennetwork.eu/site/files/Einladung%20 Transferkonferenz%20EN.pdf • European InfoNet Adult Education, http://www.infonet-ae.eu/index. php?option=com_content&task=view &id=748&Itemid=26 • BBE (Bundesnetzwerk Bürgerschaftliches Engagement): http://www.b-b-e. de/index.php?id=14491#15755 • Projektebüro „Dialog der Generationen“: http://www.pfefferwerk.net/ stadtkultur/stadtteilarbeit/dokumente/ Newsletter_Dialog_Oktober_2009.pdf • 12/2007 Article „TRAMP - TRAnsnational Mobility of older People - working in teamwork Projects in Crafts” http:// www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Dezember_2007.pdf • 1/2008 Werbung Konferenz „Ältere Menschen – mobil in Europa“ http:// www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Februar_2008.pdf • 9/2008 Artikel zum 1. Internationalen Workshop in Hamm http://www.bagso. de/fileadmin/Aktuell/Europa/Newsletter_-_September_2008.pdf • Newsletter 5/2009: Bericht über Seniorenbegegnung in Oberhausen • http://www.bagso.de/fileadmin/Aktuell/Europa/Newsletter_Mai_2009.pdf

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Presentation of the TRAMP Project at Important National and European Events (Presentations, flyers, contacts...) • Conference European Commission “Ältere Menschen - Mobil in Europa” Berlin 03/08 • Commission thematic seminar on older volunteering in Brussels 03/09 • Nationales Forum Engagement Berlin 05/09 • 9. Deutscher Seniorentag in Leipzig 06/09 • Sommerakademie “Dialog der Generationen” Remscheid 07/09 • „SenEmpower - Hallo Nachbar“, Graz, 09/09 • NECE-Konferenz, “The Impact of Cultural and Citizenship Education on Social Cohesion” Vilnius 12/2009 • EMIL European Map of Intergenerational Learning- Network meeting Berlin 12/09 • „Europe for Citizen’s Conference“ in Brussels (12/2009) • GRUNDTVIG dissemination conference in Brussels 26.-28.1.2010

2. Building Synergies among the WPs of the Project

Close communication and cooperation between these WPs was necessary to use synergies between networking, dissemination, valorisation and exploitation measures. Actions to support the development consisted of different steps during the project’s lifetime. • Firstly BAGSO has been involved in finalizing the proposed structure of the database. • Secondly European advertising has been taken to promote the involvement of relevant organisations and projects. • Thirdly BAGSO has been very active as developer, author and writer of a special 56

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“European information” section (news, actions, publications), as an additional part of the project-database to attract potential members.

3. Enlarging the Transfer of Knowledge and Developing European Links and Opportunities

National organisations find themselves confined by their national borders – not knowing where to start and how to discover potential partners, information sources and funding opportunities in Europe. Thus a sustainable implementation of the TRAMP results requires information about links and opportunities – specially public (European) funding in order to force the capacity of the participating organisations as well as raise awareness and create an age and mobility community with a range of different opportunities. Activities have been developed in different steps: The use of all transnational events and meetings has been instrumental in building stronger European networks and partnerships for exploiting the project results. This means: • Involving the existing first European contacts of the project partners, inviting them to the seminars and conferences in Prague and Düsseldorf. • Involving participants and speakers from relevant European networks in Prague and Düsseldorf (SevenNetwork, European Network of older volunteers). • In order to initiate and support the development of new European projects concerning senior and intergenerational work, those involved were informed about European strategies, initiatives and programmes in the field of LLL, culture and active citizenship, and were

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also informed about the financial aspects. This means: • A main focus was given to the new GRUNDTVIG initiatives such as workshops, learning partnerships and senior projects. (presentation in Paris) • The European infrastructure of national agencies has been part of this presentation to build up the capacity of the partner in order to further develop project plans and to create their own strategy. Increasing the transfer of the TRAMP experiences (Final Transfer Conference) by • Demonstrating experiences of existing networks and projects funded by different national and European programmes (as ENEA, GRUNDTVIG...) • Involving main stakeholders coming from the public sector like the EU representation in NRW, ministries and programme agencies from the partner countries. • Discussing the potential of existing experiences with different forms of mobility of older people in Europe

• Empowering organisations to discover the potential of their own organisations by developing new project types, targeting new groups and building new cooperations. To force the upcoming new partnerships and networks, a LINK-paper has been produced “European exchanges by and for older people - European Networks and projects, methods/ materials, literature useful LINKs” You can find it on the TRAMP-homepage / database http://tramp.aulnrw.de/

Final Report

TRAMP – Transnational Mobility of Older People in Europe

Recommendations for the European Commission

1. Mobility of Senior Citizens as a Chance for Europe

A participant of the TRAMP exchange programme commented: ”In my opinion this was an actively-lived Europe of citizens”. This illustrates that citizens perceive only a minor section of Europe and tend to view it as a Europe which consists of its political representatives and thus the heads of governments. It is nevertheless a Europe for all citizens and all age groups. “Europe for all” means that Europe should be experienced in the true sense of the word – by everyone. European projects should emphasise the personal responsibility and the potential of its senior citizens. In this context, education plays an integral and supportive role which strengthens the personal responsibility, evokes potential and enables the participation of people with different cultural backgrounds. Visibility and benefits of such initiatives in Europe require a multiplication in many different variants while continuing to develop the personal responsibility of citizens for a Europe of citizens. The elderly need to be given the chance to assume social responsibilities in Europe. This may indeed have economic effects, for example resulting in new forms of active travel, new areas of activity in educational, youth and senior citizen organisations or also leading to other ventures so that seniors may still participate in a lifelong learning experience throughout their working life in order to expand key competencies such as social and intercultural skills.

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2. Creating Potential for Europe

There is a large number of highly motivated senior citizens in Europe who are willing to apply their skills for the common good. They are highly prepared to take over responsibility and to commit to socially meaningful projects in a European context. They show a great interest in intercultural as well as intergenerational contacts. However, many of them lack language skills and financial or organisational means. The appropriate support could • create a tremendous learning field for these seniors regarding new European experiences, a new self-confidence and independence • create a huge exploitable potential of competencies for the EU, which could be very valuable in terms of solving a variety of minor practical problems on a local and communal level and in terms of promoting comprehensive political goals such as active ageing, social inclusion and intergenerational solidarity.

3. Visualising Europe on a Local Level

The manual projects, which were conducted within the scope of the TRAMP project, were specifically “invented” for these exchanges, i.e. they were not ongoing tasks of the participating organisations and incidentally taken care of. They were delayed necessities or small dreams, which, in addition to everyday business, were carried out and fulfilled with great commitment, great skill, much work and the support of the European Commission. All participants

Working with Older Volunteers in Manual Intergenerational Projects

were particularly aware of the latter point. By involving the local elderly, the schools, the parents and many further active agents and supporters in the organisation of the programme, the projects received major public attention and positively visualised the efforts of the European Commission on a local level.

4. Enabling the Elderly to Assume Responsibility

Many elderly people are prepared to assume social responsibilities in a European context, even if these European references are new to them, unusual or hard to handle, because they do not have the financial means or have little or no command of foreign languages. The inclusion of the elderly in the planning process of the manual, intercultural and intergenerational projects enables the adoption of acquired skills. Furthermore, it enables a responsible handling of the projects, entails the completion of projects and produces excellent and presentable results. It also takes the individual requirements and circumstances of participants into account. Thus it supports active ageing and social coherence. It would be helpful, if participants were able to take part repeatedly in order to further a development of relationships. This would be a great motivation for the project participation.

5. Mobilising Additional Resources

Additional resources could be mobilised by means of the manageable manual projects on a local level and the cooperation of different European organisations such as educational institutions, senior citizen organisations and volunteer organisations, and by means of the inclusion of the elderly in

the planning process, the local cooperation with schools and the younger generations. Practical projects enable practical support and mobilise additional energies. The extent to which companies can be integrated needs to be investigated. Demographic or intergenerational issues also play a role in companies. Teamwork and cooperation are popular social skills and intercultural skills are indispensable in an increasingly economically-merged Europe. In this context the manual work-oriented intergenerational exchanges provide a solid area of learning.

6. Enabling Access to Manual Work-Oriented Projects for New Target Groups

The concept of manual work projects allows new target groups to access transnational social commitment and Europe. Most of the elderly and younger participants of the TRAMP exchanges were inexperienced in intercultural encounters and only had few foreign language skills. The manual work projects facilitated the access to Europe for these target groups and enabled communication despite a lack of language skills. These European exchange projects bring participants into intensive cultural contact. They discuss Europe, notice cultural differences and may deal with intercultural issues for the first time. The exchanges therefore create individual experiences and a strong motivation. For the elderly the exchanges were a rewarding experience. Following the first exchange it was significantly easier to find new candidates for the next exchanges, and participating organisations, particularly the senior citizen organisations, show a more courageous approach to the subject â&#x20AC;&#x153;Europeâ&#x20AC;?.

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TRAMP – Transnational Mobility of Older People in Europe

7. Elucidating New European Goals by Means of Intergenerational Projects

Against the background of demographic development, the promotion of intergenerational relations and the solidarity of generations is a relevant and burning issue on the EU agenda. Most of the interviewed participants considered the inclusion of children and adolescents the main success factor in encouraging communication with the elderly. The adolescents were able to assume the role of language mediators when facing seniors who spoke English (which was only occasionally the case), or if they had chosen German or French as subjects in school or if they spoke Russian or French due to their migrational background. Furthermore, their openness and curiosity provided crucial communication incentives. The interaction between the groups frequently caused mutual astonishment: the elderly experienced the young as committed and enthusiastic – the young in turn experienced the elderly as agile and committed. The images the groups had of each other considerably changed for the better. The intergenerational proportion should be increased beyond the practical work. So far, very few adolescents have been present during the afternoon programmes of the projects due to the schools being responsible for their selection.

8. Creating New Experiences with Informal Learning, Providing Orientation with Non-Formal Learning

Due to the practical cooperation in manual work projects, the exchanges provide a large field for informal learning. They create new learning locations and procure experiences in intercultural and intergenerational situations. “The seminars and the overall high 60

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satisfaction of participants demonstrate the capacity of the concept to unite people from different European cultures and different generations in a common communication-intensive learning context by applying methods of manual work and intergenerational dialogue. However, the implementation also showed that meta-communication exercises, thus intercultural training, raised the awareness to interpret experiences of difference, which are usually experienced as “strangely” necessary during the everyday seminar contact. Based on this experience a further development of exchange seminars is urgently recommended.” (Conclusion of evaluation report). In other words, intercultural training must be incorporated as an inherent part of exchanges. Intercultural as well as intergenerational contacts need to be discussed and reflected. Only then is it possible to meaningfully interpret and assess moral concepts which underlie the actual observed behaviour. This requires a national preparation of both guests and hosts and a post processing with participants and organisers.

9. Promoting Short-Term and Clearly Structured Stays

Elderly people can cope much more easily with short-term exchanges. For example, organisers of the SVP programme at KLAS could only find a few participants who wanted to stay for 3 to 9 weeks, which is clearly too long. In the Czech Republic many elderly work beyond the age of 65 or look after partners. At KLAS people were asked whether they wanted to join the SVP programme, but nobody wanted to stay away that long. An optimal time period is one week or a stay of up to 10 days. Analyses regarding the new voluntar port in Germany reveal that short-term voluntar projects suit the interests of senior citizens better

Working with Older Volunteers in Manual Intergenerational Projects

than the involvement in permanent tasks of organisations. Experiences with elderly participants in the further education sector also verify that compact training is only acceptable for a time period of up to 10 days. Many find it easier to integrate such limited activities with an â&#x20AC;&#x153;event characterâ&#x20AC;? in their everyday life and the willingness to commit is increased. 10 days in a permanent group with a highly-structured programme is already considered a great adventure, particularly by those who, for whatever reason (e.g. few language skills, insufficient financial means), have not yet entered the European stage. Many already consider the travel route an obstacle, if it is not included in the organisation. Thus it is even more important to prepare the elderly and include them in the planning process of the exchange in order to ensure the highest possible safety and to provide for all contingencies.

11. Training the Staff / Organisers

Based on the experiences from the multiplier seminar in Paris, there is a great demand for information and further training regarding the scope of transnational exchanges with elderly citizens. The conceptualised, tested and established training concept of TRAMP can be provided and applied. Again, it would be of use if one of the major European organisations took over the training concept or if it would be integrated into the work of major European organisations.

12. Creating Quality Management Now

European exchange programmes with senior citizens are currently in the early stages. To start with the setup of a quality management system in the beginning stages is favourable and an investment for the future.

10. Incorporating and Expanding the Database

The database that was set up within the scope of the TRAMP project offers a sound and expandable basis for the exchange of information and for contacts with organisations with similar interests (exchange of senior citizens). Project partners will run the database for another two years before revising, promoting and then reassessing it. The database promotion, in particular, is a major challenge for the project partners. In this context it would be useful if one of the major European organisations took over the database or if it would be integrated into the work of major European organisations.

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TRAMP – Transnational Mobility of Older People in Europe

We recommend continuing the support of important programmes like ENEA from DG Employment and Social Affairs and the Senior Volunteering Programme managed by DG Education and Culture, and whatever other programmes enhance the role of senior citizens and their role as trainers (in many cases involuntary ones) in our societies. In particular, the “Europe for citizens” programme should be enhanced and its existence disseminated more. Racism, xenophobia and fear of diversities can be fought only and mainly by getting to discover the “others”, listening to their reasons and realising that we are all part of the same community. In order to achieve this, the chances of meeting other citizens from other countries must be increased and innovative methods must be sought in order to make learning really “attractive” and a need felt by everyone. Davide Di Pietro, Lunaria, Rome

Simplify – explain – disseminate – educate - simplify different ways (administrative ones and so on) of setting up concrete actions, - explaining important educational/pedagogical efforts at all levels which concern us all, - disseminate information, studies, good practices again and again, - educate/train volunteering management, respect different cultures. Support “minor projects” The goal is very clear (and justified), the concrete execution does not require sophisticated and numerous means. That is to say, if you allow this comparison: when people try to do something and are very motivated, they do not have to feel that it is as complicated as “reaching the moon”. Anne Dempsey, Third Age Foundation, Ireland

- The background descriptions were very clear. In this context an important reason emerged for the development of the project: when we think of the future of Europe, as described, we also need to think of the continuous support for an active citizenship of seniors in all European countries and all walks of life. - Seniors have precious knowledge, life experiences, memory of our European history. These “treasures” have to be given added value (more and better than nowadays), widely offered to young people and shared with them. That is the reason why an intergenerational approach – both in activities and life - is so important and has to be developed in different ways. - About the manual work approach: we very much appreciated the experiences, particularly “l’outil en main”. Language remains a barrier for exchanges and this approach is a beautiful manner to get round it. Eliane Goudet, France Benevolat, Paris

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Practice recommendations (BAGSO)

of the German National Association of Senior Citizens Organisations (BAGSO) for the European promotion of exchange and networking BAGSO is widely networked within the scope of European projects and, within the scope of its activities for the EWSA (European Economic and Social Committee) supports the special statement regarding “European Civic Service” . As a member of the European Platform of Older People (AGE) , BAGSO welcomes current initiatives by the European Commission to create and expand European programmes and advocates • An increased support of European networking and partnerships between senior citizen organisations • The provision of individual mobility sponsorships for all generations, e.g. within the scope of public voluntary services • The promotion of committed senior citizens as active organisers and mentors in exchange projects by means of suitable pilot projects • The promotion of opportunities of intergenerational learning experiences in the context of voluntary commitment in Europe by developing innovative intergenerational forms of European cooperation. A BAGSO workshop titled “Senior Citizen Organisations as Active Agents in a European Exchange” was therefore conducted during the TRAMP-Transfer-Conference, which aimed at illustrating the development potential of such organisations by participating in a European exchange. The workshop highlighted the role of the elderly and their motives as active agents in exchange projects and also considered the intergenerational dimension. Lively reports of committed elderly, subsequent group work and discussions on results revealed the following: • The strong willingness of a biographically influenced commitment of the elderly for Europe • The large openness and enthusiasm of old and young for intergenerational and intercultural project experiences • The major emotional profit gained by the elderly and the young in the context of joint voluntary activities • The tremendous potential the elderly attribute to intergenerative meetings in order to develop a better understanding between the generations, to pass on knowledge and to reduce prejudices. BAGSO not only sees the success of the TRAMP project in the enthusiastic feedback of all young and elderly participants, which speaks for itself. According to the elderly, which were able to successfully integrate their practical experiences in an intergenerational exchange, it was the goal-oriented practical approach that made the joint learning experience an intergenerational success. Groundbreaking methodical steps were taken, which can now be used as a basis for further development. It would therefore be desirable, if further experimental (pilot) projects could • Develop the applicability of approaches (e.g. in terms of winning over young people for manual professions), • Test and adjust refined methods in other contexts (e.g. in connection with youth programmes regarding culture, nature or monument protection), • Increase the demand for innovative work efforts in social projects as a new form of company commitment • Continue to develop quality criteria for work efforts of the elderly in an intergenerational context. It is therefore desirable to aim at an improved exploitation of different support programmes with regard to the inclusion of older generations and an improved interaction of various EU support programmes with national support programmes in order to provide them with a “transnational element”. With regard to the new programme generation from 2013 onward, another desirable feature would involve the expansion of the new “Senior Volunteer Projects“, rearranged as “minor cooperation projects” (in addition to the “learning partnerships” and “workshops” ) with the purpose of creating a programme, which offers different action possibilities, which is customised to suit the needs of an ageing generation and which improves the contact between the generations.

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TRAMP – Transnational Mobility of Older People in Europe

Definition of Key Concepts

Definition of “Mobility” Mobility and the European Union Mobility beyond national borders plays a significant role with regard to the creation of a unified Europe. The European Union’s interest in “mobility” is based on three fundamental freedoms: freedom of mobility of people, goods and services. Mobility of people is understood, for instance, as efforts to create jobs and, in particular, as a flexibility factor and employment opportunities of European employees across Europe.1 Another definition applies within the scope of the “Lifelong Learning” programme promoted by the EU Commission, which aims at enabling all citizens of the Union to move freely within Europe.2 By means of specific action plans, European programmes such as “Lifelong Learning“, “Youth“ and pilot programmes supporting the mobility of entrepreneurs and artists promote the mobility of European citizens in the context of lifelong learning, voluntary commitment and corporate innovation transfer. Elderly EU-citizens also profit from these programmes, either as learners in internships abroad, as committed participants in exchange projects or as “young” company founders. European years, such as the “European Year of the Elderly and of Solidarity between Generations” in 1994, offered special exchange opportunities for the elderly in Europe. New lines of actions such as the “SeniorVolunteerProjects“3 specifically promote the mobility of the elderly and the “European Year for Active Ageing and Intergenerational Solidarity” in 2012 will probably boost this form of mobility. Within the scope of the ENEA pilot programme, several measures and projects of the EU have already been launched, which aim at promoting the mobility of elderly people, particularly the disadvantaged. Within these projects the term mobility is understood differently and defined according to project conditions. For instance, the project “Mobility 55: Mobility in Euro1 European Commision DG Employment, Social Affairs and Equal Opportunities, http:// ec.europa.eu/social/main.jsp?catId=540&langId=en 2 European Commission DG Education and Training, http://ec.europa.eu/education/lifelong-learning-policy/doc58_en.htm; AGE, The importance of lifelong learning for people of all ages http://www.age-platform.org/EN/IMG/AGE_leaflet_lifelong_learning.pdf 3 European Commission DG Education and Training, http://ec.europa.eu/education/ grundtvig/doc986_en.htm

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pe and Active Citizenship for the Elderly” refers to medium-term educational experiences of three to six months in the areas of informal education, job training, cultural expansion and exchange of life experiences. (see also: support programmes) Different approaches were researched and prepared in the ENEA programme. 18 projects were conducted during the “Pilot Programme“ phase in 2003-2004 and 11 projects during the “Preparatory Action“ phase in 20062007: “In this context, it becomes increasingly important to mobilise the full potential of older people through active ageing, which implies allowing older people to stay longer in the labour market and to develop their contribution to society, notably as volunteers. Active ageing can be supported through efforts to promote the mobility of older people, giving them access to a wider range of opportunities for employment or volunteer activities across the European Union. Moreover, mobility of older people, as workers, volunteers or tourists, may create new employment opportunities, including for older workers themselves.”4 In addition to the TRAMP project, two other projects promoting the societal commitment of the elderly were “Think Future Volunteer Together“ of the SPES Associazione Promozione e Solidarietà in Italy and “Golden Years” of the International Federation of the Society of St.Vincent de Paul in France. Aspects of Mobility Depending on the context of various European policy areas such as “social affairs”, “education”, “transport”, tourism” etc., the term mobility is subject to very different allocations of meaning. Regarding the geographical aspect of mobility, research is frequently conducted in terms of transport policies such as the aspect of traffic participation of the elderly, the improvement of conditions of their participation or the effects of their participation on the environment.5 However, mobility can also be understood in terms of its significance for the older generation as the remaining option of mobility, as an expression of vitality and independence and as societal integration and participation.6 Mobility-related Aims of the TRAMP Project The objective of TRAMP corresponds to a definition of mobility, which refers to a transnational mobility of elderly (former) employees on the one hand,

4 European Commision DG Employment, Social Affairs and Equal Opportunities, Call for Proposals VP/2007/009, ENEA PREPARATORY ACTION ON ACTIVE AGEING AND MOBILITY OF ELDERLY PEOPLE http://ec.europa.eu/employment_social/ calls/2007/vp_2007_009/call_en.pdf 5 AENEAS is a European project in the framework of the Intelligent Energy Europe (IEE) programme. Its acronym stands for „Attaining Energy-Efficient Mobility in an Ageing Society.“; http://www.aeneas-project.eu/?page=home; Environment and Ageing - Final Report, COWI / European Commission Directorate - General Environment, 2008, http://ec.europa.eu/environment/enveco/others/pdf/ageing.pdf 6 European Commision, Employment, Social Affairs and Equal Opportunities http:// ec.europa.eu/social/main.jsp?catId=502&langId=en

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TRAMP – Transnational Mobility of Older People in Europe

and considers the motive for mobility on the other. This particularly involves the promotion of active ageing, the active integration of elderly women and men as volunteers working for the general interest and giving them access to a wider range of volunteer activities across the European Union. Definition of “Mobility“ in the TRAMP Project Mobility refers to the opportunity of elderly (former) employees aged 50 and above to move freely beyond national borders within the EU. The purpose of mobility includes volunteering, education, cultural and personal exchange as well as the use and sharing of competencies in the third sector. The time frame of stays abroad relevant for the project refers to a short-term stay (between 1 week and 10 days) and not to a permanent settlement in another EU country.

