Guide of Ideas For Planning and Implementing Intergenerational Projects

GUIDE OF IDEAS
FOR PLANNING
AND IMPLEMENTING
INTERGENERATIONAL
PROJECTS
Together
yesterday, today and tomorrow
Guide of Ideas for Planning and Implementing Intergenerational Projects
Together: yesterday, today and tomorrow
Editor: Teresa Almeida Pinto - Intergenerational Valorisation and Active Development Association, Portugal
Authors: Teresa Almeida Pinto, Alan Hatton-Yeo and Iris Marreel in co-authorship with Maria Waser, Andy
Limacher, Mónica Duaigües , Michael LaFond, Gill Clarke, Davide Di Pietro and Jan Schmolling
Design: Tânia Guerreiro Madeira, Portugal
Traduction: CompaRes – International Society for Iberian-Slavonic Studies, Portugal
Printing: Rääma Young People Union Youth, Estonia
Photos with permission of: BFI Tirol Bildungs GmbH (AT), Infoklick.ch (CH), Fundació Caixa Catalunya (ES), id22 -
Institute for Creative Sustainability (DE), Derbyshire County Council (UK), Lunaria (IT), Centre of Films for Children
and Young People in Germany (DE), Association VIDA (PT)
ISBN: 978-989-8283-01-6
The Project MATES - Mainstreaming Intergenerational Solidarity is co-financed by the Lifelong Learning
Programme from the European Commission, as a Grundtvig Accompanying Measures Project (2008/09).
Project Number: 141744-LLP-1-2008-1-PT-GRUNDTVIG-GAM
This publication reflects the views only of the authors, and the European Commission cannot be held responsible
for any use which may be made of the information contained therein.
Contents
Executive Summary
Preface
By Alexandre Kalache
Introduction
By Alan Hatton-Yeo
Good and Bad Practice or Just Ideas?

7 Chapter I
By Teresa Almeida Pinto
Showcases of Intergenerational Practices

8 Chapter II
By Iris Marreel in co-authorship with
+ Intergenerational Learning in Organisations: An European employability

promoting project – Maria Waser
+ Youth With Impact: An innovative programme on community participation in
Switzerland – Andy Limacher
+ Live and Live Together: An intergenerational shared-housing programme in Spain
– Mónica Duaigües
+ experimentcity: Innovative and sustainable re-uses of vacant land and buildings in
Berlin for social, cultural and ecological purposes – Michael LaFond
+ Grassmoor Allotment Project: An intergenerational gardening project in England
– Gill Clarke
+ Fifty- Fifty: Junior and Senor Citizens in Italy discovering Social Europe through
International Voluntary Service – Davide Di Pietro
+ Video of Generations: A German Intergenerational Media Award – Jan Schmolling
Directory of Intergenerational Projects

16 Chapter III
Core Principles of Intergenerational Practice

20 Chapter IV
By Alan Hatton-Yeo
Nine Steps to Success

21 Chapter V
Recommendations and Conclusions

23 Chapter VI
Bibliography
Acknowledgements
Executive Summary
The Project MATES - Mainstreaming Intergenerational set of strategic methods to gather the envisaged
Solidarity is co-financed by the Lifelong Learning information, including:
Programme from the European Commission, as a
Grundtvig Accompanying Measures Project. Review of the international literature related to
+
Intergenerational Practices;
One of the main objectives of the Project is to produce a Inquiry, by a first questionnaire to relevant
+
Guide of Ideas for Planning and Implementing stakeholders in Portugal;
Intergenerational Projects, made available in 22 official Organization of one conference and one public round
+
EU languages. table (November 2008, Porto – Portugal);
Inquiry by a second questionnaire to coordinators or
+
The Guide is a component of a much wider ensemble of team members of Grundtvig Projects and other
products, which together, form a coherent package of projects;
didactic resources to be used, by researchers, local Face to face consultation with experts and end
+
authorities and by institutions in direct contact with beneficiaries (including young people and older
younger and elder generations. people).
The package of resources includes:
The analyse of research data and writing of this Guide has
Online Library of Intergenerational Projects;
+ been a composition made by the hands of three authors:
Online Library of Intergenerational of Manuals and
+ Alan Hatton-Yeo, produced the introduction and Chapter
relevant documents; IV, remembering the Core Principles of Intergenerational
Video;
+ Practice. As result of the second questionnaire, Iris
Report of the Research conducted in Portugal;
+ Marreel has put together the Good Practice Showcase,
Catalogue of Literature;
+ illustrating the wide range of Intergenerational Practice,
Database of people engaged in Intergenerational
+ transmitting keys and material available to its successful
Practice; implementation, presented in Chapter II. The content of
Web platform that hosts all the documents
+ Chapter I presents the main messages emerged from
mentioned above: www.matesproject.eu Portuguese research and literature analysis. Chapter III
lists briefly 30 Intergenerational Projects (mostly) co-
MATES deliverals respected, as far as possible, the financed by the Lifelong Learning Programme from the
following dimensions of quality: European Commission, under Grundtvig sub-action.
Empowerment: end beneficiaries have been deeply Chapter V presents a brief road map to implement
involved in the planning and development of MATES' Intergenerational Practice. Recommendations and
products; Conclusions are summarized at Chapter VI.
Mainstreaming: capacity of the mentioned resources to
influence at vertical and horizontal level organisations We hope this Guide will provide you arguments to reflect,
working with Intergenerational Practices; inspire you to find new solutions and contribute for your
intervention on the ground. Now it is up to you, to start or
Adaptability: ability of the package of didactic tools, to be
to go further in your own “road”.
replicated to address comparable problems in other
contexts/places;
Teresa Almeida Pinto
Utility: added value for the end beneficiary, measured in
MATES Coordinator
terms of new competencies, knowledge and furthermore
how much inspiring and action-driver are the resources
produced;
Sustainability: capacity of the MATES' products to live
beyond the financing of the project; Wayfarer, your footsteps are
Cost/benefit ratio: cost considering impact and number
the road, and nothing more;
of end beneficiaries, during and beyond the Project
Wayfarer, there's no road,
duration.
you make the road by
To produce such package of resources we conducted walking
some technical activities, such as the production of a web Antonio Machado, Proverbios
platform and a deep research. For research purposes, we y Cantares XXIX (1875-1939)
Preface
The World is ageing. and security in order to enhance quality of life as we age ".
But it will also contribute to the realization that in a
Another four decades and there will be an elderly
society where older people are more integrated, more
population of over 2 billion worldwide. Just imagine:
socially included, everybody gains.
more older people than the entire world population just
some few decades ago! Furthermore, the world in which
we are ageing is very different from the one we were born Alexandre Kalache, MD, PhD
into - for instance, much more urbanized. Just consider: Senior Advisor to the President on Global Ageing, the
today, around three quarters of all older people living in New York Academy of Medicine,
the developed world are urban dwellers and the
Former Director of the World Health Organization
proportion will continue to steadily increase over the next
Programme on Ageing and Life Course,
decades. Society is changing fast in parallel to its ageing
HelpAge International Global Ambassador on Ageing.
process.
No longer the extended families where a few would reach
old age surrounded by younger relatives. Globalization,
urbanization, international migration, declining fertility
rates, participation of women in the workforce...
irreversible changes that make active ageing both, more
challenging and more than ever imperative.
More challenging because the status of older persons
has changed. No longer we live - or want to live! - in
patriarchal societies. When an older person needs
support there will not be right there an army of (female)
relatives to provide such care. On the other hand, for
those who age well the prospect of growing older has
never been so good: more and better health and social
services, more facilities, higher incomes. But for those
who are not so privileged... it is not easy, to say the least.
Societies are therefore urgently required to develop