Definition of “Target Group” The aim of the TRAMP project is to promote the EU-wide transnational mobility of the elderly, particularly of (former) employees with limited language skills, in order to facilitate their participation in exchange programmes within the EU. This should specifically address the elderly who, for whatever reason, have little transnational mobility opportunities outside tourist-related travel. As a result, the selection of a project-related target group is particularly based on the criteria of age and retirement, but also the financial situation and status of language skills. Age Criterion The investigation of obstacles and success factors for transnational mobility focuses on elderly people aged 55 and over. With regard to this group, and more so the group of over 65s, out-of-home activities are declining and the willingness and/or opportunity to be mobile limited compared to the younger generation. “While on average 55 % of the population makes at least one annual holiday trip of a duration of four nights or more, this is only the case for 41% of the population aged 65 years and older. More than 6 out of 10 holiday trips are spent within the country of residence, for the older cohorts more than 7 out of 10 trips are domestic trips. Of the tourists, those aged 65 and older on average make the most and the longest trips (in terms of days). This indicates that a large share of the elderly do not at all make tourist trips while on the other hand there is a group of active elderly who makes relatively frequent - and in terms of days – long tourist trips. ..the elderly population accounts for 20 % of the population but only 15 % of the tourists..”7 7 EUROSTAT, Statistics in Focus 69/2008, Julia URHAUSEN:Tourism in Europe: does age matter? http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-08-069/EN/ KS-SF-08-069-EN.PDF; Environment and Ageing - Final Report, COWI / European

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However, it should be noted that this data applies to general travel activities regardless of destination and purpose of travel, which suggests an even lesser participation for travels abroad or educational tours. Retirement Criterion In connection with the aim of TRAMP, i.e. to consider age-related disadvantages affecting the mobility of elderly employees, the issue of retirement seems to bear a special significance. Thus, the abovementioned final report “Environment and Age” demonstrates that mobility declines as a result of retirement. Concerning tourist trips there are obvious differences in terms of travel frequency: while travellers aged between 25 and 64 travel 0.5 times per year, the over 65s only travel 0.25 times per year. Thus, the statistic “indicates that the EU citizens above 65 travel abroad for tourism half as frequently as the younger population. This probably reflects that this group includes both healthy and active elderly and older and less mobile cohorts.”8 Furthermore, major differences exist between the member states of the EU. The exact reasons for this decline are not stated in this context. It is to be assumed that, in addition to health problems, financial losses and the simultaneous increase of the needs of the elderly make travelling more difficult for them. Income Criterion For this reason the financial situation of elderly employees is significant as a further travelling factor. The available income decreases following retirement. In general, people with a low income, particularly those retired, have fewer means of travelling beyond national borders and are therefore limited in their mobility.9 Incomes are unequally distributed across social groups. The problem of travel expenses increasingly applies to the population of financially weak EU-countries, which sees no opportunities of transnational mobility due to the financial gaps within the EU. Education Criterion Furthermore, statistics refer to the correlation between general travel activities and the level of education.10 It is to be assumed that people with a lower level of education are not only generally less mobile, but that they participate in trips abroad and educational tours to a lesser extent than people with a higher level of education. The same applies to foreign language skills. In accordance Commission, DG Environment, 2008, (S 20) http://ec.europa.eu/environment/enveco/ others/pdf/ageing.pdf 8 ebd.:21 9 Tackling Poverty and Social Exclusion of Older People – Lessons from Europe, Working paper 308, Andreas Hoff, Oxford Institute of Ageing, October 2008, www.ageing.ox.ac. uk; Eurostat: Armutsgefährdungsquote nach Altersgruppe 2008 http://epp.eurostat. ec.europa.eu/tgm/graph.do?tab=graph&plugin=1&pcode=tsdsc230&language=de&tool box=data 10 Ministerium für Gesundheit, Soziales, Frauen und Familie NRW: Leben im Alter. Düsseldorf 2003:102.

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TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

with the aim of the TRAMP project, this group should receive particular attention.

Definition of Target Group within the TRAMP Project The target group for the TRAMP project involves employees who have reached the age of 50 with a particular focus on those already retired. Particular consideration is given to the needs of those who usually cannot participate in transnational exchange programmes due to a lack of financial means and/ or fewer educational opportunities.

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Obstacles and Success Factors Affecting the Mobility of Older People in Europe Checklist and Guideline for Information Multipliers Preface â&#x20AC;&#x201C; About this guideline Topic target group: choosing and addressing the target group 1. Age and degree of mobility 2. Mobility and gender 3. Participants with migration background 4. Educational background 5. Senior-friendly programmes

Topic programme contents and methodical considerations 1. Programme contents 2. Participantsâ&#x20AC;&#x2122; involvement 3. Group dynamics 4. Scheduling

Topic organisation of programmes 1. Project application and promotion 2. Project preparation 3. Participant service during the project 4. Follow-up meetings 5. Financing the project

Topic language and culture 1. Language 2. Culture

Topic framework conditions 1. Communication 2. Transport 3. Accommodation 4. Food 5. Safety 6. Health 7. Domestic situation 69

TRAMP – Transnational Mobility of Older People in Europe

About this checklist Some transnational exchange programmes and educational projects also apply to older people past 50 in particular. The special needs and wishes of this target group have to be considered in the planning and organisational stages of these projects. Despite the heterogeneous group of participants it is rather likely that people will take an increasing interest in lifelong learning as they age, and yet their mobility will often be restricted. The following notes shall draw attention to potential barriers to the mobility of older people and simplify the planning and organisation of transnational programmes with information and recommendations. The understanding of the needs of older people is rather important, since autonomy and mobility are decisive factors for physical and emotional wellbeing and a precondition for active ageing. Mobility in this context is seen as physical and mental potential – therefore problems may arise in the emotional as well as in the cognitive sphere and also because of the participants’ social or material conditions. The results of the ENEA project TRIGGER which was carried out between 2004 and 2005 prove this. A survey among the participants of TRIGGER showed that very basic factors were seen as preconditions for retaining mobility up to an old age as for example the improvement of social status or of the material or legal situation of older people. They requested participation in social life by political or honorary activities, face-to-face contact or personal exchange via internet as well as access to educational and cultural activities. In addition, a number of factors were mentioned in the context of TRIGGER which refer to the topic of mobility of older people in transnational exchange programmes and educational activities and which might help information multipliers and coordinators of these programmes. In addition to a survey conducted during the TRIGGER project the following checklist is based on literature research and statements of experts on the planning and organisation of transnational projects. It has been revised and updated according to experiences within the TRAMP project. The details about the target group imply that we have to take a differentiated look at “older people”. Whenever “older people” are mentioned hereafter, it refers to particular groups of older people, while naturally there are groups which do not have these problems and/or impediments. It remains the coordinators’ duty to find out the characteristics of their particular group and to integrate these observations into their planning and organising procedure.

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Topic target group: choosing and addressing the target group

1. Age and degree of mobility Problems and obstacles • Different degrees of mobility within the target group and related problems Information • As participants in transnational exchanges the target group of older people past 50 is heterogeneous concerning the interests and needs of the members. The reasons are the degree of mobility and the person’s age. Yet in general, it is safe to say that the frequency of travel decreases with advancing age: • According to experts the interests, needs and constraints of older people between 50 and 65 are not significantly different to those of younger age groups. • Restricted mobility and a related housebound lifestyle is more likely to affect the over 70’s. Recommendations • By means of early cooperative planning, an age-appropriate exchange programme can be developed. • It should be decided in advance, whether the programme is suitable for a mixed-age group or whether the programme should be differentiated according to age. • In case of a fixed programme, precise information on possible physical requirements should be given in advance to the seniors in order to allow for a conscious decision on whether they would like to participate or not. Alternatively, data on the participants’ age and health condition should be provided in advance.

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TRAMP – Transnational Mobility of Older People in Europe

2. Mobility and gender Problems and obstacles • Differing degrees of mobility of male and female participants • Different needs and interests with regards to programme contents Information • Women of higher age are more often willing to travel alone because they are more often widowed than men. Women more often than men indicate that driving or using public transport is an impediment to their mobility at home or while travelling. • More than 70% of women are involved more often in housing care of relatives and are thus less mobile. Recommendations • Since women on the one hand often travel alone, yet while doing so see major barriers to mobility, we recommend travelling arrangements for the whole group and advise against individual modes of transportation or difficult and unmanageable travelling distances during the project. A pickup service for the routes to the various venues might be necessary in this case. • Announcements for programmes should be linked with information on help concerning care issues (as for example the right to a four-week exemption for the caregiver, paid short-term care). • In the programme content the different interests of men and women in mixed groups should be considered. Preparatory meetings can be used to find out about these interests and include them in the planning. In case there are greater differences, separate offers or a temporary separation of the group might be considered. 3. Participants with migration background Problems and obstacles • Problems of accessibility of people with an immigrant background Information • Many immigrants lack sufficient knowledge of access to education, they do not respond to the programme’s presentation or they do not feel secure in the groups. • There are too few opportunities for people with a migration background, often the programmes do not meet the needs of the target group or suitable programmes do not reach the target group. • “Migrants” are no more a homogeneous group than “the elderly”. The target group is not treated in a differentiated way. 72

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Recommendations • To attract older migrants, access channels to local migrant organisations, associations and clubs in whom the target group is already involved would appear of some use. It is often helpful to involve mediators for the specific addressing of the target group. It should be emphasized that the project is open to all interested participants. • While planning new programmes, particular emphasis should be put on participation in the planning. It is important that programmes be checked for relevance to the needs of the target group. Differentiated marketing tools must be developed to address the target group effectively. • During the project, cultural peculiarities have to be taken into account. 4. Educational background Problems and obstacles • Accessibility issues affecting those with low level education Information • Among other things mobility in old age depends on the level of education: The higher the level of education, the higher the degree of mobility. Recommendations • To attract people with a low status of education access channels on local migrant organizations, associations and clubs, in whom the target group is already involved, appear useful. It is often helpful to involve mediators for the specific addressing of the target group. • While planning new programmes special emphasis should be put on participation. It should be checked whether the programmes meet the needs of the target group. Differentiated marketing tools must be developed in order to reach the target group. • While dealing with educational content not only the state of knowledge, but a balance of theoretical and practical components is essential; conventional seminary methods, however, are somewhat difficult. Programme units with practical work (e.g. as part of a volunteer project) and the inclusion and sharing of existing skills related to the theme of the project are recommended. A higher touristic proportion may be useful, especially for those with little travel experience the journey itself has a high learning effect. • Since people with a lower status of education often live in precarious financial situations special promotion or cost-effective offers should be provided for this target group (see also funding).

Set of Methods

TRAMP – Transnational Mobility of Older People in Europe

5. Senior-friendly programmes Problems and obstacles • Problems of accessibility of the target group concerning special programmes for senior citizens Information • In particular those with mobility issues expect offers which meet their needs. Addressing them as “senior citizens” or referring to programmes as “senior-deals” though is not useful, since that kind of approach implies help to special needs. Recommendations • Senior citizens can be reached most effectively if they get detailed information on the journey which serves as a good basis for their consideration of the pros and cons of participation and which allows an answer to the question whether potential barriers to mobility can be handled or not. • Those of severely limited mobility expect appropriate programmes, but this does not necessarily mean that the participants should be members of one age group only. In many cases intergenerational activities are desired which are nevertheless conceived with regard to the elderly. • Since senior citizens often have a greater need for safety (see safety), it is recommended recruiting them by persons they know, in clubs and associations in which the seniors are already integrated. Adverts in newspapers or travel agencies are also taken seriously. • When recruiting participants, the internet is a useful means since many senior citizens nowadays use the internet as a source of information.

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Working with Older Volunteers in Manual Intergenerational Projects

Topic programme contents and methodical considerations 1. Programme contents Problems and obstacles • Problems in assessing target group oriented programme contents, discrepancies between programme and participants’ expectations Information • The interests of senior citizens do not necessarily differ from those of younger age groups; senior citizens, however, reflect more on getting older than younger people do. Based on a survey of the elderly interested in the issue of mobility the following topics seem to be interesting: »» Information on their own situation (retirement and pension, post-professional alignment, health in old age, etc.) »» Topics which refer to the participants’ biography, such as coming to terms with one’s own history or just a biographical exchange »» Training on how to work with computers / how to use the internet »» In transnational projects the gathering of information about the destination country, such as everyday life, culture, socio-political situation and the general living conditions of senior citizens »» Seminars with a high percentage of urban historical and regional studies »» Twinnings and exchanges »» Cultural and tourist offers »» Programmes with a high percentage of self-determined activities, such as volunteering in local projects »» Intergenerational programmes Recommendations • While planning new programmes special emphasis should be put on participation in the planning. It should be checked whether programmes meet the needs of the target group. • Senior citizens should be given an opportunity to reflect on the process of ageing and the subsequent changes in their lives. This can simplify the attempt of coping with problems which are mainly due to age. Especially senior citizens have a clear idea of their wishes and expectations and want to make meaningful choices. It is therefore advisable to formulate the programme precisely and to avoid surprises through programme alterations. • In transnational activities one should be aware of the fact that the individual situations of senior citizens in the EU-countries differ greatly. So, among other things, the material resources are rather different, which may affect the willingness to work as volunteers. Attention should be paid to the fact that for historical reasons political and social topics in the intercultural context may have different implications and thus sensitivities might come up (see also language and culture). Set of Methods

TRAMP – Transnational Mobility of Older People in Europe

2. Participants’ involvement Problems and obstacles • Dissatisfaction with the presentation of programme contents Information • Especially the elderly want to involve their own personality and personal experience in the educational work. Recommendations • The common arrangement of the programme prior to the project and a high degree of flexibility within the clearly structured framework of the programme during the project meet the participants` aims. • A balance between theoretical work and experiential seminar sections is recommended. Participants should have ample opportunity to incorporate their experience and views on educational work. This can be done by a high proportion of discussion, group work, biographical exchanges and the choice of a variety of topics related to the participants’ personal history. It is also important that group members can contribute their own skills and build on them. • Beyond the programme’s main topics, sufficient opportunity for additional informal discussion should be provided. 3. Group dynamics Problems and obstacles • Problems of group formation, lack of identification within the group, and poor cooperation between the members Information • The elderly have considerable experience in personal interaction and – depending on the educational level – may have wider social skills, nevertheless problems in group processes must be considered. Recommendations • It is recommended, especially in projects involving groups of mixed nationality, that ample opportunity to build personal relationships is provided. Thus, participants can become aware of differences and similarities within the group and assess the background and expectations of other participants. • Promotion of solidarity within the group can be achieved by voluntary work or joint activities designed to encourage communication between the group members.

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Working with Older Volunteers in Manual Intergenerational Projects

• For the sake of group dynamics shared accommodation for the participants should be arranged. Thus group identity can also be developed by informal discussions in the spare time. 4. Scheduling Problems and obstacles • Stress- and pace-related dissatisfaction Information • Senior citizens may need more time to learn and to rest. This is not because ageing brains ”work less efficiently”, but over the years work more slowly. Recommendations • In all projects with older participants an age adapted pace should be chosen. This implies that learning units include more temporal flexibility and more breaks and spare time. • The time schedule should be clarified with the participants in advance. • While planning the operation it should be checked whether the timing expected by the participants complies with the requirements of the funding guidelines.

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TRAMP – Transnational Mobility of Older People in Europe

Topic organisation of programmes 1. Project application and promotion Problems and obstacles • Increased costs for programmes aimed at the elderly • Discrepancies between funding guidelines and participants’ expectations Information • Participants of higher age often have special needs concerning transport and accommodation. Programmes for senior citizens often require more commitment in advance and more care during the project. Overall, higher personnel and non-personnel-costs can be the result. Recommendations • In the field of application and preparation of exchanges, special needs of senior citizens should be considered. When applying, the organising institution accordingly should budget higher expenses in planning and support (see also preparation). • Demands such as liberal time management in the programme should be fixed in the funding guidelines. 2. Project preparation Problems and obstacles • Participants’ uneasiness about the programme Information • Senior citizens often have a stronger need for security than younger people. They should therefore get proper information about the exchange programme and the supporting programme in advance, so that they can decide, whether it meets their needs, which problems might occur and whether they feel capable of participating in the programme. Recommendations • A thorough collective preparation of the exchange is advisable. • Preparatory information meetings and references to literature and the internet as well as other participants’ addresses which might lead to contacts in advance might increase the participants’ acceptance. • It has proved useful to provide the experience of participants from previous projects.

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Working with Older Volunteers in Manual Intergenerational Projects

3. Participant service during the project Problems and obstacles • Participants are dissatisfied and feel insecure with regard to the programme and the service during the project Information • Senior citizens – partially because of physical limitations but also because of increased needs – often want a higher level of service with intensive supervision by the tour guide. Since mobility barriers are often not of physical, but of emotional origin, they may be overcome with professional help. Recommendations • Detailed planning and explanation in advance and reliability in the course of action contribute to the participants’ satisfaction. • Especially for senior citizens intensive support by an experienced project supervisor is required who should always be open to conversation and even attend leisure activities. More so than with younger participants, close contact on a personal level and relationships based on trust and competence are called for. • A high level of service (“all inclusive”) should be provided which aims at overcoming barriers, yet leaves enough space for individual participation. • The participants’ regular contribution to daily planning avoids discord and conflict. 4. Follow-up meetings Problems and obstacles • Lack of sustainability of programmes for everyday life; unmet demands of participants Information • Many older participants would like to integrate the experience and knowledge attained in the projects into their daily lives, so that they might apply this in the future. Recommendations • From the participants’ point of view follow-up meetings make sense if programme contents are revised and the participants get information on how to integrate the results into their daily lives. • An evaluation by the participants especially from the perspective of senior citizens might be the starting point for further projects with similar target groups for both coordinators and other participants. A publication of the results might be useful to other information multipliers. Set of Methods

TRAMP – Transnational Mobility of Older People in Europe

• Wishes regarding permanent contact with other members involved in the project can be met by follow-up meetings, by the exchange of addresses and by information on possible initiatives of former participants which have arisen from the project. 5. Financing the project Problems and obstacles • Poor attendance due to financial situation of senior citizens Information • Senior citizens are not generally less well off than younger people; in the age group of retired workers and in some EU countries, however, the financial situation is not always satisfying. • Exchange projects compete with holiday travelling and they mostly stay behind. • In a survey coordinators of educational projects in other countries said that in Germany the bearable upper limit for a one-week project was 350 to 500 Euros per participant. This assessment should not be generalized; especially in Eastern Europe the line should be drawn far below that number. Recommendations • In order to make transnational activities available to broader levels of the population, public programmes should promote senior citizens with a low budget. The involvement of private sponsors (e.g. local companies) should be considered. • The following examples might help to create cost-effective exchange programmes: »» Cheap flights or car pooling, if directions are similar etc. might reduce travel expenses. »» Cost-efficient accommodation, exchange of flats or accommodating participants in families, if possible; shared preparation of meals, dinners with families, etc. »» Instead of joining commercial events organising low-cost activities such as encounters with like-minded people, representatives of non-profit organisations; programme planning by the participants themselves etc.; training courses on the basis of mutuality.

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Working with Older Volunteers in Manual Intergenerational Projects

Topic language and culture

1. Language Problems and obstacles • Lack of language skills in transnational exchanges Information • Senior citizens often do not have adequate language skills and only little experience in communicating despite language barriers. • Programmes which are supposed to appeal to participants with low language skills demand a particularly high level of organisation and incur high costs, which will rise in exchanges with three or more nationalities involved. Recommendations • To keep the expenses for qualified (simultaneous) interpreters low, their use might be limited to demanding parts of the programme; participants with good language skills or competent mediators may organise the other sessions. • In the context of intergenerational exchanges, participating pupils or students with foreign language skills can help as interpreters or as facilitators to ease communication. Due to their bilingualism young participants with migrational background can contribute greatly to understanding. • When more than three languages are spoken, communication is rather time-consuming and only possible with the constant help of interpreters. It should be ensured that translation does not take too long. • Especially with multiple translations, spoken and written language should be plain and simple. • It may be useful to introduce certain “survival vocabulary” before the project starts and consolidate it during the programme in small (international) groups. • The tour guides should be skilled speakers of the languages in need. • The use of non-verbal communication through joint work in manual workoriented projects or activities such as sports, dance, games, etc., should be considered.

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TRAMP – Transnational Mobility of Older People in Europe

2. Culture Problems and obstacles • Uncertainty about appropriate behaviour, intercultural misunderstandings and conflicts, particularly in transnational projects Information • Older participants, even if they are generally open and tolerant, have little experience in intercultural contacts. This often leads to misunderstandings and conflicts with serious consequences. • Even between residents of countries within the EU you will find cultural differences. Striking similarities in the material sphere often disguise differences in norms and values, in the art of conversation, with table manners, etc. Recommendations • Participants should get detailed information about the destination and its cultural characteristics. In this context it may be useful to point directly at the differences between the involved cultures and the specific problems that may arise from ignoring other values, different ways of communicating or different eating habits, etc. • Participants in international projects should obtain detailed information about the other participants, so that sensitivities concerning certain subjects can be considered (such as divergent experiences and attitudes between East and West concerning historical conditions and views for example). Especially in translations it should be taken into account that the meaning of individual words and slogans can considerably differ and depend on the speaker’s particular background. • Before, during or after the project intercultural training is helpful which increases the awareness of cultural differences and aims at reducing prejudice. Getting in contact without reflecting intercultural differences and without any help concerning communication rather encourages preconceptions instead of overcoming them. Hence it is strongly advisable to integrate intercultural training seminars as separate units into the programme. • Former participants who have first-hand experience and who allow learning from their mistakes can prepare the new members. • In this context it might be useful to have joint activities which take up the cultural differences in a positive and constructive way as an enrichment and challenge and which draw attention to intercultural dialogue. • The professional guide should have detailed knowledge of the destination.

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Working with Older Volunteers in Manual Intergenerational Projects

Topic framework conditions

1. Communication Problems and obstacles • Isolation, lack of contact among participants Information • Good communication facilities are perceived as an improvement to mobility. Senior citizens who ask for these facilities often want to escape isolation by using them. Yet not all of them have access to the internet or email. The technical facilities or the essential knowledge is often missing. • Senior citizens with limited physical mobility have to rely even more on contact with other people and on institutions which have the technical means of communication. Recommendations • Establishing new contacts and networks and the ability to maintain friendships to overcome isolation can be a goal of senior-friendly projects. • Since many senior citizens are interested in computers, internet and email, they can be trained in these areas. This kind of training might be organized on a mutual basis. • Exchange programmes can also take place virtually, which is suitable for people with severe disabilities. • Exchange programmes for senior citizens should provide the opportunity of contacting people within the group as well as contacting partners in the foreign country who are not members of the group. Many people ask for continued contact after the project; information on this should be provided. 2. Transport Problems and obstacles • Difficulties in overcoming distances, especially for long journeys Information • Senior citizens often have mobility constraints. Altogether the state of health and the degree of physical mobility is essential for the type and number of obstacles. • Journeys which take eight hours or longer are a major problem particularly with senior citizens.

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TRAMP – Transnational Mobility of Older People in Europe

Recommendations • If people with walking disabilities participate in the programme, routes and facilities should be checked on accessibility in advance. • Handicapped participants should be picked up from home or from places where people from the same neighbourhood gather, and the transfer of their luggage should be provided for. • Long journeys should be avoided if possible or made more convenient or shorter by choosing appropriate means of transport. • Concerning the choice of accommodation, this should be centrally located and / or good transport links should be provided. • Long distances between different venues of the project should be avoided, or the use of busses should guarantee pleasant trips; if possible, frequent changes of accommodation should be avoided (no “site-hopping”). Enough time should be scheduled for walking distances. • Assistance should be ensured in the operation of automats (ticket machines etc.). • The participants should be informed on means of transport and the duration of trips in advance so that they can decide on their participation and discuss problems in advance. • Before the start of the project a hint might be given to the group that the support of physically disabled participants would be appreciated. 3. Accommodation Problems and obstacles • Difficulties concerning accommodation Information • Senior citizens do not always, but often expect a high level of convenience. • On the other hand, there are often participants who due to their personal background tolerate lower standards or just do not want to spend money or they do not have the financial means. Recommendations • In the planning period make sure that the accommodation meets with the participants’ expectations and that it is appropriate to the context of the event. • Information on accommodation should always be available in advance. If possible, different kinds of accommodation should be offered. Shared rooms might only be assigned after agreement. • Physically restrained persons are often in need of senior-friendly, spacious and comfortable accommodation with quality service. It is also important

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Working with Older Volunteers in Manual Intergenerational Projects

to pay attention to properly equipped beds (back aches), and a phone line which is at least connected to the hotel reception for emergencies. • For the sake of group dynamics the participants should be accommodated in the same place. • Some group members want accommodation in families, which is a costsaving and interesting alternative; the willingness within both the target and the host group, however, has to be checked individually and this option normally only holds for a rather short period of time. The same applies to projects that include an exchange of flats. 4. Food Problems and obstacles • Lack of acceptance of food Information • Senior citizens have often acquired distinctive habits over the years. Some of them must stick to diets or they cannot tolerate certain ingredients. Recommendations • The participants’ preparation should include some information on the type of cuisine at the place of destination. • Problems with food can usually be bypassed without difficulty, if any dietary requirements and allergies are queried prior to the project. • The participants should learn about foreign eating habits and table manners in advance. Major variations to familiar habits should be indicated explicitly (as for example rather late dinners in Spain). 5. Safety Problems and obstacles • Uncertainty and anxiety among participants about security situation abroad Information • Senior citizens usually have a greater need for safety and feel more anxious in unfamiliar situations. Recommendations • Information on the security situation in the place of destination should be given in advance so that the participants can adjust to the situation.

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TRAMP – Transnational Mobility of Older People in Europe

• The need for security might be met by participating in well-organized group tours. • Information on insurance coverage during the project (private travel insurance) should soon be passed to the participants. • The accident potential of projects with practical, craft-oriented work should be considered, so that accidents will be prevented by appropriate security measures. Nevertheless, potential accidents have to be taken into account, and have to be legally covered by the institution in charge. Coordinators of programmes which employ volunteers should seek insurance coverage on time. 6. Health Problems and obstacles • Health problems of the participants Information • Senior citizens, especially from the age of 70 onwards, are likely to face physical restraints. • A good state of health in general is seen as a precondition for mobility by those concerned. Recommendations • A poor state of health may not only be obstructive during the project, but prevent participation in general. Full prior information might encourage a positive decision. • Senior citizens with health limitations often want to decide on their participation just shortly before the start of the project, since they cannot anticipate their health condition beforehand. A timely planning can be helpful in this respect. • Cancellations due to sickness must be calculated, but if possible those concerned should not be charged, as this might keep them from participating at all. • Especially with mature participants the project has to be adjusted to the state of health of the target group (pace, strain, etc.). • In transnational projects which include participants with health limitations, a medical monitoring should be considered; if this is not possible, information on health care (addresses of doctors and pharmacies, insurance details) abroad could be helpful. • Generally, texts should be reader-friendly. Reading small font sizes is usually difficult for senior citizens. • Good acoustics in conference and seminar rooms is very important for the elderly. • A list of persons to be notified in case of an emergency is helpful. 86

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Working with Older Volunteers in Manual Intergenerational Projects

7. Domestic Situation Problems and obstacles • Indispensability of older participants due to their domestic situation Information • Mobility of the elderly depends highly on their domestic situation. • Since quite a few look after older relatives or their grandchildren or they do not want to be separated from their partners over a period of time, they are effectively homebound. Recommendations • For older people who are restricted by the obligations of care, information on support (care leave) can be helpful. • Since many older people look after their grandchildren during school holidays, the project should not be scheduled then. • Before the start of the project participants should be reminded to leave hotel addresses and telephone numbers or mobile phone numbers with their families, so that they can get in touch any time. • Participants often want to bring their partners, since they like spending as much time with their relatives as possible.

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TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

Exchange Prague

Exchange Vigy

Part II

Learning

Manual work as a Means of Education in International Exchanges Travelling, experiencing, exchanging, comparing and returning are common features of all the peoples of the world. Migration periods have always been a cultural element. There are differences, however. Most historical events happen under pressure, in times of need: wars, natural catastrophes, socio-economical changes. At that time, it was a question of surviving in a foreign country and people had to learn about adjusting to new situations, staying discreet, working hard, very often with the secret hope of returning back home one day. However, there was one exception to this, a certain kind of wanderer. In 18th century Europe one could meet them: the sons of noble British families travelled through Europe in order to learn in a universal sense. They were to gain experience, meet people (aristocracy, artists, writers, poets, scientists...) and refine their education as (noble) human beings. They made their “Grand Tour” into different European countries and they were called “tourists”. This term had a great future. Since societies, economies, working conditions and paid holidays developed, tourism spread and it has become a significant economical factor in all countries. This democratisation of travelling, of going abroad, of exotica, however, has not reached all social classes. Except for financial barriers, language plays an important role for mobility: What will I do in a country where I cannot communicate? What do I have on offer? What is the point of all this? With a seize of 550.000 square kilometres, a country like France has a wide variety of landscapes, every fifth Frenchman lives in a congested urban area (Paris ranks first) and almost everyone has relatives in a French “Province”. This is the reason for internal migration in the summertime or during other vacations. Only 50% of the French go abroad. 50% of senior citizens spend their holidays in France (mostly in the south). Another problem is language: our educational system plays a significant role, if you want to explain the fact that the French are so bad at foreign languages. This is not surprising if foreign languages are taught in the same way as Latin or History. The European Project „Tramp“ considered these aspects and stated in its programme that manual work might be a useful means in international exchanges. The participants are senior citizens, former or active manual workmen

TRAMP – Transnational Mobility of Older People in Europe

with no command of foreign languages at all. The children and adolescents might have basic knowledge of foreign languages and they are practically inexperienced in international exchanges. The experience we gained during the TRAMP Project has lead to the following conclusions: • Mobility in a foreign country is no problem, as long as one’s mental mobility has been trained so well that physical mobility can follow. • As a strategy for the exchange, language barriers can be overcome by nonverbal communication. • This includes manual work, special skills, know how, the “savoir-faire“. Real-life activities and manual work are more effective than talking about things. • The participants’ individual skills are the source of knowledge, they can put their knowledge into perspective by confronting others with it, by comparing and discussing the specific methods without any competitive notion. • The presence and active participation of children/adolescents stimulates the seniors and vice versa. The absence of parents creates a new dimension, children/adolescents and “grandparents”, who get used to each other. • The combination of international participants stimulates discussions on Europe, makes the participants aware of cultural differences and intercultural work. • Language mediators should accompany the projects in order to support inevitable, extensive discussions. • After these encounters many participants talk about the extraordinary experience, which should be broadened to all older people, “Europe doesn’t belong to young people alone”, one should “do more intergenerational work” in order to abolish the artificial isolation of generations. Young people should learn from older people, and yet let them participate in their special skills, as for example concerning new technology or their views on social changes. After all, they are the generation which will rule and govern the world in the future. It is particularly pleasing that a European pilot project from the EU accepted the bet to bring different generations together in order to achieve goals far beyond the alleged problems.

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Working with Older Volunteers in Manual Intergenerational Projects

Learning by Manual Work: Cooperative Work as a Method

Cooperative practical work as a means of overcoming cultural barriers – the methodical concept of the activities which have been or will be arranged in the context of TRAMP are based on this idea. In doing so the coordinators of the exchange did not really break new ground, this idea, however, has not yet been used specifically as a method for the target group of older people and it has not been studied systematically, either. Experience with youth exchange programmes, as for example in work camps, in projects related to the preservation of monuments and historic buildings and so on, might be helpful to some extent, yet it cannot be directly transferred to programmes for senior citizens. A major difference between young and older people as participants is the fact that due to their long working lives older people show significantly deeper emotional commitment to their (practical) work and can rely on more professional experience and knowledge, which becomes obvious in their initiative while trying to achieve aims. These attitudes can be used for the specific purposes of exchange programmes for older people. Learning via manual work or practical work in exchanges for seniors therefore builds on the interests, competences and experiences which have grown over the years. After a long working life – al least if this period of life has been satisfying – people identify highly with their work and specific skills respectively, which includes feelings of pride and a high level of motivation. As experience in the field of unpaid work of seniors shows, this identification usually continues throughout the years of retirement. Thus even ten years after their retirement, people who were involved in the “Agentur für gesellschaftliches Engagement (AGE) (Agency For Social Engagement)” in Hamm, Germany, deliberately chose projects with a strong link to their former jobs (Lütkes 2009: 22). In this way a group of people can be motivated which normally takes little interest in honorary work – as for example looking after old people or private tutoring for students. Many older craftsmen – and this includes industrial workers – had to face significant technological changes in their jobs, since certain manual operations were replaced by computerised procedures. Being concerned about a further loss of certain skills they are more than willing to pass on these skills to younger people in order to preserve them. The young people, on the other hand, benefit from this intergenerational cooperation. Training their skills in craftsmanship in general, gaining initial experience with different material and taking active part in the whole working process from the basic planning up to the technical completion can serve as a door opener at the beginning of a professional career. The transmission of general work experience and social competences as well as the ability to work in (heterogeneous age) groups or to complete certain projects is of particular importance. Older people are often proud of haSet of Methods

TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

ving mastered their professional challenges despite a variety of problems they have had to cope with and of having achieved progress in their career over the years; during the cooperation this positive attitude towards their job is usually passed on to younger people. Initial experience in the intercultural context shows that pleasure in manual work crosses boundaries and that it can bring together the participating seniors, if an adequate target group has been chosen. This is the effect of the common interest in an all-consuming kind of job, of the common intention â&#x20AC;&#x201C; the completion of a product, the encouragement of young people â&#x20AC;&#x201C; and of the cooperative working process. The participants can employ nonverbal communication much better than in an exchange programme with a different focus as is the case in seminars or visits. Since many working processes are common knowledge throughout Europe and only vary in details, the agreement on single working operations is not usually a problem. A particularly important effect of the collective experience during the project is the fact that it brings together participants in the other modules of the exchange programme (supporting programme) as well and that it serves as an initiation of further contact among them. It motivates the participants to set aside potential caution or reserve due to a poor command of language and makes them communicate with few words and nonverbally, or to look for an interpreter straight away. Thus the target group of older people with no intercultural experience gains valuable support in opening up to cross-border contacts in general. Experience during the TRAMP-Project That cooperative work has become the methodical focus within the TRAMP Project was a result of the choice of the target group. That is why senior citizens were deliberately chosen most of who had little access to formal education and generally a poor command of foreign languages. So people should take an interest in the issue Europe who have little opportunity for intercultural encounters unless they get organisational support and who do not really have the required skills. Yet in order to enable the participants to communicate, it was decided in advance to choose the high level of identification with the individual profession and the personal career as a connecting factor. So all German participants of the exchange programmes had been industrial workers or craftsmen, and the focus of their former honorary activities showed clearly that practical and technical work still took the center stage during their retirement. More or less the same applied to the French participants, most of whom were retired craftsmen who passed their knowledge on to children and adolescents. Some French participants had been coal miners by trade and did unpaid work then. Before their retirement, the Czech participants had had various jobs, yet all of them were into practical and creative activities then. Experience shows that this group of people does not have a deep interest in formal education, they are rather interested in offerings of practical activities.

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The results of the exchange programmes proved that the chosen method was appropriate. The host group was involved in the early plans (except in France, where the geographical spreading of the participants prevented this) and was increasingly interested in active participation while planning the agenda. In cooperation with the associated schools and institutions they decided on the topics as well as on details such as material and tools. In addition, they developed ideas for the support programme and decided on its form, organized the exchanges with the help of their personal connections, gave advice concerning the logistics and much more. At the beginning of the exchange weeks the participants were divided into different intergenerational groups with creative and practical tasks. Also in this stage it was important to mind the participants’ main interest. Each group decided on one member who supervised the project’s execution, organised the single steps and checked on a balanced division of work. During the project hosts and guests could easily gather and usually agreed on the proceedings without any translation tool by demonstrating working techniques, presenting visual aids and by assisting each other in the working process. If this method wasn’t satisfying, usually the young people or participants with a command of the language in need could help or authorized interpreters solved the problem. All participants were increasingly interested in informing the others about the particular activities in their home country and in sharing their knowledge about it. Without exception all senior participants identified immediately with their tasks and thus quickly felt responsible for their particular project, which became obvious in their concern for punctual completion by the end of the week or in their creativity, when required tools were missing or problems had to be solved. This kind of initiative was a great help to the organisers, since parts of the execution could be given to volunteers. Real problems rarely occurred. One group, for example, had to cook for more than 80 people and therefore had to prepare all parts of the meal on time. When the older participants didn’t always have the patience to integrate the young people into each step of production, the problem could be solved within one day and a few conversations. This group needed more communicative support than others; one interpreter attended nearly all their meetings and supported them by fixing important words in three languages above the workplaces. Other participants were doing silk painting and had communicative problems in the beginning, because none of them spoke a foreign language and all of them (older participants) were focussed on speaking. At first this courted resentment (“interpreters are never available”, “the course is badly organised in general”), and yet they completed their salutation banner and other silk paintings as planned and already on the third day the family backgrounds of the group members had been clarified with the help of paper, pencil and drawings. Thus during the entire exchange real contact between the participants came up especially in small groups; once the beginning was made this way, making

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TRAMP â&#x20AC;&#x201C; Transnational Mobility of Older People in Europe

contact during the programme was no problem. In the course of the week it became obvious that the interest in other participants and their homeland activities increased considerably, and conversations about volunteerism, project ideas, and the general situation of pensioners came up. One of the German pensioners summarized for his group that initially they had been very sceptical about a cross-border and language cooperation, yet they got increasingly enthusiastic about the guests and had a good understanding with them.

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Intergenerational Learning and Working Next to encouraging the mobility of senior citizens intergenerational learning was the special and innovative approach of the TRAMP Project. The social and socio-economical transformation within the last 30-40 years has reduced the opportunities for intergenerational contact and mutual support. Experiential knowledge of the older generation runs the risk of getting lost, the senior citizens often have problems using new technical possibilities and general knowledge about living conditions no longer reaches the other generation. Intergenerational learning in itself is a challenge for which there are few tested concepts in the national context yet. TRAMP links them with the aspect of intercultural learning, where communication needs to overcome a barrier by the lack of a common language anyway. However, four pilot projects were successfully completed, not only because of precise organisation and preparation. A common goal awakens and strengthens the ability to learn from each other and together. Manual tasks are communicated nonverbally, practical and communicative skills are used of old and young for the common task. TRAMP was an attempt to explicate intergenerational learning; the kind of learning which implicitly happens in families and in vocational training was made visible in the context of this project by bringing together several generations and by reflection and feedback processes. Exchange programmes which relate to the TRAMP model create opportunities where all three aspects of this form of learning can be involved • Learning from each other (dialogic learning) • Learning with each other (communicative learning) • Learning about each other (comprehensive learning) Definition Franz Kolland, social gerontologist at the University of Vienna, defines the term intergenerational learning as a mutual learning relationship and interaction between young and old, therefore implies the involvement of members of two or more generations to open up the different generational perspectives. Goals are • the prevention of isolation • the prevention of myths and stereotypes • cooperation in order to achieve common aims

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Recommendation In order to allow for successful intergenerational communication it is particularly important for the coordinators to mind the following aspects: 1. The size of the group Proportionally to the group’s size intergenerational communication becomes more difficult, thus the project’s success is highly dependent on perfect organisation and logistics. The work results can still be excellent. The aim of creating a learning field for different generations with the help of cooperative work cannot be achieved though. 2. The group’s composition The coordinators should pay attention to a balanced mix of generations and role partitions, so that the older participants do not necessarily take the teaching part by trying to pass on their knowledge and experience of life. Pure transfer of know how does not necessarily imply intergenerational learning at the same time though. If the seniors dominate in numbers, according to Koller the factor “experience” might be emphasized too much, which makes changes even more difficult. Too few senior participants, on the other hand, do not stimulate intergenerational learning either, since there won’t be enough interaction. The participants would not communicate properly. And yet the mere attendance and presence of different generations in a project does not lead to intergenerational learning, as one might think. Franz Kolland comments: “Zusammen sein ist nicht genug!” (“Being together is not enough!”) Within the context of learning age differences will have fewer consequences than the different physical conditions, they should not be ignored, however, especially if language modules are scheduled.

Mariano Sánchez et.al.: Intergenerational programmes – Towards a society for all ages. In: Social Studies Collection No. 23, 2007 Electronic edition available on the Internet: www.laCaixa.es/ObraSocial

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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

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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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Language / Communication Based on the experience with another project the project partners searched for new methods which were appropriate to encourage communication during the cooperative working process in a target group of older people with no or little knowledge of foreign languages. Although the methodical approach of common inter-generational work weakens the importance of verbal expression, the need to interchange in terms of language may not be underestimated. Coordinators of international exchanges with senior citizens should consider that in this specific target group most of the participants do not have sufficient language skills to be able to converse with the guests and hosts or to join in the working process smoothly. Accordingly, it should not be taken for granted that the involved children and adolescents act as interpreters unless they get suitable support by the teachers. This can be significantly improved if it is an explicit part of the project and if it is taken into account by the adolescents’ supervisors in the preparation phase. Thus we recommend considering this issue in advance and – depending on the resources provided (funds, time, personnel) – choosing one of the following options: Possible Proceedings • During the initial selection of the participating seniors make sure there are members with particular language skills who might be able to act as interpreters on the project. • If older children and adolescents with the required language skills participate, they may take over the interpreter’s role after having been prepared properly. (It is the participating school, including the teachers, who are in charge of this). • Preparative language courses for the older people (if there is sufficient time and there are suitable financial resources) • In the methods section coordinators of exchanges for older people will find exercises and techniques that might initiate communication on the exchange, if none of the above-mentioned proceedings is useful. Recommendation Experience during the exchanges within the TRAMP-Project has shown that the hosts usually dominated in numbers, which can easily generate a linguistic superiority of a particular language. Thus it is highly advisable to make the guests’ language(s) audible and to visualize it in many different ways. In the methods section you will find suggestions.

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Communication In spite of existing language or age barriers, communication should develop between hosts and guests and younger and older people. Whoever has set himself this target, should make sure in the preparatory stage of the exchange that the time schedule is not too tight meaning that not every afternoon and evening is filled with an activity. The initiation of communication under these presuppositions needs time, but nevertheless a well-prepared frame. On the pilot projects it could be seen clearly that left alone the participants would always gather in national groups in order to avoid the difficulties in using a foreign language, only few would take the initiative. The hosts felt responsible for the guestsâ&#x20AC;&#x2122; comfort and tried to initiate contact with the members of the other group. The guests however were much more reserved even within their groups. Here the coordinators might guide the participants in a subtle way. In the methods section you will find suggestions.

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Intercultural Learning Intercultural learning is an essential part of international exchanges. It is a main goal on exchanges to increase the participants’ identification with the European idea by bringing them in contact with each other. This happens mainly by cooperative work, common sightseeing tours and more informal topics. Furthermore a specific learning process has to be activated in which the participants are increasingly capable of reflecting on intercultural situations, of communicating beyond cultural differences, whilst regarding these differences as an enrichment and not as an obstacle. At the beginning of exchanges there are two main mistakes which often occur. Firstly differences are simply overseen or ignored intentionally and instead, similarities are advocated for which there is no real actual basis. Similarities are important – yet differences not being made may cause conflicts which cannot be solved, because their origin is unclear (see Bertels et al. 2004: 39-40; Hinz-Rommel 1994: 38). Thus people make the same mistakes without noticing it at all. Secondly – and this is antipodal to the first mistake – differences come to the fore and are taken as an unbridgeable gap. This of course mainly happens to people who are prone to stereotyping. Differences appear stronger when they are associated with false and negative reasons. Whereas it is hard to fight genuine stereotypes and it takes a long time, the lack of sensitivity and false concepts can be corrected more easily, no matter whether the latter derive from superficial perception or missing knowledge of the different culture. Thus intercultural learning in the context of international exchanges will be targeted less on the overcoming of stereotypes, but on giving valid instruments of understanding to those who frankly go up to people of other cultures. The aim is to strengthen their cross-cultural competence. Cross-cultural competence is defined as “an ability gained in a learning process which provides a high level of communicative skills and understanding in indirect or direct contact with the members of other cultures” (Bertels et al. 2004: 33). Educationists, psychologists and ethnologists allocate quite a bundle of competences to this ability, among which are the awareness for cultural differences, changes of perspective in order to comprehend other people’s perspectives and the overcoming of ethnocentric barriers. Attitudes, such as open-mindedness and tolerance play an important role in intercultural learning as well (Bertels et al. 2004: 37; Kontos 1999). All the aspects mentioned are relevant presuppositions for the gaining of general intercultural competence. General intercultural competence enables people to use a suitable form of behaviour, no matter to which form of culture it is applied. This means that it completes country-specific knowledge which helps as well when people deal with members of different cultures and try to comprehend their actions and motivations.

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Intercultural learning targeted on the strengthening of intercultural competence in European countries often had its origin in situations caused by labour migration – often in order to integrate foreign workers as fast as possible -, whereas the term of “integration” often actually had the meaning of assimilation to the “leading culture” (Nieke 2000: 14). Over the years intercultural learning was more and more regarded as a process of interaction which asks its share from the immigrants as well as from the receiving society. In the course of globalization more and more training programmes have been developed which are supposed to help companies to simplify their employees’ stay abroad by conveying information about the foreign country and its customs. In the context of Diversity Managements (Becker et al. 2006) intercultural learning begins to play a major role within worldwide acting companies. In the last few decades young people often get systematical training in order to be able to study abroad or to join an international youth exchange. Older people are rarely chosen as a target group, although one might regard exchange programmes in the field of education for older people or other projects such as the Grundtvig programme of the EU as a starting point. In order to motivate older people for intercultural learning processes, exercises were chosen that were indeed interactive, but not so juvenile that they would only appeal to adolescents. Moreover, they leave plenty of space for experience of which older people can bring in much more than younger people. Accordingly, the seniors attach great importance to discussions and the development of creative ideas as for example strategies to solve intercultural conflicts. People often assume that bias in older people is more consolidated and therefore harder to prove wrong than in adolescents. Since in exchange programmes most of the participants are probably open to international encounters, the main aim will be to raise their awareness of the specific features of communication processes and to convey (exemplary) information about other cultures. At least as much as in youth exchange programmes older people can be expected to be an open and adaptive audience. The particular situation of the European exchange was included in the reflection on appropriate methods. Unlike in the context of migration, the focus is not on the integration of a minority into the – dominant – host society. Here, people meet who are in the situation of the guest and stranger for a while, and then in that of a host on home soil and who have to adjust to each other only for a short visit in each case. Consequently, intercultural training aims less at dealing with culture shock and integrational guidance, but rather at reaching a maximum of successful communication in the shortest time – with the ultimate goal of raising interest in other cultures and of discovering the common ground of Europe while taking into account existing differences. Therefore exercises were chosen which raise the awareness of cultural peculiarities that can be observed in Europe and which help to avoid misunderstandings in daily contact. An essential component of the selected methods for exchange situations is the work on case studies which partly come from the European context, yet some of them also portray contacts with non-European cultures. This does 102

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not mean that these examples have no learning effect for exchanges in Europe. On the contrary, dealing with cultures that are rather different from one’s own background, is often more effective to begin with. For one thing, inexperienced participants in particular realize cultural differences much more clearly then; they serve as a stimulus for comparison and may show the manner in which certain aspects also apply to European contacts. The transfer intensifies the insight more effectively than a too obvious presentation of differences. On the other hand, by taking the “perspective of the third culture” (Bertels et al. 2004: 65) – that is the consideration of other cultures from the outside – people can talk to each other much better than if members of the culture under discussion are participants at the same time. Thus the case studies provide not only country-specific knowledge, but also train the general intercultural competence. Regardless of the choice of methods within an international exchange, intercultural learning should definitely be a scheduled component within the programme. Experience shows that superficial contacts often have the effect that instead of filling informational gaps about other cultures they even reinforce prejudice rather than prove it wrong (see also Alfred Toepfer Foundation 2008: 5-6; Flechsig 1999). This mainly happens when the intercultural contact is not explicitly discussed and reflected as such. The idea that intercultural festivals or holidays in Turkey could contribute automatically to a real understanding, is normally doomed to total failure. For here the aforementioned misconceptions play a role, differences are either ignored or amplified. In loose or even repeated contacts, nothing but the – strange – behaviour of the other one will usually be perceived. If knowledge about foundational values is lacking as a justification for this behaviour, it quickly leads to misinterpretation and false evaluations. Examples can be found in the method set (Part 4, practice: working with case studies). In addition to specific exercises as part of an intercultural training, in each exchange it is important to put emphasis on further contact between the participants from different countries next to the actual project work. Since this is not necessarily initiated by the participants themselves, assistance is appropriate now and then. This can happen through simple means, such as a deliberate mix of people at the tables during meals or through methods similar to those which help to form group identity in culturally consistent seminars and workshops (part 4). At the same time it should also be noted that intercultural contacts are strenuous, especially if there is no common language. Thus, it is advisable to leave space for retreat, as for example during breakfast time, when a conversation in the native language with well-known participants may have a recreational effect. Fantini, Alvinio E. (2006): Assessment Tools of Intercultural Communicative Competence www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf Wennerstroem, Ann (2006): Intercultural Communication. Annotated Resource List 2006 http://www.lawhelp.org/documents/41503117%20Intercultural%20Communication%20Annotated%20Resource%20List.pdf

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Bibliography:Traning/Teaching. An Introductory Guide to Selected Training and Teaching Resource for Instructors. http://www2.pacific.edu/sis/culture/pub/Bibliograpfy.htm Bennett, Milton J. (1986): Developmental Approach to Training for Intercultural Sensitivity. In: International Journal of Intercultural Relations, Bd. 10., S. 179-196 Lustig, Myron W.; Koester, Jolene (2005): Intercultural Competence: Interpersonal Communication Across Cultures. USA Trompenaars, F.; Hampden-Turner, C. (1998): Riding the Waves of Culture. New York Wiseman, Richard L.; Hammer, Mitchell R.; Nishida, Hiroko (1989): Predictors of Intercultural Communication Competence. In: International Journal of Intercultural Relations, Bd. 13., S. 349-370

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Preface “Methods”

There are many suggestions regarding the definition of the term “method”. In our understanding methods serve a meaningful planning process of an exchange week and its division into individual stages. They describe the manner of executing activities in order to achieve a self-imposed goal. A method therefore isn’t an end in itself, but a way to achieve goals. Since many ways can lead to a single goal, we sometimes also refer to minor exercises or simple techniques as methods. We have declared activities with manual work-oriented intergenerational subprojects a method of transnational exchange with the elderly, well aware those generations of volunteers before us have been active in this field. However, here we refer to an extract from the final report of the “Studie zur Realität und Innovation in der europäischen Begegnung” (study concerning reality and innovation within a European encounter) by the foundation Alfred Toepfer Stiftung F.V.S., conducted under Alexander Thomas, Astrid Utler, Ulrike De Ponte and Stefan Schmid. It evaluates 190 German projects of European youth encounters and states: “Even the mention of a joint project work seems more intuitive than conscious: in terms of intercultural learning one needs to know that it enables experiences of discrepancy, which are essential in the field of interculture, experience and action“(I.c. page 9). In addition to discrepancy experiences, we believe that this method of joint project work also enables a direct positive learning of transnational cooperation and togetherness without taking the path via discrepancy. We therefore consider this method and its description more relevant than others. However, as with all other methods the problem remains that there are no real ‘if –then’ relationships. The implementation of this method does not automatically and not always lead to the desired goal and must therefore be observed and attended to in context and, if need be, improved and adjusted (by means of other methods).

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Overview Methods

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Goals and Contents of Exchange

Generating Goals and Planning an Exchange The aims of an exchange can differ considerably among participants: some want to get to know Europe, others want an intercultural project, again others want to be involved in discussions with people from younger generations (conduct a dialogue or monologue), others want to help abroad with manual skills. Depending on interests, the project will have different focuses and may even cause disappointment with some, because something else was expected. In order to adjust the goals, organisers and participants should communicate these beforehand. This could be achieved in the form of a more elaborate goal finding process, which includes the following steps: 1. First, the goal question is formulated and visualised 2. Then all participants write their goals on cards, which are subsequently collected 3. The cards are then separated according to goal levels (overall goals, sub goals and measures, achieved on a long, middle or short-term basis) 4. Sub goals and measures are attributed to the (few) overall goals 5. Now common goals need to be agreed upon and some goals might need to be discarded 6. The common goals are completed in terms of sub goals (complementary sub goals are determined) 7. The goals are evaluated 8. Determination and review of conditions 9. Review of feasibility regarding time, personnel, finances etc. 10. Finally, an action plan is devised In case this is considered too complex, a preparation meeting in the form of a discussion round could be scheduled instead, in which common goals are determined following a discussion of individual goals. This happens either in the hope that these goals are actually dealt with in the course of the project or that everyone agrees to use the reduced version in the joint planning round. On a whole, the joint definition of goals at the beginning reduces subsequent problems, saves time (and possibly disappointments and trouble) and generally leads to better results.

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Generating Ideas In order to develop creative and new ideas, it sometimes makes sense to leave the usual setting by employing a simple yet effective method. The same rules apply to most of these creativity groups: • The formal framework must be strictly followed • The quantity of new ideas initially overrides the quality • There is no intellectual property – everyone can be inspired by others • Making free associations is actively encouraged – anything goes • Work is performed under considerable time pressure: Chop chop! • All ideas are documented in written form • No one is criticised One of these creativity techniques is the so-called 3-6-5-method: • 3 ideas divided by • 6 participants in • 5 minutes Each of the 6 participants receives a pre-printed sheet of paper (see below). All start at the same time and have 5 minutes to enter 3 ideas into the first line. After exactly 5 minutes the paper is passed on to the next person. Again each has 5 minutes for 3 new ideas and so on. At the start of the exercise everyone tends to enter their already existing ideas and 5 minutes for 3 ideas seems a long time. However, by the fourth round everyone is at their wits end and stressed, because new ideas are being expected from them. Absurd, but also wonderful ideas and solutions to current questions frequently emerge under pressure. With 6 participants and 6 sheets of paper an overall maximum of 108 ideas is achieved. When the collection is complete, the ideas are evaluated and the best ones filtered out.

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Planning Methods of Planning Process

Method:

Planning Process 1 â&#x20AC;&#x201C; Overview

Goals / Options: Goals should be collectively resolved in order to subsequently implement these together. A collective planning process enables a division of tasks and takes the pressure off all participants. Joint definitions of goals and planning processes enable the accountability of project participants, particularly the elderly. The involvement of participants should therefore be ensured as early as possible. Furthermore, many questions may be resolved at this point of time. Risks are already defined and minimised at the start of the project.

Brief description: Within the scope of a planning process for an exchange of elderly people, it makes sense to separate the planning process into individual steps in order to make its realisation goaloriented, result-oriented as well as participation-oriented. In detail these steps are: 1. Rough planning description 2. Survey of demands 3. Differentiated description of plan 4. Clarify who should be involved in the planning process 5. Determination of interests and needs of the elderly 6. Definition of goals, the actual status and the difference 7. Determination and assessment of solutions 8. Setup of action plan It would be useful to process the steps successively and to visualise them during the process in order to achieve an instant protocol. The following applies to all steps: first gather uncommented ideas, then assess and select.

To be determined beforehand: 1. Who should be informed beforehand? 2. Who should be asked beforehand? 3. Who is appropriate to participate in the process?

Starting point: at project begin during the first phase of ideas Timeframe: maximum of 5 hours Group size: 5 â&#x20AC;&#x201C; 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 2 Rough and Differentiated Planning Description Goals / Options: At this stage the goal of the planning process should be described in detail. The first step involves putting down the idea on paper in one sentence (rough plan description), the second step surveys the demands (see next page), the third step involves the differentiated description of the planning contents, preferably with figures and dates. These steps should result in a limitation of the search scope for further tasks and activities and prevent unnecessary search efforts.

Brief description:

To be determined beforehand: 1. Is the facility capable of organising such an exchange? 2. Has it got the necessary resources (staff, time, money)?

Starting point: Timeframe:

upon the initial intention to implement the project idea Half an hour is sufficient for smaller projects; off-the-record conversations, internet, literature research and questionnaire campaigns etc. may be useful for larger projects.

Group size: 5 â&#x20AC;&#x201C; 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 3 – Survey of Demands Goals / Options: This step should determine whether a real need for an exchange really exists, whether the interested elderly want to participate in such an exchange, whether the organisation is willing to support the project, and whether there is a body that would take over the funding. At first, this involves creating a compilation of who would be in demand for such an exchange. Accordingly, this will have to undergo a subsequent review.

Brief description:

Starting point: Following the rough plan description. Timeframe: Planning period is approx. half an hour; implementation period for

internet research half an hour; approx. 3 hours for interviews with the elderly within the scope of a workshop; 3 – 4 days for a contact seminar (Grundtvig) including preparation time and follow-up processing. This may involve decentralised and parallel work.

Group size: 5 – 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 4 – Participants of Planning Process Goals / Options: Determine who should participate as well as why, when and how these should participate. This implies several risks, as some important participants may be informed, questioned or integrated too soon, too late or incorrectly. The consequences would entail misplanning, additional work, animosities or the like.

Brief description:

Starting point:

Following the differentiated planning description, as the basic idea will be clearly identified and communicable at this stage.

Timeframe: Half an hour Group size: 5 – 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 5 – Target/Actual Difference Goals / Options: The planning stage requires creativity on the one hand and meticulous work on the other. The determination of targets (goals) can be derived from the differentiated planning description. However, it can also be supplemented by a written collection of the participants’ goals. During the first round, participants will only insert the “Target” column. These are first gathered without comment, then arranged in order. Order criteria include: 1. Context 2. Chronological order (What is the long-term goal? What are the middle-term goals that pertain to this long-term goal? And what are the short-term goals that in turn pertain to the middle-term goals?) 3. Additions might have to be made following the initial order round. The second step involves the determination of the “Actual” situations that correspond to each of the partial goals. The differences between the “Target” and “Actual” situations are determined in the third step.

Brief description:

Starting point:

The demands and the participants of the planning process have been identified and determined.

Timeframe: Approx. 2 hours Group size: 5 – 10 participants; status: planning group Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 6 – Solution Ideas Goals / Options: Creative ideas are developed during this planning stage, which are aimed at resolving the differences that occurred during the previous step 5. At first the differences are once again listed separately, along with detailed questions. This is followed by a compilation of ideas, i.e. each participant writes his or her ideas on a piece of paper. These are first gathered without comment while being visible to all before they are evaluated. In order to gather the largest possible spectrum of ideas it is essential that the solution ideas remain uncommented during the first round. In the next step the ideas need to be evaluated. Evaluation criteria may include: contributions regarding target achievements, financial, personal and time feasibility, …

Brief description:

To be determined beforehand: Clear description of differences. Starting point: Following the determination of Target/Actual difference. Timeframe: Approx. 1 hour Group size: 5 – 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Method: Planning Process 7 â&#x20AC;&#x201C; Measures Goals / Options: The solution ideas, which were developed during the previous step, now need to be processed. It is therefore necessary to determine who will work on what and in what time. I.e. all selected and highly rated solution ideas are attributed to individuals, which need to be processed as detailed as possible.

Brief description:

To be determined beforehand: At this stage it is important that only those people appear on the list who were present during the planning stage and who were able to comment on the handling of tasks. It would not make sense to include people who are unaware of the proceedings. With regard to other steps it might also be useful to consider the time and resources needed for each step, so that participants know what they will have to face once they have accepted a task.

Starting point: Following the development of solution ideas and preliminary com

pletion of the planning process. It would also make sense to appoint a person responsible for the planning who controls the time handling of tasks and, if need be, who reminds the participants of unresolved issues.

Timeframe: Half an hour Group size: 5 â&#x20AC;&#x201C; 10 participants Group composition: Person responsible for planning; elderly people; N.N. Necessary materials: 1. Room 2. Visualisation materials: presentation material and pin boards or alternatively: felt pens and paper

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Financing

EU- support Programmes and Exchanges within Europe Current European Initiatives for the Active Citizenship of the Elderly Since 2009, adult citizens aged 50 or above can be admitted to the new institutionalised form of the European Voluntary Service. The GRUNDTVIG action “Senior Volunteering Projects” (SVP) supports bilateral partnerships between organisations in Europe, which provide senior citizens aged 50 or above with the opportunity to spend at least three weeks in a voluntary service abroad. In addition to the new “workshop”1 and the extended “learning partnerships”, this project form is considered a “low-threshold introduction” of European cooperation and acts in response to the new educational challenges due to an ageing population.2 During the first SVP approval procedure in 2009, 45 projects were authorised by the responsible GRUNDTVIG national agencies. With a total of 9 SVP projects Germany ranked among the highest (next to Italy and the UK) concerning grant applications. The EU brochure “GRUNDTVIG SENIOR VOLUNTEERING PROJECTS - TIPS AND RESOURCES FOR A GOOD PROJECT” (see Appendix) provides many hints regarding the application process and the search for cooperation partners. Project example: From 2010 onward, the SVP “ENCH”, “Exchanging National Cultural Heritage” continues the ENEA- project “TravelAgents“ on a new basis. “ENCH“ is coordinated by “over 55s without frontiers Cyprus“ and combines two organisations from the “over 55s networks” from Estonia and Cyprus who want to develop a joint focus in terms of cultural senior education and preserve of cultural property. In the exchange project the elderly will prepare and conduct traditional folk art exhibitions and document the art commitment of the elderly with photographs. Contact: Theodora Knais – ENCH Coordinator (55plus Horis Synora- Kypros) nicky@editc.com Networking: The European SEVEN-Network sees itself as a European platform of organisations, which support the exchange of senior volunteers in Eu1 Workshop catalogue 2010: http://www.nabibb.de/uploads/grundtvig_mobilitaet/gru_ ws_katalog_15_12_09.pdf 2 The EU brochure “GRUNDTVIG SENIOR VOLUNTEERING ROJECTS - TIPS AND RESOURCES FOR A GOOD PROJECT” in Appendix

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rope. On offer they have an overview of senior exchange projects, which were for e.g. supported by GRUNDTVIG, as well as handbooks and checklists related to the topic. The SEVEN portal also provides a category for partnership search for the new SVP projects.3 European Exchange with an Intergenerative Dimension Experiences concerning the extent of the dialogue between generations profiting from transnational exchanges, were sporadically made during past international work camps and voluntary services.4 Projects with intergenerational aspects were conducted in a bilateral exchange, in town twinning schemes and several projects of the EU pilot programme ENEA5 as well as in programmes such as “Lifelong Learning/ GRUNDTVIG” and “Europe for Citizens”.6 In contrast, EU programmes aimed at supporting the transnational commitment for all generations (e.g. the opening of the European Voluntary Service) are missing: However, some initial “tender shoots” can be identified as “good examples”. A look at the Youth Partnership web portal7 demonstrates that the “dialogue of generations” is gaining importance, particularly for senior citizen organisations and (international) youth organisations. The following project examples provide possible fields of activity for intergenerative EU projects: Project example 1: regarding a bilateral exchange, the project “Lieder der Generationen” The German-Polish exchange project “Lieder der Generationen” took place in Kreisau in the autumn of 2009. 9 people from Poland and 9 from Germany, aged 20 to 99, came together and, within the scope of intergenerative biography work, discussed the personal significance of music as well as its societal relevance. “Lieder der Generationen” is also the name of the latest published brochure, which encourages other to follow suit. http://www.kreisau.de/de/ projekte/lieder-der-generationen.html Project example 2: In the GRUNDTVIG- FIFTY-FIFTY project, junior and senior volunteers discussed the general access to “active European citizenship” and international exchange and developed strategies and methods to promote the intergenerati3 Website of network http://www.seven-network.eu/site/?q=en; SVP project examples of the SEVEN network under: http://www.seven-network.eu - (SVP-funded projects) 4 e.g.. Work camps: Internationaler Bauordens http://www.bauorden .de a voluntary services: “Internationalen Freiwilligendienst in unterschiedlichen Lebensphasen” www.internationale-freiwilligendienste.org. 5 ENEA is a pilot programme of the Directorate General for Employment and Social Affairs, which ends in 2010. 6 EVE - official EC database of projects funded by all EC culture, audiovisual & education programmes http://ec.europa.eu/dgs/education_culture/eve/ 7 http://youth-partnership.coe.int/youth-partnership/

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onal exchange in Europe. The result comes in form of a booklet “Nobody left out! A Handbook on European voluntary exchanges”, 2007. http://www.seven-network.eu/site/?q=de/node/95

Responsibility and Participation During the TRAMP exchanges, the extent of participants identifying with the overall project and especially with the manual work-oriented subprojects was remarkable and impressive. This was particularly noticeable during two project instances: The planning rounds prior to the exchanges usually included the groups’ spokespersons, at a later stage the planning rounds were scheduled with all participants. Everyone attended these meetings and everyone participated intensely in the planning process. The distribution of tasks was always followed and the preparation always ran smoothly, whether it was an appointment at school, the private provision of specific tools or the compilation of lists with required materials. Already established local groups such as in Hamm, Oberhausen or Prague might have had an easier job than groups whose members were part of an organisation, but spread across the entire country as in France. This means that joint planning meetings can only convene with major personnel efforts and at a large expense. Participants organised their craft-oriented subprojects in such a way that they would be completed in time. On the final day in Prague, people continued working on the outdoor facilities of the KLAS building despite the heavy rain. Another group worked literally until the last minute in order to complete the window renovations, which had been added to the programme. All subprojects in Vigy were also completed, although heavy discussions arose regarding a programme change on the last day, because some participants had planned to rebuild a six-metre long piece of fence in addition to the already scheduled renovation work. Voluntary elderly were also included in the afternoon programmes in Vigy. For example, one was responsible for travel logistics as a bus driver, another was appointed as a guide in the local museum. During the exchanges in Hamm and Oberhausen the team of cooks had to solve the problem of serving lunch to a large group of elderly as well as a group of pupils before school ended – the problem was solved in an excellent way. An early participation of the elderly, starting with the first phase of the project development, makes sure that participants think about the project, that subprojects run more smoothly, an additional know-how is activated and, in particular, that everyone can identify with the project and make it their own. Last but not least, it relieves those responsible for the project, provided that the subprojects are specifically “invented” for this occasion and not a compulsory or permanent task of the cooperating organisation. 118

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Work Plan for Manual Work-Oriented Projects Target Group • In the run-up to the project the selection of participants should ensure at least a partial compliance of interests and capabilities especially of elderly participants, as the choice of subprojects also depends on these. • The smaller groups of elderly (2-4 seniors) are composed in such a way that all nations are represented in a subproject, yet with a connective interest in the work goal. • 6-8 adolescents are added to each work group. It is useful to let them decide freely according to their interests, but they should also be selected according to existing language skills. • With regard to the elderly participants, physical limitations (e.g. in terms of long standing periods and physical efforts) need to be taken into account. This should be clarified prior to the project. Longer break periods are usually helpful.

Verbal Communication • English is not necessarily a common language, particularly with regard to the elderly. The project concentration on craft-oriented activities also allows an active cooperation of older participants without sufficient language skills. However, it is always helpful to be able to revert to at least one person with some existing language skills. • In case there is no mutual language among the elderly, these should be provided with translation aids, at least at the beginning. • In any case, during the selection of adolescents, attention should be paid to their proficient language skills so they can support the communication processes. It sometimes makes sense to integrate two groups of adolescents, one that cooperates in the subprojects and one that functions as interpreters. This also makes exchanges accessible for pupils of primary and vocational schools, thus not only for grammar school students. • It has proven helpful to integrate adolescents with a migrational background, because they know different kinds of languages and are experienced in the handling of difficult linguistic situations. • Joint plans and arrangements should definitely be visualised in the form of text or pictures so as to be understood by all.

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Cooperation Partners • The selection of cooperation partners has to take place at an early stage of the project so that all participants can prepare themselves. Since commitment and reliability are essential factors during exchange programmes, it is advisable to revert to familiar partners or to select these with special care. Furthermore, it is important that beneficiaries appreciate the efforts in order to maintain the motivation of the young and elderly for further projects. • Possible partners and thus venues include schools, nurseries, youth centres or other educational facilities. These often require renovations of the buildings or the outside facilities (e.g. the schoolyard) or at least a number of practical jobs. • On no account should the projects serve to undertake obligatory duties of local authorities. Voluntary work should not substitute salaried work by professionals. • Many schools have their own workshops, which might also be suitable as project workplaces. In individual cases, missing tools can be obtained with private loans. • Note that schools or youth centres often do not have the sufficient means to purchase supplies. Sometimes these can be financed via an associated sponsor. Local companies can also be involved in the projects as sponsors for materials. This can be achieved with relevant PR work, which mentions the sponsors. Even if local companies or firms can be won over as sponsors, the project budget should include some means needed for the manual work. • Partners abroad can include different institutions: senior citizens’ organisations, educational institutions, social organisations, volunteer organisations etc. All these partners provide different requirements and experiences regarding the organisation and implementation of exchanges and emphasise different features (travel, education, voluntary service,…). These differences must be defined and integrated into the further planning procedure. • “Senior citizens” are not a homogeneous group. While looking for cooperative groups of elderly people abroad, you come across groups aged between 50 and 75, male or female dominated groups, different social backgrounds, people with a preference for lighter manual work or a preference for stonework. The selected subprojects should ensure a pleasant and willing involvement for all concerned.

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General Conditions • Sufficient insurance cover should be guaranteed for all participants. This is usually provided by the sponsors of the project. In case of a cooperation with schools, the children are fully insured, if projects are assigned as school events. • The overall exchange schedule should not be too tight. Breaks should accommodate the need of the elderly for more rest and leave room for unforeseen events. • Walking distances should be kept short to prevent difficulties and a loss of time. • The accommodation should also comply with the expectations of the elderly and their financial means (single rooms with bathroom, a high degree of comfort, or alternatively in family accommodation). Accommodation in conference hotels, reasonable guest houses or hotels is advisable. A home stay in families may contribute to the project goal of intercultural communication, but could perhaps be too strenuous for many participants following a long day of manual work, programme events and joint meals. Sometimes family accommodation is expected, but sometimes hosts and guests consider this form of accommodation too “cramped”. This is a sensitive matter and should be discussed and clarified with the guest group. • Sometimes, particularly for guests from Eastern European countries, the exchange poses a financial problem. A cup of tea or a glass of beer could be considered very expensive. In case project means are unavailable for these kind of expenses, other participants can be asked whether they want to invite a guest. Another possibility involves paying money into a small fund, which covers the round of beverages for everyone. • “Safety sensitivity” is an important factor in English-speaking countries. For instance, some mentors of intergenerational exchanges are requested to present certificates of good conduct. This matter should be clarified early on.

Work Planning for Practical Manual Projects • The selection of participants and cooperation partners is carried out by planning the subprojects. It is absolutely essential to include the participating elderly of the host group and the contact persons of schools during the first planning phase. This entails a larger work identification and thus a higher level of motivation. It also discloses the beneficiaries’ needs and enables the inclusion of creative ideas of different participants. At least two planning meetings are recommended, one of which should take place on site in order to get acquainted with the environment (school, workshop, premises).

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• The role of children or adolescents must be clarified with the relevant teachers. Another issue that needs to be arranged with teachers is, whether children or adolescents will act as translators. Teachers should discuss and plan in detail the tasks and possible roles of the children (e.g. translation of tool lists). • The minor projects should be adequately calculated leaving sufficient time to conclude these projects during the given exchange period. This is more satisfactory for those involved than leaving the beneficial institution with an unfinished project. It also makes no sense to convert ongoing tasks of the given institution into subprojects of the exchange. • Detailed project drafts listing the planned products, tools, materials, work procedures, necessary work clothes and workforce (young and elderly) are helpful in the planning process. All participants should have access to these drafts prior to the exchange so they can choose from the list of subprojects. That way guests are given sufficient time to prepare for their work tasks. • Sponsors of materials for many projects can include local companies, the facility’s support associations and parents. The choice of sponsors should be accompanied by corresponding PR work, which mentions the supporters by name. • The timing of the planning phase of the project should take delayed material supply, change of cooperation partners and other unforeseeable events into account. The timeframe for the later implementation of subprojects should also be discussed in sufficient time, allowing for delays and obstacles. Make sure that projects can be largely concluded within the exchange period. • In the run-up to the exchange, all participants should be reminded to bring appropriate work clothes. • Following the completion of projects, sufficient time should be scheduled for a presentation of all project results. Other group participants, teachers, parents, representatives of sponsors, politicians and the press should be invited to this event. • The issue of certificates confirming the project work particularly motivates younger participants and might help them in their later search for an apprenticeship or a job.

Planning the Framework Programme • Possibilities for the framework programme beyond the practical work in subprojects are provided in the form of various modules, which need to be more or less included in the initial planning process: »» Greeting and introductory round, possibly including a welcome of guests e.g. by the local mayor »» Project information for all participants (regarding exchange procedure, cooperation partners etc.) 122

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Generating Ideas: List of Possible Subprojects There are numerous possibilities for the implementation of intergenerational and manual work-oriented exchange programmes, which are listed below as suggestions for further measures. In part, these were already applied and tested during four exchanges of the TRAMP project and other related projects and are therefore briefly outlined here. A further list provides additional ideas, which offer no practical experiences regarding their implementation. Intended beneficiaries and cooperation partners of the project work include schools, school camps, nurseries or other educational facilities. • Construction of swings: assembly of components, digging the earth, concrete mixing, encasing structural parts in concrete, finishing touches • Tool shed / barbecue hut: The construction of a tool shed for toys and work tools or a barbecue hut can be achieved either by a complete construction kit from a DIY store or with pre-ordered squared lumbers and boards along with wood and roofing felt for the roof. If possible, the space in front of the shed or hut can be fitted with benches, shelves or cabinets. The ground is tiled beforehand. If desired, a barbecue space could also be built. • Decoration of school yard walls: If necessary, the walls are cleaned with high pressure washers and undercoated with paint. Motifs can be selected or designed by the young and elderly beforehand. School logos are also well suited as motifs. The motifs can be enlarged and projected onto the wall by a projector and then sketched out. The outline drawings can subsequently be painted with colours. • Environmental improvements: Construction and repair of benches and tables in seniors’ centres, improvement of garden and design of a play area for boules. The result was an improved environment for the leisure activities of the elderly. In Prague, for example, renovations were carried out on Set of Methods

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•

• •

•

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the KLAS building: the fence, the main door and windows were repainted, which extends lifetime and aesthetic appearance of the building and increases the protection of the KLAS premises. Construction of a puppet stage: A wooden stage is built, which is high enough to stand behind and perform with hand puppets. The stage can be painted with colours and/or covered with fabric. The construction includes minor decorations and the manufacture of props for plays. At the same time a smaller group of children and elderly can make hand puppets from papier mâché and fabric and/or prepare a (self-written) puppet stage play. Tasks include making drafts, cutting and assembly of wooden boards and colour design. Yet another group can practise and perform the stage play. Working with fabric: In this group silk painting techniques are taught and motifs for scarves and postcards designed and implemented. Printing of T-shirts with self-made motifs or the school logo is also a suitable feature. Tasks include the selection of motifs, introduction to the technique as well as the tightening and painting of scarves. International cooking: Cooking for all participants can take place in the school kitchen using the home or regional recipes of the elderly. This can also include snacks for project breaks. In addition to learning how to prepare meals, adolescents can also learn how to serve meals and how to clear the tables. Furthermore, the purchase, preparation and serving of beverages and snacks for the breaks can be organised in the form of a school café. Gardening: Old and young can work together and plant trees and flower beds on the school or nursery premises or the school garden. Soil preparation, compost collection, raised beds or the restoration/construction of greenhouses are possible forms of gardening. Puppet design: In Prague, puppets were made and painted on silk and tiffany products handcrafted. The products were sold at a UNICEF stand during a school function and the proceeds were donated to finance child vaccinations in Africa. Construction of sales stands: For the sale of (self-made) objects, wooden tables can be sawn, edged, varnished or painted. Playground assignments: Depending on the demand, a new construction or the renovation of existing playgrounds can be of interest. This includes ground preparations, assembly of playground devices, encasing in concrete and/or polishing and painting of playground devices. Sports facilities: Some areas can be excavated for a sandpit or a beach volleyball court, then filled with sand and provided with markings, margins etc. Larger areas possibly require prior preparation with a digger. Another feature involves the setup of basketball equipment. Wooden figures for the schoolyard fence: Fences on school or nursery premises can be decorated with wooden figures, which are designed, transferred onto wood, cut out and painted beforehand. Motifs could relate to local features of the town or the school.

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• Metal works: Rather frequently, youths have little opportunity to work with metal. In case a workshop is available, minor works can be carried out with wire and tin. • Masonry: Masonry works were conducted in France. In the company of local artists, untreated stones were used to cut, polish and drill little pieces of art, which served to decorate the outdoor area of the facility. • All about bicycles: Bicycle stands already in situ, can be renovated or newly built. Elderly citizens can show the young how to perform minor bicycle repairs. A bicycle course could be painted onto the schoolyard to help children understand traffic situations and learn how to behave appropriately.

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Preparation

General Information • It is highly recommended that the elderly, youths and trainers, particularly those of the host group, are included in the planning process of the overall programme. • Some elderly but also some adolescents may be made responsible for certain items on the agenda. • Demands of the beneficiaries and creative ideas of everyone involved can be recorded during the preparation phase. • It is essential to clarify with participants at an early stage, which role seniors and juniors will play in the project preparation and realisation (e.g. translation support, realisation of certain programme items). • Different preparation meetings should be scheduled for the detailed planning process of the entire exchange: »» 2 – 3 meetings of organisers with the hosting seniors: exchange idea, planning of entire programme, preparatory intercultural training »» 2 meetings of organisers with hosting seniors and beneficiaries of the project work: exchange idea, planning of minor projects, production of project drafts, necessary tools and materials, operational sequence of work stages, implementation of workforces, financing »» 1 meeting of guests with local organisers in the country of origin: project information, selection of minor project, preparatory intercultural training

Checklist: Preparing the Elderly Participants of the Host Group • General participant information »» Exchange idea »» Information on expected guests, their organisations and home activities »» Information on participating countries »» Clarify language skills »» Gifts 126

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Preparation for intercultural specifics / intercultural training Development of entire programme Composition of list of participants with mobile phone numbers List of all important addresses, telephone numbers (accommodation, participating schools, participants, emergency numbers) • Participant information regarding general exchange conditions »» Insurance-related questions »» Guest accommodation »» Catering »» Physical requirements »» Necessary distances on foot • Participant information regarding craft-oriented subprojects »» Information on possible cooperation partners »» Selection of cooperation partner »» Information on possible contents of subprojects »» Selection of subprojects »» Production of project drafts »» Clarify work sequence »» Clarify task distribution »» Selection of a responsible person per subproject »» Required work clothing »» Required tools and materials • Participant information regarding the framework programme »» Information on possible modules of framework programme »» Composition of framework programme

Checklist for the Preparation of Guests • General participant information »» Exchange idea »» Information on hosts, their organisations and home activities »» Information on guest country and on other participating countries »» Information on visited town »» Clarify language skills »» Gifts »» Preparation for intercultural specifics / intercultural training »» Presentation of entire programme »» Composition of list of participants with mobile phone numbers »» List of addresses and telephone numbers of all participants, emergency numbers • Participant information regarding general exchange conditions »» Insurance-related questions »» Guest accommodation »» Catering Set of Methods

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»» Physical requirements »» Necessary walking distances • Participant information regarding craft-oriented subprojects »» Information on possible cooperation partners »» Information on possible contents of subprojects »» Selection of subproject »» Required work clothing • Participant information regarding the framework programme

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Organisation of Exchange Week Each week needs a “proper” start and a “proper” ending. The official greeting takes place at the beginning. An initial getting to know each other of participants, the involved organisations, the programme and the organisational scope of the week have to be organised. A joint evaluation of goal questions takes place at the end of the week. This could and should be followed by celebrations as well as an official farewell. The organisation of the week during manual work-oriented intergenerational exchanges depends on the choice of cooperation partners who recruit the children and adolescents, and on their time available. If one of the cooperation partners is a school, the time spent on the craft/intergenerational section of the exchange will be in the morning. This makes things easier for the exchange organisation, because children and adolescents are at school anyhow and the school management or participating teachers are responsible for the exchange organisation. If the cooperation partner is a youth centre or a different facility that is active outside school, the recruitment of adolescents can pose a problem, as they usually don’t make use of the entire range of offers and would therefore have to plan their personal time according to a complete project week. In this case the partner organisation has to make major efforts to convince and motivate the youths. Lunch breaks should be long enough to ensure a sufficient period of rest for the elderly participants. Mornings and afternoons, which are not reserved for manual work/intergenerational activities, serve the exploration of the country and region. The range of possibilities includes socio-touristic sightseeing, expert discussions and personal invitations by the hosts. If the intercultural get-together is a central theme of the exchange, which it is expected to be, then a theoretical reflection of this topic should be included in the programme on the basis of joint experiences. Brief mood queries should be conducted at the beginning or end of the daily schedules in order to register possible problems in the group. This gives those in charge the opportunity to react to programme changes or the insertion of brief exercise units aimed at resolving certain problems. The evening programme depends on the interests of the elderly. While some will prefer a visit to cultural events, others would rather spend a “happy hour” together. In any case, an official programme on two to three days seems 129

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appropriate. However, the evening should not be overloaded, as the casual get-together provides the chance of exchanging all kinds of experiences, often beginning with the events of the day.

Model for the Organisation of an Exchange Week

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Time Schedule of the TRAMP Project in Oberhausen Time schedule January (20.1.2009)

Initial information meeting with interested seniors and the school Speech by further participants

End of January (26.01.2009)

Meeting in the Gesamtschule Alt-Oberhausen - Clarification of spatial and organisational framework - Clarification of processes - Alternative possibilities

End of January (28.-30.1.2009)

Arrangements with international partners at the programme meeting - Clarification of tasks

End of February

Second information meeting with participating seniors - Further specification of projects - Compilation of lists of materials - Clarification of task distribution

March

Third meeting, if necessary, and exact arrangements with school

Beginning of April

Run errands

End of April

Execution of exchange week between 20.24.04.2009

May

Evaluation meeting

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Interior Room Design The arrival of the guests is a particularly sensitive phase. Besides other important issues, such as the presence of a person who welcomes the guest and provides relevant information or organisational features such as booking of hotel accommodation, refreshments etc., the interior design of a room, in which guests and hosts meet for the first time, is of great importance. As already mentioned above, it should not be taken for granted that guests speak the language of the host country. Organisers should therefore ensure that the language(s) of the guests, are visibly displayed. Welcome packages, presentations, name tags, project information, details of any sort should be present in all guest languages. • Name tags could bear the flag of the guests’ home countries. • PowerPoint slides should always include the guests’ language(s). Hence as little text as possible, but in translated form. • If profiles of the participants were created beforehand, these could already be fixed to the notice board in the room. • If there is a room in which the group regularly meets, (e.g. lounge, dining hall, canteen,…) then it would be worthwhile to provide a pin board for information, program changes etc. in this room. • Subject/speech cards on the tables may provide conversation incentives. • All possibilities of interior room design should be used, which will prepare the group for the time spent together.

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Visualisation With regard to all programme sections that deal with information for participants or with group questions and joint discussions, it makes sense to visualise the key contents. “Visualise“ refers to the written documentation of information and questions for all participants. The background is the idea that participants are exposed to a mass of impressions and information, which all need to be processed. Many things happen at the same time, many things are new, all have to be simultaneously processed, evaluated, filtered and kept. In doing so, many things, which are actually important, are lost. In order to avoid this and focus the group interest, central information and questions for the group should be visualised. This is not a new concept, as e.g. the blackboard was used for this in school. Today, facilitators use a flip chart or a pin board. It is essential that everything written down can be read by all participants. Visualisation means: • Write in large letters, at best with a broad felt pen (the text must be readable from a 5 metre distance) • Use block capitals, (joined-up/cursive writing is less readable) • Clearly highlight heading or question in the top left corner • A maximum of 5 indents • In the languages of all participants (if necessary, several flip charts or pin boards) • Sufficient space below for comments made by participants, which should also be documented during discussions During the presentation • the facilitator should face the participants, • use his/her hands to indicate the appropriate passage in the text • introduce the presented issues with few words and • make few comments, i.e. important contents shouldn’t be clogged up with words. The following should be taken into account during the presentation: • during words of introduction »» explain everything in a clear and repetitive manner »» explain goals »» choose an introduction as positive as possible • during words of thanks »» provide a summary at the end »» follow-up work needs to be arranged »» an outlook for subsequent steps must follow The following golden rule applies to contributions by all facilitators and participants • Talk about everything, but no longer than 30 seconds Set of Methods

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Work Techniques for Groups Teamwork Techniques The experiences the project team has made with intergenerational and intercultural groups showed that all participants without exception displayed a high level of commitment. However, upon starting a similar project it is recommended to have a certain repertoire of group-forming exercises and techniques in order to be able to implement these in the group, depending on the overall mood. Analogue exercises such as the stick or canvas exercise can be appealing to the group as a warm-up or skills exercise, even if the participants are sceptical towards “playing games”. Sticks or canvasses are likely to be available on any building site (for exercise instructions see section on methods), but the group leader is also able to intervene in a simpler way without the use of materials: Instruction: the group participants form a circle, hold each others’ hands and are requested to focus their eyes on a nearby point. Then they are asked to approach this target without losing contact with the others. Soon they will realise that this is only possible, if they communicate with each other and question the term “without losing contact with others”. Does this imply that they shouldn’t lose eye contact with others or does it imply touching each others hands until the target location is reached? They will also need to communicate about the target points. What does reaching the target mean? Is it sufficient to be one step closer to the target or do they need to be as close to the target as possible? What does each individual associate with the willingness to compromise?

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Method: Incentive Posters “Welcome, great to have you here“ Goals / Options: An appealing and motivating design of the room that serves the first encounter of groups is an essential basis for a sound cooperation. Everyone should feel welcome and be free to take part in exercises or start by observing. A large number of incentives offer the chance to relate to and integrate each and everyone. It is important that the incentives have different contents so that arriving participants can express positive as well as negative expectations and communicate verbally as well as non-verbally. This method is particularly useful, if participants are late in arriving or don’t arrive at the same time. The posters can remain on the wall during the further course of the exchange and may be used during later language modules or intercultural training sessions. This is a relaxed and open form of introduction and gives the participants the time and space to familiarise with each other, the environment and the hosts.

Brief description: A flip chart with welcome greetings in the languages of both guests and hosts should be placed in the immediate entrance area. Several flip charts are spread across the room. If there aren’t enough flip charts available, simple posters can be stuck to the wall instead. Different headings are written onto the posters to motivate participants and some new “word donations” in different handwritings added to them. A sufficient number of pens should be in reach. The headings and first sentence lines refer to the exchange in some way or another and, depending on the situation, may also include funny topics. Headings are written in the languages of all participants. Examples “I came here, because...“ “Here, I would like to….“ “Here, I’m afraid that…“ “Look for a partner and draw each other!“ “My slogan for today: ...“ “My favourite book is ...“ “This will be a successful week, if ...“ “This will be a bad week, if ...“ “I hope we will ...“ “I hope we won’t ...“ “I would particularly like to experience here ...“ “Re-design the world!” (Globe, equator and project venue are already on the poster).

To be determined beforehand: How large is the group? How are available rooms equipped?

Starting point: Timeframe:

Opening event fifteen minutes

Group size: unlimited Group composition: intercultural / intergenerational Necessary materials: Posters, felt pens Set of Methods

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Method: Getting to know each other with the use of a ball Goals/Options: Exercise aimed at getting to know each other, which livens up the group, demonstrates its diversity and the characteristics of each individual.

Brief description: The organisers begin the exercise with a ball in the hand. They mention a characteristic or an activity of recent days, which they consider unique or which distinguishes them from all others in the group. The ball is thrown, the participant catching the ball continues with a further characteristic or activity and then throws the ball to another person. Alternative 1: The exercise can be slowed down by passing the ball round instead of throwing it. Of course, any other object may be used instead of the ball, e.g. soft toy, mascot or the like. Alternative 2: You can also use a ball of wool instead of a normal ball. While throwing or passing it on, each participant holds on to the thread, which will result in a woollen net that can be interpreted as a symbol of the joint efforts of the next days. When choosing this alternative, the group should consist of no more than a maximum of 20 participants. The exercise should also be conducted at the end of the week and serve as a final feedback round. As a sign of closure and farewell, the organisers should cut up the net with a pair of scissors.

Starting point: At the beginning of the exchange, upon first meeting. Timeframe: Depends on group size; 5 minutes for exercise explanation and 1 minute per participant.

Group size: optional Group composition: international Necessary materials: Ball, ball of wool, scissors

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Method: Positioning Brief description: A line is drawn across the room (e.g. with a broad adhesive tape). Each end is tagged with a card signifying a »positive-pole« (positive / yes /100 %) and a »negative-pole« (negative / no / 0%). Participants are requested to »position« themselves along the line according to their degree of approval or disapproval concerning various questions (between 10 and 15 depending on the time available). Possible questions: (extendable and alterable at will) • Who has been to _______ (all the participants’ countries of origin are successively named) • Who speaks __________ (all the participants’ languages are named) • Who likes ________(styles of music are named) • Who can cook well? • Who is an adept craftsman? • Please position yourself along the line according to age Alternative: Instead of a line, 4 response options could be provided. Participants keep regrouping, they can also be asked to swap positions. This exercise is recommended for smaller groups.

To be determined beforehand: Is there a room that provides sufficient space for this exercise?

Starting point:

At the beginning of an exchange in order to visualise knowledge, skills, preferences etc within a group.

Timeframe: 30 - 40 minutes Group size: Suitable for all group sizes. Group composition: Intergenerational and international Necessary materials: Adhesive tape and cards

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Method: Introduction round “I am ... and who are you” Goals / Options: Spending a week together without an introductory round is unthinkable. Depending on the time available, different methods can be selected. It is important that every participant has the opportunity to speak and receive information about other participants. Introductory rounds with larger groups bear some exceptional features. It is almost impossible for each person to introduce himself/herself individually, particularly since timeconsuming interpretations into two other languages are needed. Even if there is enough time, it is expecting too much from participants to listen and attempt to remember each participant’s name. Therefore the option described below suggests how participants can get into direct contact with each other while maintaining a relaxed atmosphere.

Brief description: During the preparation stage, profiles of all participants are created according to a given structure. The copies everyone receives contain all the languages of the exchange. That way participants can already familiarise themselves with words and phrases of the other language. The organisation team collects all profiles and arranges them in groups according to different criteria. These could include: similar hobbies, same favourite colours, similar background (town, village), same or similar profession, common language, etc. Upon arrival, each person either receives the names or individual details of people in the same group or is requested to find these and form smaller groups. As soon as the groups are found, they each prepare a joint presentation for the overall group with only one spokesperson per group. Alternative for detectives: the profiles are anonymous. Each participant receives a profile and has to find the unknown person. When opting for this alternative, it should be taken into account that participants may be absent at short notice and their profiles need to be singled out. Alternative that requires less time: No profiles are created beforehand, guests form coincidental groups upon arrival and, following a brief information exchange, present themselves to the plenum.

To be determined beforehand: • Group/pair options: • Allocation of numbers upon arrival • Preparation of several flip charts with first sentence lines (in all languages!). Participants allocate themselves to a specific flip chart. • Name tags of all participants are placed in a large basket, every participant takes one card/tag each (suitable for smaller groups)

Starting point: Opening event Timeframe: 30 minutes Group size: up to 50 Group composition: intercultural Necessary materials: profiles

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Method: Subject/Speech Cards Goals/Options: Participants are encouraged to engage in discussions, thus cautiously approaching the other language while being assisted.

Brief description: Cards bearing questions and first sentence lines in all languages of the participants are placed on the tables. These cards merely propose suggestions, which need no further explanation. Some participants will detect them and use the questions or complete the sentences while others may ignore them. Examples: This morning I have…. I have never been to … Do you know … I’m looking forward to …. I’m worried, because … Where do you come from? Etc.

To be determined beforehand: Where do participants dine together? Is there a lounge in the hotel or in the hostel that can also be used in the evenings?

Starting point:

In all places, where participants stay for any length of time and are not preoccupied with other information or other structured modules, e.g. while eating, during work breaks, during casual meetings in common rooms in the evening.

Timeframe: for the duration of these phases. Group size: optional Group composition: international, intergenerational Necessary materials: steady carton, pens

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Method: Figure of Eight Knot Goals/Options: Tests problem solving strategies, improves teamwork and communication.

Brief description: The coach shows the group a rope with a so-called figure of eight knot at one end. The group is asked to tie such a figure of eight knot at a certain position on the rope determined by the coach (of course, the original knot is no longer there.) The following rules apply: The group has a maximum of 15 minutes to study the knot and its procedure while not being allowed to untie it. Once the group has agreed on how to proceed, it informs the coach who in turn unties the knot (without the group seeing this.) Now each person takes the rope into his or her right hand at any given position. Once done, the right hand has to remain firmly on the rope. (Thus, the rope may neither be released nor slip through the right hand.) Afterwards, the coach points to a position between two participants, where he wants the knot to be tied.

To be determined beforehand: Physical fitness

Starting point:

Relaxing exercise at the start of the day; possible at any time during the exchange

Timeframe: 30 â&#x20AC;&#x201C; 45 minutes Group size: 6-12 persons Group composition: International, intergenerational Necessary materials: A rope of sufficient length

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Method: Stick Exercise Goals/Options: This exercise is a cooperation exercise that encourages the group formation. It does not focus on communication by means of language; participants are sensitised to communication and cooperation behaviour within a group.

Brief description: The group lines up in 2 rows facing each other. Each person then reaches out with the index finger and touches the finger of the person opposite. A stick is then placed on top of this “index finger bridge” (this can either be a simple broomstick or a bamboo stick, which makes the exercise a little harder). Now it is the group’s task to place the stick onto the floor without anyone losing contact with the stick. Talking is permitted.

Starting point: Timeframe:

This exercise works well in the morning. 20 – 30 minutes

Group size: 8 – 20 persons, larger groups can compete in several teams. Group composition: Intergenerational, international Necessary materials: 3-4 sticks depending on number of participants, straight

sticks make the exercise easier, curved bamboo sticks make it harder. Length: approx. 2 m Diameter: 1,5 cm

Method: Ball Exercise 1 Goals/Options: This exercise is a cooperation exercise that encourages the group formation. It does not focus on communication by means of language, participants are sensitised to the cooperation behaviour within a group. What triggers my action, how do I react to the actions of others?

Brief description: The group stands in a circle while everyone touches the round tablecloth with both hands. The group leader places the ball on the cloth. Now the task is to circle the ball without letting it fall, move in zigzag form or rest in the centre. The participants should not talk during this exercise.

Starting point: At the beginning of the exchange in form of a relaxing morning exercise

Timeframe: 20 – 30 minutes Group size: 8 - 15 Group composition: intergenerational, international Necessary materials: Round tablecloth, ball (larger groups require several balls)

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Method: Exercise with Canvas Goals/Options: This exercise is a cooperation exercise that encourages the group formation. It does not focus on communication by means of language, participants are sensitised to communication and cooperation behaviour within a group.

Brief description: The canvas cover is spread out on the floor. The participants position themselves on the canvas and may not leave it. The task involves turning over the canvas without anyone touching the ground. At the end of the exercise all participants should be repositioned on the upside down canvas.

To be determined beforehand: Physical fitness of the elderly participants.

Starting point: Relaxing morning exercise. Timeframe: approx. 30 minutes Group size: 8 - 16 Group composition: intergenerational, international Necessary materials: Canvas covers approx. 3m x 4 m

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Constructive handling of conflicts

(“The source of all conflicts between me and my kind is that I do not say what I mean and do not do what I say”) (Martin Buber 1878-1965).

When people end up in conflicts, in whatever environment (private or professional, intercultural or intergenerational...), they frequently perceive this situation as a disturbance or threat. As a consequence, many avoid conflicts, escape, or attempt to impose their opinion upon their opponent. There is, however, another way of dealing with them: I can regard conflicts as a chance to change things or to create something new. In this case the essential term is ‘constructive conflict resolution’. Everyone can learn this kind of dealing with conflicts. This chapter provides you with ideas for practical exercises. The basic requirement for a successful conflict resolution lies in the identification of such conflicts. What is in fact a conflict? And what are the possible causes for it? Most definitions in specialist literature share the following identifying characteristics: • Two or more people have different opinions, desires, goals, values or behaviours, • which seem to be simultaneous, oppositional and incompatible, • the involved parties perceive the resulting situation as distressing, • it causes an urge to act and • a tendency of escalation. They usually evoke a feeling of fear in us, even though we should really see them as an opportunity, because conflicts make us aware of problems, deepen relationships, require creativity and further our personality. The first step to any form of constructive conflict resolution therefore lies in the realisation to perceive a conflict as an opportunity. The second step consists of conflict analysis. The causes for conflicts differ immensely, however they can usually be attributed to one of the following categories (cf. Klein 2002, p.10): 1. Different goals 2. Different assessments and evaluations of circumstances 3. Role dependencies and competence conflicts 4. Distribution and resource conflicts 5. Relationship conflicts Conflicts of intercultural and intergenerational kind frequently deal with differing evaluations and judgements. Every individual has different values, ideas and traditions depending on his original culture and age group. Furthermore, different groups are also prejudiced against other groups. However,

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these prejudices can be overcome at an early stage through encounters and involvement with “the other side”. The third step to a constructive conflict resolution focuses on the joint search for solutions with all parties involved. Usually, there are several possible solutions. The real skill is finding an acceptable and implementable solution for all in a joint conflict-solving dialogue. Everybody is able to learn constructive conflict resolution. In the following, I would therefore like to outline several methods, which can be used to practise constructive conflict capabilities. The collection is merely an initial incentive, a complete account of conflict training would go beyond the scope of this presentation. The exercises are not arranged in an ascending order, they should rather be regarded as possible exercises within the scope of conflict training. Further reading: Klein, Hans-Michael: Konflikte am Arbeitsplatz. Essen 2002 Berkel, Karl: Konfikttraining. Konflikte verstehen, analysieren, bewältigen. Frankfurt am Main 2008 Herzlieb, Hein – Jürgen: Konflikte lösen, Konfliktpotentiale erkennen – in Konfliktsituationen souverän reagieren.

Method: Constructing a Tower of Chairs Goals/Options: • • • •

Identify how conflicts arise. Realise that conflicts are normal. Realise what conflicts are made of. Initiate a definition of conflict.

Brief description: The overall group is divided into two smaller groups. One group is requested to arrange as many chairs as possible in a circle; the other group is asked to pile as many chairs as possible on top of each other. Both groups are unaware of the other group’s task. Both groups begin their task as soon as the course leader gives the signal. Subsequent reflection: What happened? Who knew what the other group was up to? What possibilities were there to fulfil both tasks? (divide chairs; arrange circle first, then pile chairs...)? What was the conflict?

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Method: By myself or in a group of two, four, eight…and decisions made easy?! Goals/Options: Establishing a uniform definition of conflict. Demonstrate that it’s not so easy to come to an agreement in large groups.

Brief description: At first, each participant creates a definition of conflict. Then two participants have to create a single definition from both their definitions, then two pairs merge to make yet another single definition and so on. Finally, the whole group needs to agree on one definition.

Starting point: While investigating the definition of the term ‘conflict’. Timeframe: 30 minutes Group size: 10 – 20 Necessary materials: Paper and pens

Method: Donkey/Farmer Exercise Goals/Options: Presents helpful argumentation strategies for conflict situations.

Brief description: Two participants pair up and act as a donkey and farmer. In this role play the farmer is given the task to lure the stubborn talking donkey out of its stable by using sound arguments. Possible argumentations include e.g.: There’s sugar outside. There’s a mare outside. I can only clean your stable, if you leave. If you don’t come out now, I’ll go and get the whip. If you don’t come out now, you won’t get tasty food in the next few days. --> The aim is to demonstrate that threats are less successful. In order to convince someone, you have to point out the benefits for the opponent.

Starting point: Regarding the topic ‘discussion strategies for solving conflicts’. Timeframe: 15 minutes Group size: At least 2 Necessary materials: Role play notes: donkey and farmer

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Method:

“Peer Consulting” (Methods from Practising Consultancies)

Goals/Options: Conflict handling with neutral persons who are not involved in the conflict and therefore have a different perspective on conflict events. Experiences of neutral persons serve as a pool of ideas, which the consulter can draw from. Method is suitable for conflicts, which can hardly be solved alone.

Brief description: The method proceeds in several phases: 1. The consulter gives a detailed account of his conflict. 2. The consultants ask follow-up questions, which are answered by the consulter. 3. The consultants try to put themselves into the consulter’s position, state their own feelings, impressions and ideas regarding causes and solutions of the conflict. The consulter listens in silence and, if need be, takes notes. 4. The consulter comments on the discussion. What was new and useful? What do I think? What do I see differently? 5. Sharing: the consultants relate to the case and report on their own experiences. What do I know from my life? 6. The consulter provides another feedback with regard to what he noticed and what he gained from the peer consulting.

Starting point: Regarding conflicts that someone finds hard to deal with by himself/ herself.

Timeframe: 1 hour Group size: 5-20 Necessary materials: Copies of schedules regarding the peer consulting scheme.

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Evaluation Rounds To start the day with introductory exercises like these and ending the day with an evaluation round means that the start and end of a day are clearly defined, while the group atmosphere can be constantly checked and visualised. In analogy to the exercise described above, the following exercise can be employed as a conclusive evaluation round in the evenings: Instruction: again the group participants form a circle, the group leader marks the centre of the circle with an object (shovel, stick, stone) and subsequently asks the participants to walk into the direction of the centre according to the satisfaction of the passed day. The circle centre signifies a one-hundred per cent satisfaction. It is important that all begin to move at the same time. This exercise, where language doesn’t matter apart from the instruction, enables participants to provide an immediate and visible feedback. Alternative: instead of moving to the centre themselves, each participant can use an object and place it on the floor or a table in a certain distance to the centre. The disadvantage of this method is that it cannot be recorded in written form for a project documentation unless the scene is photographed. Depending on the group size and the time available, more elaborate evaluation techniques can be employed. A classic feedback questionnaire, a flash query or a traffic light feedback are sound alternatives.

Method: Daily Report Goals/Options: The participants’ mood and individual condition should be assessed on a daily basis. Given sufficient time for translation, this can be achieved by oral feedback sessions or by means of report sheets, which the organiser hands out in the evenings.

Brief description: The easiest way is a rapid fire session, where each person summarises his experiences of the day in one sentence. The group leader initiates concrete sentences: I feel…/What went well today…/Tomorrow I would like to have more… Either the participants take turns in answering or a ball or stick is passed around. The group leader passes round a sheet of paper and each person provides a written feedback, either in a structured or unstructured form. Examples for a structured form: me and my ‘weather’, smileys, symbol sheets

Starting point: Every evening Timeframe: 30 – 60 minutes (according to group size and method) Group size: irrelevant Group composition: international Necessary materials: Prepared report sheets, small soft ball, stick Set of Methods

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Method: Fluid Sitting Goals / Options: Promote the interaction and communication between national groups

Brief description: Upon the first meeting of the groups the group leader explains the rules of the upcoming week and adds the “fluid sitting” rule as the ultimate and “most important” rule. This rule implies that each person has to find a new person to sit next to at the table, in the bus or the seminar room until everyone has sat next to each participant at least once.

Starting point: Immediately at the start Time frame: During the entire exchange Group size: 0-100 Group composition: Intercultural, intergenerational

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Language Training The target group of TRAMP were senior citizens who have little opportunity to travel outside this project. For this reason all groups included participants from all 3 countries with little or no language skills. Of course it would have been optimal to offer language courses beforehand, but there was neither enough money nor time available, so that the organisers of TRAMP confined themselves to an integrated language training. Ideally, this form of language learning is application-oriented, project and participant-related and highly motivating, because the acquired knowledge is immediately exploitable. As an introduction, a â&#x20AC;&#x153;survival vocabularyâ&#x20AC;? was supplied during a group training session. Together the elderly participants and youths learnt greeting phrases and vocabulary that enabled them to formulate easy questions, requests etc. Vocabulary lists for tools, recipes, food etc. were composed during the project work. Unlike classical language courses this form of language training is unable to convey a subject in a complete or structured manner and rather serves a makeshift communication during meetings. It is therefore impossible to do without interpreters. However, an advantage of this learning method is that the memory rate of the vocabulary is higher, because the acquired skills can be applied immediately instead of time-delayed. Native speakers are simultaneously available and provide feedback. Since all participants find themselves in the same situation and continuously switch between the role of teacher and pupil, the shyness to speak and try out new words is quickly overcome and the informal atmosphere on the building site, workshop or kitchen provides many opportunities to interact verbally.

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Method: Integrated Language Training Goals / Options: Promotion of communication by means of cooperation. This procedure facilitates any form of communication, thus also the practical work without the need of translation aids. Moreover, it facilitates the memorisation process of important vocabulary.

Brief description: During the practical phase of the project work, participants are requested to name essential objects, activities or topics in their own language. The words and phrases are written onto cards in all the languages of the participants and pinned to the wall or the objects. The pronunciation is practised.

Starting point: The integrated language training begins during the initial coopera tion phase in the subprojects. It can be conducted while determining the work stages, when exploring the workplace and during any ther new activity.

Timeframe: Group size:

15 minutes, regular repetitions The group size depends on the requirements of the project that includes the language training.

Group composition: Corresponds to the group composition during the project work

Necessary materials: Paper and felt pen or alternatively, coloured cards and felt pens; adhesive tape

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Method: ABC-List Goals/Options: alternative language acquisition exercise

Brief description: After dividing the larger group into smaller groups, preferably mixed internationally and intergenerationally, each group receives a sheet of paper that lists all the letters of the alphabet. The group is then requested to find a word and corresponding translation for each letter. Alternative: a specific topic is predetermined, e.g. “travel”, “work”. The sheets are displayed in a room, which is frequently used during the time of the exchange.

To be determined beforehand: What languages are spoken in the group? Who speaks which language?

Starting point: At the beginning Timeframe: 45 minutes Group size: 10 - n Group composition: intergenerational Necessary materials: large sheets of paper (flip chart), pens

Method: Fruit Salad Goals/Options: This exercise can be conducted during an exchange and raises the awareness for the topics “language” and “forms of communication – verbal/non-verbal“

Brief description: Different ingredients for a fruit salad (or Greek salad) are provided and labelled in the language, which is spoken by the least number of participants. The same is done with the recipe. Not all of the supplied ingredients are needed. Communication can work on a non-verbal level or with the help of someone in the group with a knowledge of the selected language. How is the recipe implemented? Does the result match the recipe, could all the instructions be accomplished?

Starting point:

At half-time or at the end of the exchange, when all participants already know each other.

Timeframe: 30-45 minutes Group size: 3-5 persons per workplace Group composition: International, intergenerational Necessary materials: Ingredients for a fruit salad (see attachment, recipe), Labels, Kitchen device

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Methods for Intercultural Learning Preliminary note “We may not speak the same language, but apart from that there are no differences” – this conclusion is frequently drawn by people during first cross-border contacts such as international exchange programmes. Grave reservations towards people with other cultural backgrounds usually do not exist for that matter, as they would not have opted for such an exchange in the first place. However, many participants only realise cultural differences upon a second glance and may be unaware of awkward situations. It is therefore advisable to approach the subject of intercultural communication in an offensive manner and to include the topic in the exchange programme. Cultural changes should be a subject of discussion and presented as a rewarding element of cross-border communication. The following methods outlined below were developed for the TRAMP exchange. In part they trace back to already published exercises, but in this case they were adapted to the individual programme demands. Some other methods were solely developed for the exchange programme. TRAMP’s target group consisted of elderly people from the Czech Republic, France and Germany who had few language skills and little intercultural experience. The exercises may serve as examples or as a model for similar exchange programmes. They only partially relate to the exchange situation itself, but they can certainly serve as a source for discussing examples, which participants have experienced themselves. The larger section of exercises can be integrated into the programme as an independent seminar unit of three to five hours (see Part 1 below), other exercises can be included in other activities before, during and after the exchange (Part 2). The start of the exchange marks a suitable time for the seminar, as participants may still profit from its results during the course of the seminar. It is recommended that the seminar should be conducted by a single coach who underwent appropriate training or, accordingly, by very experienced personnel. Essential for all exercises: cultural differences should not be dismissed, as this is the only way to avoid mistakes and to initiate a learning process. However, differences should not be treated as a dissociative factor, but regarded as an interesting challenge.

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Independent Seminar Unit: Intercultural Training Introduction and Close

Method: “Warm up” and Approach to the Topic; Final Conclusion Goals/Options: Raising awareness for cultural differences within the exchange programme.

Brief description: At the start of the training each participant is requested to list the cultural differences, which he/she noticed during the course of the exchange. This can be achieved with the use of facilitation cards or by making lists while participants call out their suggestions. The listed items are held back until the end of the seminar. At the end of the seminar, participants are again requested to list more differences. Due to the exercises, which aim at increasing the perception of intercultural differences, the list can usually be extended by several points. This shows the participants that first impressions of major similarities are often misleading. Participants are frequently unaware that they are exposed to “intercultural clangers”. However, these can only be avoided, if the perception is sharpened regarding these differences, enabling the participants to react appropriately.

To be determined beforehand: The translators are requested to write down and visualise the mentioned key points in the corresponding language.

Starting point: At the beginning and at the close of the intercultural training as an independent seminar unit.

Timeframe: Optional Group size: 5 – 20 Necessary materials: Facilitation cards, felt pens, adhesive tape, pin board or flip chart

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Method: “Warm up” and Approach to the Topic; Final Conclusion Goals/Options: The role play is a simulation exercise that re-enacts an encounter of people of different cultural backgrounds. It raises the awareness for frequently occurring cultural differences and, with the coaches’ elaboration, draws the attention to their underlying cultural norms, values and ideas.

Brief description: During the two-culture-exercise, two groups with different cultural customs meet. Each group presents its own culture with its values and rules of conduct, which have to be taken into account and implemented during negotiations between the two groups. This reveals cultural differences, which also frequently occur in real situations. Preparation in the plenum • The role play provides answers to the question as to what happens, when people of different cultures meet. • The participants receive a brief description of the fictitious situation for the role play (see necessary materials below: slide 1) Tasks for the group session • The participants are divided into two groups (men and women together), which are members of one “culture“. • Each group separately reads the rules of its suggested culture and memorises them as much as possible (see necessary materials below: task sheets 1 and 2). It is essential that the groups have no knowledge of the rules of the other group. • Each group devises a detailed strategy for the negotiation meeting, which pursues the negotiation objective and during which the participants should adhere to their own cultural rules as accurately as possible. Analysis • The analysis of the role play can take place on the basis of different questions in the plenum. The coach is challenged here, as he/she should propose his own knowledge of intercultural communication (see necessary materials below: questions for analysis).

To be determined beforehand: Translation of task sheets into the respective languages.

Starting point: The role play should be conducted at the beginning of the intercultural training following a brief introductory exercise. That way it can sharpen the awareness for differences, which may still emerge during the course of the exchange.

Timeframe: Depending on the level of detail, the overall exercise will take approximately 1 to 2 hours. The role play itself will take 15 to 30 minutes, preparation time in both work groups another 15 to 30 minutes.

Group size:

Between 12 and 25 participants.

Group composition: If possible, each work group should include men and women. The role play does not require the same commitment from all participants. Therefore the inhibition threshold is usually rather low, even for participants who are not used to role plays. Whoever still doesn’t want to take part may observe the game and deliver a corresponding evaluation during the analysis. In order to avoid time-consuming translations into two or three languages, the work groups can be divided in such a way that one language is spoken within one group.

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Necessary materials: Depending on the participants’ wish for the implementation of the role play: tables, chairs, glasses, beverages. Also facilitation cards, pin board, flip chart. Slide 1: A-country and B-country are states whose population groups, A-people and B-people, are very different regarding their culture. The A-people live in villages, deal with agriculture and own large estates. They have received a message from the B-people with whom they haven’t had much contact before. The B-people primarily live in major cities and are business people who want to establish a holiday camp on the premises of the A-people and therefore want to lease or buy land. Now both groups meet in a first negotiation round. Task sheet 1: Instructions for A-people A-people live in villages, deal with agriculture and own large estates. They prepare for a visit to the B-people who live in major cities and with whom they had no previous contact. The B-people want to establish a holiday camp for 300 people on the premises of the A-people and request negotiations concerning the purchase or lease of land. Rules of social behaviour of A-people • The traditional manner of greeting is a bow. A polite distance is maintained and closeness avoided outside the circle of immediate family and friends. • Initially, strangers are met with considerable reserve. The elaborate exchange of fixed greeting rules is part of every contact. • It is considered polite to initially refuse offered drinks or food. • Transactions are only concluded with people whose family situation and professional status are known. Good personal contacts are always part of business relationships. • Politeness is considered one of the most important characteristics. To say “no” immediately is considered an offence. Therefore questions are always answered with “yes”, because “yes” means “I have understood“. In order to refuse something, various paraphrases are used to remain polite. • Decisions are made following extensive mutual consultation, which the spokesman will pass on. Once a decision is made, the others will support the spokesman. • Only men speak publicly. Men and women will only talk to each other, if they are related. Women provide the group with beverages. • Everyone takes their time during discussions and speaks slowly . • The community takes land ownership very seriously. Land will only be sold or used by others, if all members of the culture give their consent. Task sheet 2: Instructions for B-people B-people live in cities and have different professions. They have announced a visit to the A-people with the request to set up a holiday camp for 300 people on the premises of the A-people or to purchase this land. They are now in the process of preparing negotiations for the purchase or lease of the land.

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Rules of social behaviour of B-people • B-people are very sociable and like to laugh. • In order to ensure the attention of discussion partners, they like to touch the other person’s arm. Respect is demonstrated by patting each other’s back. • Determination and honesty are important values in this society. It is uncommon to change the subject or to discuss unimportant details. Problems and desires are addressed directly, negotiations and disputes are brief and straightforward. Clear answers are very much appreciated. • B-people are very democratic: men and women are equal partners. Everyone can participate in discussions and voice an opinion. Everyone may add their own thoughts at any time during negotiations. • Someone who has achieved many good business transactions is considered a successful person. Collectively achieved assets are directly distributed among the members according to their rendered efforts. At the same time, all members have to invest into a joint project depending on their prospective efforts. • Family and business life is strictly separated. Questions for analysis • Question 1: What did you feel during the game and what were the reasons for this feeling? • Question 2: What did you learn about the other people’s culture? What were the behavioural rules of the others? What are the differences between the two cultures? The mentioned differences may be divided into the following categories, if necessary, with the help of facilitation cards: • Forms of greeting and social manners: different procedures, degree of ritualisation, degree of intensity • Body language, distance and closeness: gestures, facial expressions, proximity, body contacts • Communication behaviour: direct, indirect communication, degree of ritualisation • Business behaviour: separation or mixing of business and private life, land as commodity or inalienable commodity (private vs. common property) • Values such as politeness and honesty: relativity of honesty (yes – no); mutual exclusion of both aspects • Concept of time: slow or fast pace, task-oriented or appointment-oriented approach • Hierarchy of society: egalitarian or hierarchical order, individual freedom or orientation towards the community • Gender ratio: gender divide or gender mixing, differentiation of labour according to gender yes or no, gender allocation regarding public/private sector • Question 3: What were the difficulties of communication? What conflicts arose and how? • Question 4: Can experiences be transferred to real situations? • Question 5: What can be done to avoid conflicts? Further reading The exercise is downloadable from the internet under various names (common terms for both parties are minorities and majorities), see e.g. • www.gwdg.de/~kflechs/iikdiaps2-93.htm • www.ikkompetenz.thueringen.de/fremdheitserfahrung/simulation/index.htm

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Method: Working with Case Studies Goals/Options: The goal of the exercise is to raise the participantsâ&#x20AC;&#x2122; awareness for cultural differences, to point to different ideas, values and standards, and to develop possible solutions for intercultural misunderstandings and conflicts. The case studies serve to explain the necessity of a perspective change regarding intercultural contact. The following examples demonstrate frequently occurring misunderstandings, which result from different views concerning cultural concepts of time, work, family, individualism/collectivism, social hierarchy etc.. Since the case studies were developed in Germany, the situations refer to encounters of Germans with people from other cultures. However, the examples may be used in groups of any national composition and, if necessary, altered with variations by the coach. The protagonists in the examples are not necessarily European, but since differences towards non-European cultures are more apparent, the examples are particularly suitable for unexperienced participants. In any case, they serve as an incentive to discuss comparable aspects in a European context.

Brief description: Preparation The participants are divided into small (national) groups and receive a case study each (see necessary materials below, task sheets 1-8). The groups are first requested to discuss the misunderstanding in each case study, taking possible differences of value into consideration. Secondly, the groups develop suggestions, which target a conflict resolution that is acceptable for both sides, and thirdly, establish a connection to their own culture, (see necessary materials below, questions for group sessions). If needed, the introduction to this exercise can be facilitated by means of an additional example, which might have been experienced by the coach and which is discussed in the plenum. Plenum The results of the group sessions are subsequently presented in the plenum and directly commented on by members of the other groups, i.e. by people of different cultural backgrounds, thus further extending the perspective of the groups during this discussion round. The coach then comments on and supplements the replies before discussing the next example (see necessary materials below, resolutions of case studies 1-8). The discussion of examples may be followed by a second round of group sessions and plenum regarding further examples. Conclusion The participants are requested to create a list of opposing value perceptions or principles, which were already identified in the examples, but not explicitly mentioned (see necessary materials below: opposing principles). Finally, it should also be pointed out that cultural behaviour is by no means standardised and that regional, age and gender-specific differences as well as individual differences exist in every country, thus, principles should rather be regarded as tendencies. At the same time reference should be made to the similarities, which emerge during the communication process. These can be compiled by the participants.

To be determined beforehand: Translation of all case studies and questions for group sessions into languages in question.

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Starting point: The case studies should be processed as part of the intercultural training following the role play (see above). If the training is conducted at the beginning of the exchange, the discussed case studies are usually remembered during specific situations in the further course of the exchange. If the case studies are processed at a later stage of the exchange, the discussions may be enriched by experiences gained during the exchange period.

Timeframe: Approx. 15 minutes for each small group per round, i.e. for each example; for the resolution in the plenum approx. 45 minutes per round with four examples. Recommended are two rounds with four small groups/case studies each, allowing for 2 ½ hours including introduction and conclusion.

Group size: 4 – 6 participants per small group, maximum of 25 participants for the entire group.

Group composition: In order to avoid time-consuming translations, the work groups can be divided in such a way that one language is spoken within one group.

Necessary materials: Pin board; copies with case studies for participants (see below); cards, which visualise opposing principles (see below). Case studies 1 – 8 (for participants) Example 1: Job search A master joiner from Hamburg provides Waldemar, a Russian youth of German descent, with an apprentice training. At the end of the training the master joiner is very pleased with Waldemar, however, he is unable to take him on in his own workshop. He asks him whether he should support him in his job search and Waldemar agrees. The joiner speaks to a friend of his, another master joiner, and asks him to invite Waldemar for a job interview. After the appointment he asks Waldemar how the interview went. He replies that he wasn’t accepted. Upon mentioning the appointment to his friend, he finds out that Waldemar didn’t show up for the interview. The master joiner is annoyed. Example 2: Hospitality Sabine owns a small firm in Dortmund and has been working with Fatma from Algeria for some time. Fatma’s family earns very little and Sabine is happy that she is able to provide her with a job. The women become friends and Sabine invites Fatma and her family round for a visit. After the guests arrive, all of them sit down casually in the living room and Sabine places a quiche and a bottle of wine in reach for all on the table. However, the guests hardly help themselves and are reluctant to talk. When Sabine is invited for a return visit a couple of weeks later, the hosts are all dressed in their Sunday clothes and the table is set with food that would have fed three large families. Sabine feels very awkward, particularly since she arrived in jeans and T-shirt. Again, the evening proceeds in a cold atmosphere. Example 3: Gifts Michael from Berlin is married to a woman from Kenya and both live in Germany. He is continually irritated when members of his wife’s family come to visit and bring expensive gifts, including a suit that he would never wear and that doesn’t fit him. He is annoyed by the family’s expenses given their modest financial situation and the expectations he is faced with regarding return gifts.

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Example 4: Missed meetings At an international meeting a work group is formed with members from Germany, Spain and Denmark. During the course of the project the group is supposed to meet three times in different towns. Mr Marquez, a young Spaniard, misses an important project meeting due to the funeral of a distant cousin, and yet another due to the wedding of a grandniece. The other group members are angry at his absence. Example 5: Project with Ukraine Mr Meier from Germany works as a project leader for an international project and, as previously agreed, asks a work group from the Ukraine to assume a certain task. The group spokesman confirms this, but nothing happens. When Mr Meier makes inquiries weeks later he realises that the group hasn’t started the work. He is very annoyed. Example 6: Time schedule for an international group During an international project the participating country groups are requested to assume certain tasks. The German team creates a time schedule for all the other groups. When still nothing is heard from the groups from Italy and Greece a week after the deadline, the Germans are angry and complete the task themselves. A conflict ensues during the next meeting. Example 7: Invitation to Wyoming Through a work colleague, Mr Müller from Munich gets to know an American who is in Germany for two weeks to attend several conferences. During an evening beer together, Mr Müller and Mr Cox discuss everything and anything. On leaving, Mr Cox invites Mr Müller along with his wife and daughter to spend his next holiday with his family in Wyoming, where his daughter would have the opportunity to go riding and the men could go fishing. Mr Müller is very pleased about his new friend and gratefully accepts his offer. When he calls the American a couple of weeks later in order to discuss the holiday details, Mr Cox is very surprised, can hardly recall the evening at the pub and is evasive. Mr Müller is disappointed. Example 8: Example German-Japanese couple Thomas and Keizo have been married for several years and live in Germany. Keizo is Japanese and has to sit a difficult examination soon. Two female colleagues visit her home to help her study. While sitting together, Thomas returns home, greets the visitors in a friendly manner and retreats so he won’t disturb them. Later, as the guests leave, Thomas says goodbye. When the couple is alone again, Keizo is upset and blames Thomas for not having behaved appropriately in the presence of the guests. (Example according to Kumbier / Schulz von Thun 2006). Questions for group sessions • Question 1: What makes the situation difficult, which cultural customs or ways of thinking could be the cause of conflict? • Question 2: How can the situation be alleviated / how can the conflict be resolved? • Question 3: Against your own cultural background, what would be the appropriate behaviour in this situation and what ways of thinking lie behind it?

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Solutions for case studies 1 – 8 (for the coach) Example 1: Job search - resolution • In many cultures it is considered impolite to deny a request or offer, particularly, if these are expressed by more senior or superior individuals. People prefer to agree rather than to object. In other cultures a direct reply is expected. • Reasons for Waldemar’s absence could be due to him being afraid of the interview, or because he didn’t want the job for other reasons. In many cultures private problems can only be discussed with people who are very close, everything else would be impolite. Opposing principles • hierarchy ↔ Team orientation • indirect ↔ direct communication Recommended course of action • If the master joiner identifies the basic problem early enough, he can warn his friend that the young man might not show up for the interview. He could also accompany the youth to the interview. • On the other hand, he should also tell the boy that events like these presuppose an obligation and that absence will entail consequences. Example 2: Hospitality - resolution • Sabine has in mind that Fatma’s family is not well off financially and she doesn’t want to embarrass them with wearing expensive clothing or an opulent meal. She might also want to prevent them from feeling obliged to invite her in return. Furthermore, she is used to demonstrating authentic behaviour, because anything else would seem “exuberant“ or “exaggerated“. • In Fatma’s culture on the other hand it is common to respect guests by serving ample food and wearing good clothes. However, this is considered an obligation that should take place on a mutual basis. Politeness towards guests needs to be expressed explicitly. • In many cultures you need to be repeatedly asked to help yourself, and it is not enough to place food on the table. Furthermore, it could also be the case that guests may not drink alcohol due to their religion. Opposing principles • indirect ↔ direct communication • orchestration ↔ authenticity Recommended course of action In this case, both sides would be advised to gather information on hospitality and table manners prior to the meal. They could also attempt to make these differences subject of an open discussion. • Once it’s clear that hospitality is expressed very differently in different cultures, the behaviour will no longer appear alienating or hurtful.

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Example 3: Gifts - resolution • While gifts in Germany are usually only made on special occasions, social relationships without a constant exchange of gifts are unthinkable in other countries. Gifts, whether suitable or not, symbolise the quality of relationships. It is less important as to what is given as a gift and whether it seems useful to the recipient than the value of the gift and its implied intention. • It might also be the case that the African relatives don’t want to embarrass the wealthy Germans with lesser gifts, but rather want to achieve an equal exchange and therefore an equal relationship. • To a lesser extent gifts also have a different significance in European countries, depending on the region. Opposing principles • orchestration ↔ authenticity Recommended course of action • The denial of gifts is usually considered an offence; this also applies to not bringing a gift when being invited. • The “economical” party should adapt to the situation and consider the symbolic character. In closer relationships an open discussion may also be advisable. Those who donate abundantly should know that this is not a common practice everywhere and that they could actually embarrass others, if they feel that they haven’t got an (appropriate) gift in return. Example 4: Missed meetings - resolution • Depending on the culture, the family is more or less important. In some regions the intensive contacts are limited to the core family, while in other countries even very distant relatives are considered important members of the family. The cohesion is very important, particularly in places, where there’s no state insurance system. • This particularly applies to celebrations in connection with death and mourning. It is essential that all relatives are present, and in many cases the deceased have to be buried on own grounds. • Depending on the culture, the social factor, thus the family or the job, is valued more highly. • While Germans might be considered “unsocial” due to their fewer family ties and the high priority given to the job, they in turn might assume that the other side is workshy and unreliable. Opposing principles • family ↔ job Recommended course of action: • The different priorities should be accepted as far as possible. Members of cultures with a lesser significance of family should consider the possibility that the other side is not acting out of unreliability. • In the abovementioned example the Spaniard might also be under intense pressure from his family. • Sometimes the appropriate measure involves a compromise, e.g. searching for alternative meeting dates.

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Example 5: Project with Ukraine - resolution • The group might not be up to the task, but cannot find a way of expressing its incapability. This may be due to the politeness code, which prohibits a direct response to more senior or superior people. In contrast, the other side will expect the problem to be addressed directly. • Another possibility is that the group is waiting for more precise instructions, yet considers it impolite to inquire directly. Members of the group may only be used to act upon direct instructions, while the other side assumes a more substantial independence of the team. Opposing principles • hierarchy ↔ Team orientation • indirect ↔ direct communication Recommended course of action • It helps the German side to maintain in constant contact and to continuously inquire whether everything is running according to plan. It should keep in mind though that a statement such as “everything is fine” should not be taken literally and that sometimes detailed questions substantiate clear answers. • In the run-up to a meeting it could also prove helpful to familiarise with work habits and hierarchies or to discuss these matters with an appropriate contact person. Example 6: Time schedule for an international group – resolution • The reason for the conflict lies in the different understanding of time. In some cultures every appointment is precisely understood as such, while in other cultures 10 o’clock means 12 o’clock and the 15th of November refers to the end of the year. This is taken into account by all members of the same culture, but may cause misunderstandings on an intercultural level. • While punctuality is socially accepted in one culture, it implies being a slave of time in others. • Moreover, there are differences regarding work methods. In some cultures tasks are successively processed and submitted at an exact point of time (monochromic understanding of time). In other cultures tasks are processed in a parallel way, where the time of completion is less important (polychromic understanding of time). • While the Germans in the case study above think the Greek are lazy, the Greek might assume that the Germans are petty-minded and want to take everything into their own hands. Opposing principles • polychromic ↔ monochromic understanding of time Recommended course of action • In this case it would be helpful to familiarise oneself with the customs of the other side and not to take the behaviour of others personally. While making appointments, it would also make sense to discuss whether these refer to specific points in time or time periods.

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Example 7: Invitation to Wyoming - resolution • Americans and Germans have a different concept of politeness. • An American is usually quicker at being cordial than a German, this also goes for invitations. However, not everything should be taken literally. • What a German might consider exaggerated or interprets as a sign of friendship, may merely be the American’s effort to be friendly and polite. • The American in turn might get the impression that the German’s behaviour is cold and impolite. Opposing principles • orchestration ↔ authenticity Recommended course of action • In cases like these it should be taken into account that certain statements are made to express politeness, because this is the etiquette in certain cultures. By no means should this be noted as a lie. Example 8: Example German-Japanese couple - resolution • In contrast to Germany, Japanese society has a different “concept of person”. A person does not see himself/herself as an individual, but rather, for reasons of socialisation, connects to members of his/her group (mostly family, but frequently also work colleagues). Each one subordinates to the interests of the group. This refers to a form of collective ego, as is the case with married couples. Therefore the husband should also have expressed his gratitude. • In contrast, Germans tend to see themselves as individualists and make a point of deciding for themselves. Self-realisation is an important value factor. • From a German perspective the Japanese might appear too subordinate, Japanese in turn probably think that Germans are selfish and unsocial. Opposing principles • collective ↔ individual thinking Recommended course of action • The behaviour of others should not be hastily evaluated (for instance selfish on the one hand and subordinate on the other), in this respect the opinions often differ drastically. • It is a lot easier to accept the behaviour of others, if the underlying prioritisation is known. Since this concerns strongly internalised values, it also needs to be taken into account that the according behaviour cannot be altered without further ado.

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Cards for the pin board: opposing principles • Family ↔ Job • Mixture ↔ Separation of private and work life • Gender difference ↔ Gender equality • Hierarchy ↔ Team orientation • indirect ↔ direct communication • collective ↔ individual way of thinking • polychromic ↔ monochromic understanding of time • Orchestration ↔ Authenticity Further reading Dagmar Kumbier, Friedmann Schulz von Thun, 2006, Interkulturelle Kommunikation: Methoden, Modelle, Beispiele. Reinbek b. Hamburg 2006

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Minor exercises before, during and after the exchange Method: Survey of Perceptions of Other Cultures Goals/Options: The aim of this exercise is to make the participants aware of their own perceptions of people with different cultural backgrounds and to examine these regarding possible stereotypes.

Brief description: In the run-up to the exchange Prior to the exchange, participants are requested to present their perceptions and expectations regarding other participantsâ&#x20AC;&#x2122; countries of origin. This could be achieved by the use of facilitation cards containing keywords, which participants should explain in front of the group. Various subject areas containing possible cultural differences may be suggested at this stage (see necessary materials below: subject areas for intercultural specifics). Following the presentation of individual perceptions the group should discuss these topics. The results should be documented. During the exchange The participants are appointed with the task of finding out by means of observation to what extent their preconceptions apply or have to be revised. A worksheet, developed beforehand on the basis of the compiled subject areas, could facilitate this. As a follow-up procedure Upon completion of the exchange, the gathered results are compared with the documented preconceptions and assessed regarding a possible revision. This can result in a list of results that is revised by the coach and distributed to the participants in form of a handout (as an example, see necessary materials below: intercultural specifics).

To be determined beforehand: The exercise can be conducted separately for participants of all countries. Prior to the follow-up work, the documented results can be exchanged between the different country groups. This demonstrates what participants expect from their own group and to what extent these expectations merely match existing stereotypes.

Starting point: At the beginning and upon completion of the exchange. Timeframe: Approx.1 hour each Group size: Optional Group composition: Groups according to nationality

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Necessary materials: Facilitation cards, pin board, flip chart, pens, adhesive tape Subject areas for intercultural specifics • Manners of greeting • Social manners • Clothing • Meals • Hospitality • Gifts • Family and job • Work • Collective or individual • Hierarchy • Religion • Gender relationship • Dealing with authorities and other institutions • Conflict management • Understanding of time Intercultural specifics (Example for a hand-out for the participants ) The following list illustrates, in a very simplified form, a few important cultural differences throughout Europe. They merely reflect tendencies, as neither regional, nor gender or age-specific differences can be taken into consideration at this point. Manners of greeting In many countries politeness and adequate manners of greeting are very important. The manners of greeting can vary considerably (handshake, embrace, kiss on the cheek etc.) and may also convey varying degrees of cordiality or distance. One should also be aware of the fact that this might not necessarily reflect the actual sentiment. Social manners Differences regarding intensity also exist in terms of social manners beyond the greeting ritual. While some regions might focus on an authentic demeanour, frequently including reservations upon first contacts, a strong demonstration of courtesy is more important elsewhere. Caution is required when interpreting behaviour, because it might happen that one side may be considered too exuberant or even hypocritical, while the other will be seen as rude or reserved. Clothing The standards of clothing vary as well. While in some countries the styles of clothing might be more casual, it is important in others to pay respect to the other side by dressing well (suit and tie).

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Meals In an international context, shared meals offer many possibilities of observing differences regarding time of day, extent and effort, but also in terms of certain components, e.g. a glass of wine at lunchtime, which is essential in some regions, while only served on festive occasions in others. Hospitality Hospitality is of great value in many cultures. Ample service and good accommodation are seen as particularly important. In general, hospitable behaviour should occur on a mutual basis. In this case it is appropriate to bring gifts or to invite guests to a return visit. Gifts The exchange of gifts plays an important role in many cultures and reflects the quality of social relationships. Small gifts are a part of private as well as business life. As guest or host it is always helpful to have a gift at hand in order to be able to react to received gifts. Family and job The role of the family and relatives differs greatly in various countries. The family bond, often strengthened by joint celebrations, is frequently regarded as the major priority compared to other commitments. This set of values is often unknown in those cultures, which focus on work and career. Work In many countries family commitments, e.g. attendance at family celebrations, are more important than job obligations. Cultivating social relationships has the highest priority here, while loyalty towards the employer or third parties is regarded equally, if not more important in other countries. Collective or individual While cultures in Northern or Central Europe are generally more characterised by individualism, other countries focus more on the community. The desires of the individual frequently comply with what is considered best for the whole family or group. The suspected suppression, frequently expressed by outsiders, isnâ&#x20AC;&#x2122;t always justified, since self interests are often voluntarily or even willingly set aside, because the principal of acting for the well-being of the whole group is generally agreed upon. Hierarchy Social hierarchies differ drastically. Authorities or authoritative figures often differ from the ones known in oneâ&#x20AC;&#x2122;s own culture. In many countries respect for the elderly or for professional superiors is significant. Respect is frequently demonstrated by dismissing negative issues or by not directly addressing them, while this might not be regarded as a problem elsewhere. Furthermore, it is sometimes unusual to show initiative in the presence of a superior in order to remain polite. Instead, people await further instructions.

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Religion The importance of religious ideas and behavioural standards vary. In some regions it might be considered extremely impolite not to adapt to certain standards, for instance with regard to wearing head-dress, long trousers or long skirts etc. in churches or other religious institutions. Gender relationships are strictly regulated in many cultures. This is based on the assumption that unregulated contacts endanger the order of society. This often results in a strict division of labour or a ban on physical contact between the sexes, apart from relatives. These ideas donâ&#x20AC;&#x2122;t necessarily coincide only with Islamic cultures, to a certain extent they also exist in Europe, particularly in the Mediterranean. Dealing with authorities and other institutions The interaction with authorities and other public institutions can vary considerably from one region to another. For historical reasons, government, regional or municipal institutions are sometimes associated with control or suppression, which can result in an overall distrust towards these institutions. Elsewhere this is of no importance. Conflict management In many cultures it is an essential rule to maintain harmony and to avoid conflicts. This often involves keeping up appearances, giving the impression that everything is fine. Problems are therefore solved either by the individuals themselves or with the help of persons close to them. In other regions, however, conflicts are regarded as a natural part of communication and problems are addressed in a direct and open manner. Understanding of time Cultures differ greatly in their understanding of time. While for e.g. Germans usually tend to adhere to strict time schedules, other counters allow for a much broader interpretation of time. For instance, it may be considered impolite to show up at the agreed time rather than one or two hours later. The confident handling of time often reflects the socially accepted value that life should not be dictated by a time schedule or clock.

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Methods for Intergenerational Learning

Method: Guided Tour – “the young guide the elderly” Goals/Options: In case children or adolescents are involved in the project, they can fully or partially prepare the tourist modules with the support of their teacher. The adolescent hosts prepare themselves for their guests and at the same time deal intensively with their hometown. E.g. What places, buildings, events, distinctive sites of culture, history or natural history do I consider worth seeing and would therefore like to show the guests? Which of these could be of interest for our guests and would also suit their mental and physical constitution?

Brief description: During a brainstorming session teachers and pupils collect possible sites of interest. In addition to classic tourist sites, teachers should also consider creative and unusual suggestions as well as facilities that play an important role in the everyday life of the adolescents e.g. youth centres, certain playgrounds, sports arenas, zoos etc. All facilities that appear realistic are compiled and evaluated. Depending on the time available during the exchange week and the time capabilities of pupils and teachers, 1-X objects are selected and work groups established. Each work group receives an assignment and a time schedule. This is followed by research work and the processing of the compiled information. A brief informative text is formulated for each feature and presented to the guests. Depending on the existing language competences, the text is translated into the languages of the guests. If this is not possible, they can revert to English. According to the possibilities and depending on the selected destinations, an interactive component may also be included e.g. a minor work or search assignment on location. Example: The selected destination of the tour is a youth centre, which is open during the time of the exchange. The young guides appoint the guests with the task of finding a specific person, e.g. the centre manager and retrieving information from him or her.

To be determined beforehand: Time capacities for preparational activities at the participating school. Language capabilities of the adolescents. Adolescents’ ability to work independently. Adolescents’ ability to speak in front of a larger group. Time capacities of teachers at the participating school.

Starting point: On one of the first days of the meeting. Timeframe: 2-3 hours Group size: Choose a size that enables a whispered interpretation Group composition: International, intergenerational

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Method: Cross – Mentoring “the young assist the elderly” Goals / Options: A typical preparation task for an exchange involves the creation of profiles of all participants. This method sets the mood for discussions among guests and hosts. Since one of the major goals is to interact and communicate intensely and to sustain a lasting contact, this form of preparation could contribute to this. It could be a great opportunity for the elderly to learn simple IT skills and reduce fears of using the Internet as a modern communication medium. By independently establishing contacts with guests, pupils can increase their communicative skills and be encouraged to actively use a foreign language.

Brief description: If this method is applied as an intergenerational method, the organisers could allocate pupils to the elderly beforehand. Depending on the group size, this can take place in pairs or groups, taking into account the language skills of the group members. The guest profiles are written in the according mother tongue of the participants and sent to the young hosts. The Internet serves as a quick medium. Depending on the time available and existing language and general skills of the pupils, they could translate the profiles of the elderly themselves and contact their guests per email prior to the exchange. If guests are unable to do so, due to lacking Internet access or lack of IT skills, this initial contact, given enough time, could be established per post. On the basis of previously gathered information (profile, email, postal contact) the young hosts introduce the elderly guests in a first contact session upon arrival. In order to facilitate the process of getting to know each other, name tags should be prepared for all project participants. The young hosts remain responsible for “their” elderly guests throughout the time spent together. Alternative: if this method is not applied as an intergenerational method, the elderly hosts will act as mentors of the guests.

To be determined beforehand: • • • • • •

Time capacities for preparational activities, first contact, introduction round Internet access of the elderly Language skills of pupils Adolescents’ ability to work independently Adolescents ability to speak in front of larger groups Time capacities of participating school teachers

Starting point: Prior to the exchange Timeframe: 4 hours Group size: School class / groups of elderly Group composition: International, intergenerational Necessary materials: Internet access helpful / email

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Method: Intergenerational Exploration of Social Environment Goals/Options: This method enables each participating generation to present the social environment from its generation-specific perspective. This links social environment-oriented learning with biographical learning. Another component of international exchanges involves the possibility to compare. What does my hometown look like, what are the similarities, what are the differences?

Brief description: Within the groups, which are initially separated, each generation identifies locations and areas that they would like to present to members of the other generations. These locations should be selected according to the informational value of the generations regarding culture and lifestyle. Thus, generations could present their preferred or typical meeting points, learning areas as well as recreational and cultural facilities. Exchange guests take part in the relevant generation group. Depending on the time available, this exercise can be conducted with or without real excursions to the selected locations. Alternative: A selection of common, generation-neutral locations is made. Within the scope of the intergenerational excursion these locations are explored, while each generation explains their significance. Both alternatives suggest a previous preparation regarding the contributions of the participating groups.

To be determined beforehand: With regard to the excursions the physical fitness of the elderly participants needs to be taken into account.

Starting point:

Preferably, this exercise should be scheduled at the beginning of a meeting.

Timeframe:

2-3 hours

Group size:

not too many, approx. 15 â&#x20AC;&#x201C; 20 (larger groups should be divided)

Group composition: either international or intergenerational, combination possible with smaller groups

Necessary materials: City maps, flip charts, pens

Eva-Maria Antz, Julia Franz, Norbert Frieters, Annette Scheunpflug: 2009 Generationen lernen gemeinsam. Methoden fĂźr die intergenerationelle Bildungsarbeit.

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Method: Cooperation as Integrating Factor Goals / Options: Older participants who have little or no command of a common language can communicate on the basis of common interests. This method has the advantage that a contact is established on a non-verbal level rather than on a linguistic level. The connecting element lies in the enthusiasm for a certain task and the exchange of knowledge and skills during a joint activity. Old and young participants join in small parallel groups to work on a practical subproject, while focussing on the mutual learning experience. Children or adolescents may be chosen according to their language skills.

Brief description: The different procedural steps of each subproject should first be discussed among the elderly and subsequently re-planned together with the younger participants. It is recommended that one subproject manager is appointed who is responsible for the smooth running of the project. The following list may serve as clues for the detailed planning of tasks in the subprojects: • First, an introduction round with all participants’ names (make name tags) and, if (linguistically) possible, with references to interests and previous experiences • Presentation of project goal (multilingual visualisation useful) • Joint planning and determination of work stages (multilingual visualisation with text and pictures useful) • Explanation of tools and materials (multilingual visualisation useful / creating lists together) • Joint allocation of participants for specific tasks • Joint execution of tasks of the young with the support of the elderly and vice versa. This will vary depending on the command of tools, process competence or physical fitness. Under- and overestimates will level out over the course of the week. • In the subprojects everyone is responsible for everybody else. Together, all are responsible for the project process and the goal achievement. • Integrated language training in combination with practical activities (joint naming of materials and activities in all relevant languages using means of visualisation and, if necessary, with the aid of vocabulary cards). • After project completion: presentation of all subprojects in the plenum

To be determined beforehand: • • • • •

Interests, capabilities and number of participating partners, elderly and pupils Subprojects Cost and financing plan Personnel plan Time schedule

Starting point: Timeframe: Group size:

during school hours five half days maximum of 15 participants per subproject; number of subprojects depends on time expenditure of each subproject and on number of participants

Group composition: intercultural, intergenerational Necessary materials: Materials and tools depend on scheduled subprojects

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Procedural Checklist for Manual Work-Oriented Projects Implementation and Process of Subprojects: General Information • General introduction with all participants, organisers and contact persons • Division into small groups for subprojects, each with two to four elderly and six to eight youths. Participants of each small group should »» have a mutual interest in the contents of the subproject »» represent all participating nations »» receive communication help from translators or participants with corresponding language skills Implementation and Process of Subprojects: • Start: »» Introductory round of young and elderly participants with reference to interests and previous experiences »» Selection of project manager »» Tour of workplace »» Presentation of project goal »» Joint determination of work stages »» Demonstration/explanation of tools and materials »» Allocation of participants to specific activities »» Setup of time schedule • Main phase »» Execution of tasks »» Brief plenum meetings in the morning and at noon in order to determine the general mood in groups and to clarify organisational issues, which in turn can be adjusted by the group management, if necessary »» Integrated language training in combination with practical activities • Conclusion »» Following project completion: presentation of accomplished tasks of all subprojects in the plenum or for invited guests »» Upon request: distribution of project task certificates to young participants

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Subproject Work Phases: Exemplary Extract from TRAMP Organisation List Project

Participants

Material + acquisition

Work stages

Construction of swings and tool shed

• • • • •

School: swing components, pole holders, concrete or readymade concrete mix, spades, shovels, scoops, containers, screws, drill, hammer, barrier tape, pickaxe, water level, spanners and ring spanners // paint brushes, saw, nails, drill, hammer, wood preservative

• Preliminary discussion: who does what? Explaining individual work steps • Preparing ground/soil • Mixing of concrete • Encasing the frame (6 parts) in concrete • Assembly of parts • Cleaning the tool shed • Paint work • Fitting shelves etc. • Tidy up

Stage construction and hand puppets

• 5 elderly: • 7 pupils from Harkort school and 5 from Lüders school • Responsible: • Teacher: • Translation:

AGE: wood, fabric, paint, glue, some tools and other materials according to Czech list School: tools:

• In the run-up: list of materials, purchase • Preliminary discussion: who does what? Stage plan with photos and drawings • Outlining motifs on wood • Cutting out, assembly, glueing, painting • Stage play with summary; Speaker:

Cooking

• 5 elderly: • 5 pupils per school • Responsible: • Teacher: • Translation:

School: kitchen and kitchen devices AGE or school: Ingredients: • Day 1: Salads (ingredients purchased by school→) • Day 2: French cuisine (ingredients purchased by AGE office) • Day 3: Czech cuisine (ingredients purchased by AGE office) • Thu + Fri: 24 elderly, 2 translators, 18 Lüders-Kolleg, 31 Harkort school, 3 organisers, 2 film team→ 80 persons

• In the run-up: request recipes, recipe arrangement with school, financial arrangements, purchase lists, purchase • Preliminary discussion: who does what? Recipe presentation • Cooking • Setting the table • Cleaning up and washing dishes • Meal is served in 2 stages

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Working with Older Volunteers in Manual Intergenerational Projects

Establishing a workplace for each group • Decide on a meeting place • Arrange enough tables and chairs • Have pen and paper ready to be able to write things down • Make a list of participants, especially of the youths and the teachers, and other contacts • Decide on group-aims • Who does what? How much time do we need? What kind of support do we need? • Clarify and plan the work steps (which step in which order/ who does what) • Prepare the manual jobs and make a list of them, which will be translated within the groups • Prepare materials and make a list of them, which will be translated within the groups

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Evaluation The evaluation phase begins at the end of the exchange. It is important that all participants get the chance to state their opinions. The many individual observations, experiences and impressions come together and draw a realistic overall picture of the exchange. Resulting opinions and judgements or confirmed preconceptions of “Europe”,”the young generation”, “the Germans”. “the Czech” etc. are possible subjects of discussion. For organisers the evaluation process is helpful for further planning procedures. In order to obtain everyone’s opinion, it hardly makes sense to sit in a large circle and have one person speak after the other. The 11th speaker, at the latest, will agree with the previous speaker or one opinion will trigger an entire “movement”. A better option is to prepare a written query with points and cards. A previously prepared pin board with multilingual headings is placed in the room, which participants use to allocate points. This enables organisers to retrieve opinions and evaluations. In addition, cards (or slips of paper) and felt pens are handed to all participants to enable contextual contributions and to make sure that everyone is paying attention. Furthermore, to ensure that also critical judgements are put on paper, participants can remain anonymous by letting the organisers place the cards for them. Thus, the question “who wrote this and why?” is intolerable. The evaluation results are incorporated into the planning process of the next exchange.

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European exchanges by and for older people: European Networks and projects, methods/materials, literature – useful LINKs

TRAMP

transnational mobility of older people - working in teamwork projects in crafts Web: http://tramp.aulnrw.de/ Email: lange@aulnrw.de

Active European Citizenship Seniors volunteering abroad Mobility of Seniors in Europe Arts and Crafts- orientation SENIOR VOLUNTEERS EXCHANGES “Personally I cannot evaluate if and how much, this experience was useful for the others (maybe the responsible persons of the project can say that better than I can) but as regard my personal development, I consider this experience definitely positive both under the profile of social relationships and that of the motivation to learn new things…” Italian volunteer involved in a project in Austria “... I wonder if it is only a matter of involving adults who are out of the labour market but still own good physical and mental abilities, in order not to let them feel out of our society; isn’t there also the will to improve the integration among different cultures and generations?…” Italian volunteer involved in project in Germany Presentation of Lunario- Seminar on „Volunteering of older people and the role of public policies“ European Commission on 11 of March 2009, Source: http://circa.europa.eu/Public/irc/empl/demographic_change/ library?l=/volunteering_2009-03-11&vm=detailed&sb=Title

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SEVEN- Senior European Volunteers Exchange Network

GRUNDTVIG 1 2008-2010 Countries involved: GER, FR, IT, AU, ES, BE, UK Coordination: Italy, Lunario Web Projekt: www.seven-network.eu Email: Davide Di Pietro dipietro@lunaria.org • Handbook ‘Learning opportunities for senior volunteers — Managing trans-national exchanges’. • http://www.seven-network.eu/site/files/handbook-eng.pdf • SEVEN funded „Senior Volunteering Projects“ (SVP) are documented on SEVEN Homepage: http://www.seven-network.eu/site/?q=de/node/274 • Lunario coordinates also the GRUNDTVIG project “FIFTY-FIFTY” - Junior and Senior Citizens Discovering Social Europe through the International Voluntary Service http://www.seven-network.eu/site/?q=de/ node/95 • “Nobody left out! A Handbook on European voluntary exchanges” 2007

ENOVO- European Network of Older Volunteering Organisations

The ENOVO secretariat is based in London and is provided by RSVP (Retired and Senior Volunteer Programme), a part of CSV (Community Service Volunteers). E-mail: Rob Lever enovo@csv.org.uk Web: http://www.enovo.eu/en/index.html • The GRUNDTVIG Senior Volunteer Project „EVIVA“ (European Volunteers in Voluntary Action) is being managed by ENOVO (European Network of Older Volunteering Organisations) and links RSVP (Retired and Senior Volunteer Programme) in the UK with CESAVO (CSV - Community Service Volunteers in Savona) in Savona, Italy. • CSV holds the Secretariat for Volonteurope, the Europe-wide network of volunteer-involving organisations and individual volunteers http://www. csv.org.uk/services/european-networks

Travel Agents- Network

ENEA- 2006-2008 Involved countries: Greece, IT, FI, D, Pt, Cyp, Estonia, SK, PL, CZ Coordination: Greece, ANCE Web: www.travelagentsproject.org Email: ance@ance-hellas.org • “Travel-Guide” : www.travelagentsproject.org • The Grundtvig Senior Volunteering Project «Exchanging National Cultural Heritage», ENCH, is a partnership between “55+ without frontiers - Cyprus” - founded as TravelAgent- Network - and Association Luster of Estonia. More information: nicky@editc.com 178

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Think Future Volunteer Together

ENEA 2008-2010 Countries involved: Italy, Hungary, Romania, Slovakia, Slovenia Coordination: SPES – Centro di Servizio per il Volontariato del Lazio, Web Projekt: http://www.cev.be/101-think_future_volunteer_together_(senior_volunteering)-EN.html Email: infospes@spes.lazio.it • Think Future Volunteer Together- Final Report: Practical and Policy Recommendations http://www.cev.be/data/File/TFVT_final_report_practical_and_policy_recommendations.pdf • SPES is member of CEV - The European Volunteer Centre (Centre européen du volontariat, CEV) is a European network of currently 74 mainly national and regional volunteer centres and volunteer development agencies across Europe. • CEV s Website “Towards a European Year of Volunteering • Steps of the Campaign” http://www.cev.be/112-towards_a_european_ year_of_volunteering_2011-EN.html • CEV General Assembly Conference- “Volunteering and Intercultural Dialogue” Luxembourg 7th November 2008 Final REPORT http://www.cev.be/data/File/GA_Luxembourg_Final_Report.pdf

„European volunteers in parks“

GRUNDTVIG Learning Partnership 2008-2010 Involved countries: ES, Lituania, IC, IT, GER, LT, RO Coordination: Europarc Germany Web: http://www.freiwillige-in-parks.de/grundtvig-learning-partnership-european-volunteers Email: anne.schierenberg@europarc-deutschland.de

Volunteers for Cultural Heritage

GRUNDTVIG 1 Involved countries: IT, AU, Slovenia, UK Coordination: Slovenia Slovanian Museums Association Web: http://www.amitie.it/voch/ Email: jania.rebolj@mm-lj.si Email: metka.fujs@guest.ames.si • Research report “Volunteers in Museums and Cultural Heritage: A European Overview” http://www.amitie.it/voch/index4.htm

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TCAST - Transfert des compétences acquises et de savoir techniques - aiming at experimenting inter-generational transfer of endangered competences and knowledge in the jobs related to the preservation of the architectural heritage. GRUNDTVIG 1 2007-2009 Involved countries: FR, IT, GR, ES Coordination: Corsican Environment Office (France) WEB: http://tcast.oec.fr/observatoire.php Email: segreteria@cm-ponzone.al.it segreteria@cm-ponzone.al.it

European Puzzle: From local and national towards European Citizenship GRUNDTVIG Learning partnership Involved countries: PL, GER, CZ Coordination: IR, University College Dublin Adult Education Centre Web: www.ucd.ie/adulted/european_projects/european_puzzle.htm Email: adult.education@ucd.ie • European Active Citizenship Introductory Guidelines for Practitioners: http://www.ucd.ie/adulted/european_projects/guidelines.pdf

e-Bridge to Mobility

GRUNDTVIG 1- 2009 Involved countries: PL, GER, UK, ES, RO, BG, SK Coordination: PL, Warsaw Academy of Computer Science, Management and Administration Web: http://2mobility.eu/ Email: m.czepielewski@wsizia.edu.pl The consortium will produce: • On-line courses of language and every-day life in Great Britain, Germany and Spain • Mobiles - didactical materials available for mobile phones • WEB 2.0 society - a platform of communication and experiences’ exchange blogs, podcasts and Wikis • Basic Law - an on-line law aid section containing basic documents and interactive forms in project’s languages • Screensavers - for computers and mobiles used as a didactical tool • Pictionary - glossaries - for the language courses.

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Intergenerational learning

Alan Hatton-Yeo in: Guide of Ideas for planning and implementation intergenerational projects There is a current need to promote intergenerational learning (IL) in Europe as a means to enhance intergenerational solidarity. In 2007 the European Commission (EC) encouraged EU member states to establishing a new solidarity between the generations to confronting demographic changes in Europe. EU citizens are in favour of fostering IL: according to a 2008 Eurobarometer, 85% of the EU citizens consider it important to use public budgets to support initiatives and projects which bring together young and elder people. The policy initiatives that are more explicitly concerned with intergenerational learning are incorporated within recent moves to promote lifelong learning, through instruments like the European Commission‘s ‚Memorandum on Lifelong Learning”. This underlines the need to promote a ‚cradle to grave‘ culture of learning in European society, supporting seamless transitions from school through higher education and into adult and informal learning. Closely allied to this vision of continuous learning are other policy agendas, associated with skills utilization and development and with social inclusion – particularly focusing on promoting the inclusion of elder people within economic, social and cultural life. The key policy agendas shape how intergenerational learning is situated within this broader education policy landscape, including the Grundtvig sub-action (as part of “Lifelong Learning Programme”), that underlines the importance of generational learning by giving a specific priority to „Teaching and learning in later life; Inter-generational and family learning“. Source: Guide of Ideas for planning and implementation intergenerational projects http://www.matesproject.eu/language_maps/English.pdf

EMIL European Map of Intergenerational Learning

European Network, funded by the Calouste Gulbenkian Foundation 2009 Involved countries: over 20 European countries Coordination: Julie Melville - EMIL Project Coordinator (Beth Johnson Foundation) EMIL@bjf.org.uk

EAGLE- European Approaches to Inter-Generational Lifelong Learning funded by Grundtvig Programme Involved countries: England, Finnland, Germany, Greece, Italy and Romania Coordination: FIM-NewLearning Web: http://www.eagle-project.eu Email: thomas.fischer@fim.uni-erlangen.de Set of Methods

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• Final report ‚Intergenerational Learning in Europe - Policies, Programmes & Practical Guidance‘ http://www.eagle-project.eu/welcome-to-eagle/ final-report.pdf/view

IGLOO Intergenerational Learning in Organisations

Grundtvig – Multilateral project October 2007 - September 2009 Involved countries: Austria, Germany, Italy, Latvia and Spain Coordination: Austria bfi Tirol Web: http://www.iglooproject.eu/ Email: anja.tagwerker@bfi-tirol.at Email: info@bfi-tirol.at • Literature review http://www.iglooproject.eu/files/igloo_literature_report_final_eng.pdf

MATES Mainstreaming intergenerational solidarity

GRUNDTVIG 1 project 2008-2010 Involved countries: EST, GR, GER, UK, PT Coordination: Vida (PT) Web: www.matesproject.eu Email: Teresa Almeida Pinto, tpinto@byweb.pt • Guide of Ideas for planning and implementation intergenerational projects: http://www.matesproject.eu/language_maps/English.pdf

TAPE- Transgenerational arts /cultural platform in education GRUNDTVIG-Learning partnership 2009 Involved countries: EST, Italy, Ireland, Lit, Pl, SK ,TK Coordination: Vilnius Design Teaching Centre Web Projekt: http://www.tapeeurope.org/home.html

TEDDYBEAR - Twinning the Elderly Disadvantaged and Disabled with the Young by Enabling Active Reminiscence

GRUNDTVIG-Learning partnership 2004-2007 Involved countries: GBR, ITA, FIN, SVN Coordination: UK EDUCATIONAL CENTRES ASSOCIATION – NORWICH UK Web Projekt: http://www.e-c-a.ac.uk/teddybear/ • Gruntvig Success Stories: Europe Creates Opportunities. To view the relevant extract from this document in pdf format click here. http://www.e-ca.ac.uk/media/uploaded_files/Grundtvig_Success_Stories_-_Extract.pdf • A case study of the project was published in Line at the end of 2009. The ‚Lifelong Learning in Europe‘ journal is a trans-european publication de182

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dicated to the advancement of adult education, lifelong learning, intercultural collaboration and best practice research. http://www.e-c-a.ac.uk/media/uploaded_files/LLINE_Dec_2009_-_Teddy_Bear_Article0001.pdf

ADD LIFE- ADDing quality to LIFE through inter-generational learning via universities

GRUNDTVIG 1 Countries involved: CZ, AU, HU, UK, FIN, ES Coordination: Österreich Zentrum für Weiterbildung / Center for Continuing Education Web : http://add-life.uni-graz.at/cms/?q=about Email: Dr. Marcus Ludescher, marcus.ludescher@uni-graz.at • ADD-Life outcomes online European Tool Kit for Developing Inter-generational Learning in Higher Education The ADD LIFE Modules The ADD LIFE Final Open Symposium http://add-life.uni-graz.at/cms/?q=about/outcomes

Learning in Later Life/learning without frontiers, intercultural understanding in Europe

Predicted demographic changes and the different life experiences of future cohorts of adults as they reach later life mean that education, training and learning may come to take on different functions and meanings over the next decades. Our task is to stimulate continuing debate and discussion on how to facilitate lifelong learning in the interest of us all. Member States should help the relevant actors make the most of Community funds and programmes, in particular the Lifelong Learning Programme 2007-2013 and the EU cohesion policy instruments. For example national funding can be used as co-funding to help local actors access EU funding. GRUNDTVIG should help Member States develop and put in place mechanisms for the implementation of the Education and Training 2010 Work Programme and lifelong learning strategies. Anne- Sophie Parent (Director AGE-Platform) GRUNDTVIG Conference Brussels 26. Jan.2010

The AEA (Association for Education and Ageing)

is an international membership organisation, based in UK, open to all. http:// www.associationforeducationandageing.org/index.html • GRUNDTVIG Disseminating Conference 2010: Senior citizens and adult education Moderation: A. Smith (European Commission); Jim Soulsby (AEA) Set of Methods

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Key speech: Active ageing - Anne-Sophie Parent (AGE- platform) http://ec.europa.eu/education/grundtvig/doc1974_en.htm

European InfoNet Adult Education

Grundtvig 4 (2005-2008/2008-2011) Countries involved: Network of correspondents (journalists / experts) all across Europe Coordination: Catholic Federal Association for Adult Education (Katholische Bundesarbeitsgemeinschaft für Erwachsenenbildung), Germany Web: http://www.infonet-ae.eu/ E-Mail: sommer@akademie-klausenhof.de • InfoNet cooperates with important organisations and networks: EAEA-European Association for the Education of Adults Web: http://www.eaea.org/

eLILL (eLearning in Later Life)

Grundtvig 1 2006-2008 Countries involved: GER, CZ, FI, SK, ES Coordination: Germany, Universität Ulm Web: www.elill.net http://www.uni-ulm.de/uni/fak/zawiw/elill/ E-Mail: Carmen Stadelhofer carmen.stadelhofer@uni-ulm.de E-Mail: Gabriela Körting gabriela.koerting@uni-ulm.de • Broschüre http://www.elill.net/?bulletin.en • Konferenzdokumentation „Senioren aktiv – Europäische Bildungsprojekte für und mit Seniorinnen und Senioren im Programm GRUNDTVIG“ http://www.na-bibb.de/senioren_aktiv_1281.html

INCREASE- Intercultural Creativity of Seniors

GRUNDTVIG Learning Partnership 2008-2010 Countries involved: AU, ES, PT, HU, NL, BE, GER Coordination: GER- IBK Remscheid Web: www.increase-project.eu Email: fricke@ibk-kultur.de • INCREASE is a project of the age-culture.net which aims to recognise, support and enrich the cultural lives and learning of older people in Europe through advocacy, information, education, training and strategic partnership http://www.age-culture.net

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e-VITA

GRUNDTVIG 1, 2009 Countries involved: GER, ES, PT, PL,GR, IT, Coordination: Italy, Imaginary Web: http://www.evitaproject.eu/ Email: lucia.pannese@i-maginary.it

Narrating Europe!

GRUNDVIG 1-Partnership 2009 Countries involved: It, D, Pt, DK, ES, BG Coordination: Italien,UNIEDA Web: http://www.europeanmemories.eu Email: europe@archiviodiari.it • Narration methodologies: http://www.europeanmemories.eu/Methodology/Narration-methodologies

Routes towards Europe

GRUNDTVIG- Learning partnership 2006-2009 Countries involved: Finland, Germany, Italy, Northern Ireland, Spain Coordination: Finland Hyvinkää Adult Education institute Web: www.routestowardseurope.eu

Learning Places: Monasteries - Churches - Paths of Pilgrimage Intercultural dialogue in modern adult education on historical paths in European regions GRUNDTVIG- Learning partnership 2007-2009 Countries involved: GER, AU, Cyprus Coordination: Germany Agentur Kultur GbR, München Web: http://www.agentur-kultur.com/projekte1.html

Uniting Europe through Cultures „With malice towards one“ GRUNDTVIG Learning partnership 2007 Countries involved: BE, FI, Ro, Ir Coordination: Austria, THE BUSINESS CLUB „AUSTRIALIA” Web: www.unec.eu.com Email: Ingrid WAGENHOFER ingrid.wagenhofer@club-austrialia.info • Developing Skills for Efficient Communication with People from Different Cultural Backgrounds http://81.83.17.172/unec/default.aspx

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EuBiA - Broadening Peoples Mind in Ageing

Learning partnership, 2008 - 2010 Countries involved: AUS, UK, CZ, D, It, PL, SK Coordination: Austria bia-net- Netzwerk Bildung im Alter Web : http://www.bia-net.org/en/eubia.html Email: Mag.Manuala Hinterberger manuela.hinterberger@bia-net.org • “bia-net” is a registered not-for-profit association, founded in 2008, Promoting the topic LEARNING IN SENIOR AGE, Promoting exchange of experiences between our membersim the field of LEARNING IN SENIOR AGE, Promoting cooperation and partnerschip of organisations and individuals who work with older people, Developing sustainable regional, national and European networks • other European projects : LARA, LISA, LENA: http://www.bia-net.org/

The SLIC- “Sustainable learning in the community - Raising awareness of older people’s competencies and identifying new opportunities for learning and engagement”

Teilnehmende Länder: AUS, FIN, DEU, HU, IT, UK Land: Österreich Web Projekt: http://slic-project.eu/ Organisation: Rotes Kreuz Web Organisation: www.roteskreuz.at Ansprechpartner: Charlotte Strümpel, Cornelia Hackl Email: charlotte.struempel@roteskreuz.at Email: cornelia.hackl@roteskreuz.at • „Informelles Lernen und Möglichkeiten freiwilligen Engagements im Alter – Sichtbarkeit, Motive und Rahmenbedingungen“ http://www.bildungsforschung.org/bildungsforschung/Archiv/2009-01/Engagement • “It is never too late to learn”: addresses the challenges and different types of actions in order to face these challenges and highlights the importance of adult learning as a key competence of lifelong learning. http://slic-project. eu/europe/policy-documents/index.php

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Databases to find more examples of European projects ADAM (Advanced Data Archive and Management System)

The online European database went live, for the first time providing LEONARDO DA VINCI project promoters in all participating states with a contemporary platform on which to present their projects and products to relevant specialist bodies and to interested members of the general public. http:// www.adam-europe.eu/adam/homepageView.htm

EVE

EVE is the electronic platform for the dissemination and exploitation of results of projects supported by programmes managed by the European Commission in the fields of Education, Training, Culture, Youth and Citizenship. http://ec.europa.eu/dgs/education_culture/eve/

ENEVA- PROJECT

European Portal of EU projects on disabled people http://www.enevaproject.eu/content/view/16/32/lang,en/

A plea for greater intergenerational solidarity

Publication of AGE (European Older Peoples Platform) with the support of the King Baudouin Foundation, aimed at promoting a European society based on greater solidarity between the generations. http://www.age-platform.org/EN/IMG/AGE-Solidarity-BROCHURE-EN. pdf

The Grundtvig programme celebrates European day of intergenerational solidarity

Within the Lifelong Learning Programme, the Grundtvig programme supports adult education, and funds a great number of projects. Some of them have allowed the development of interesting initiatives for intergenerational solidarity and learning. Some of these projects are presented here:. http://ec.europa.eu/education/sharing-experience/sharing1350_en.htm

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Catalogue of all Grundtvig Learner Workshops

The European Commission has published a catalogue of all Grundtvig Learner Workshops, taking place across participating countries between September 2009 and August 2010. http://ec.europa.eu/education/grundtvig/doc/catalogue09_en.pdf

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Partners

Arbeit und Leben DGB/VHS NW Mintropstraße 20; D - 40215 Düsseldorf www.aulnrw.de Jürgen Lange (lange@aulnrw.de) ASCR – Asociace Samaritánu Ceské Republiky Botevova 3103/17; CZ – Praha 4 www.ascr.cz Jiri Kuncman (ascr@ascr.cz) BAGSO – Bundesarbeitsgemeinschaft der Senioren-Organisationen Bonngasse 10; D - 53111 Bonn www.bagso.de Elke Tippelmann (bagso@easynet.be) Culture et Liberté National 5, rue St Vincent de Paul ; F - 75010 Paris www.culture-et-liberte.asso.fr Laure Onidi (cel.international@nnx.com) Czech University of Life Sciences Kamycká 129; CZ – 16521 Prague 6 – Suchdol www.e-senior.cz Jan Jarolimek (jarolimek@pef.czu.cz) Ruhr-Universität Bochum Universitätsstraße 150; D - 44801 Bochum www.ruhr-uni-bochum.de Franz-Josef Jelich (franz-josef.jelich@ruhr-uni-bochum.de) GEFAS Mozartstraße 14 a; AT - 8010 Graz www.seniorweb.at Irmgard Zandonella (irmgard@zandonella.com)

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25sec Studio Wilsnacker Str. 62; D-10559 Berlin www.25sec.net Angelika Middendorf / Andreas Schimanski (hello@25sec.net)

L`Outil en Main 22, rue des Filles Dieu ; FR-10000 TROYES www.loutilenmain.asso.fr Yana Boureux (outilenmain@wanadoo.fr)

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