mechanisms, strategies and policies that will forge the
cement for ageing to be a positive experience for most.
That cement is, in one word, solidarity. Solidarity between
the rich and the poor, the North and the South, the public
and the private sectors - but above all, the young and the
old.
Such solidarity needs to be fostered and nurtured: there

are competing forces to make it more difficult to happen
than in the past. But it is feasible even in our more
materialistic, urban society. Besides, it is also what
people want and expect.
In virtually all the 35 cities engaged in the World Health

Organization "Age Friendly Cities" project older people
expressed the importance they attribute to
intergenerational solidarity - and the need to facilitate
and make it happen.
Solutions, new approaches, strategies, practical
exemples are all needed and I commend those who
conceptualized and developed this Guide. It will
immensely contribute to the Active Ageing vision of
"optimizing the opportunities for health, participation
Introduction
The increasing interest in intergenerational practice is
+ economic consequences and opportunities attached
a response to substantial demographic changes in our to them.
society, changes in economic and welfare patterns,
the shift from an industrial to a knowledge society, There is a current need to promote intergenerational
+
gradually dissolving traditional family structures and learning (IL) in Europe as a means to enhance
a general decline in active citizenship. Those changes intergenerational solidarity. In 2007 the European
have led to an individualisation of societal structures Commission (EC) encouraged EU member states to
and to increasing age segregation in society. establishing a new solidarity between the generations
to confronting demographic changes in Europe. EU
In fact, the ageing of the population is one of the most
+ citizens are in favour of fostering IL: according to a
significant transformations being experienced in 2008 Eurobarometer, 85% of the EU citizens consider
European societies, and one of the major social policy it important to use public budgets to support initiatives
i ss u e s fa c i n g fa m i l i e s , g ove r n m e n t s a n d and projects which bring together young and elder
communities. The evaluation of current demographic people.
data considering the ageing of the population
necessitates a reconsideration of some key concepts The policy initiatives that are more explicitly concerned
+
that are not merely political or sociological: but also with intergenerational learning are incorporated
concern economic and social parameters, as well as within recent moves to promote lifelong learning,
cultural and intellectual issues. through instruments like the European Commission's
'Memorandum on Lifelong Learning”. This underlines
According to a 1998 research of the Eurobarometer,
+ the need to promote a 'cradle to grave' culture of
the citizens of the European Union consider that elder learning in European society, supporting seamless
people do not understand how many things have transitions from school through higher education and
changed in our society, do not understand what young into adult and informal learning. Closely allied to this
people really like and should be as active as possible to vision of continuous learning are other policy agendas,
improve their experience of ageing. At the same time, associated with skills utilization and development and
younger generations feel responsible towards elderly with social inclusion – particularly focusing on
people, do not have anything against them and would promoting the inclusion of elder people within
not let their parents live in an old people's home. The economic, social and cultural life.
recognition that discords between the generations is a
phenomenon appearing throughout all societies and The key policy agendas shape how intergenerational
+
eras, it deeply depends on social and economic learning is situated within this broader education
circumstances, and helps us seeing that young people policy landscape, including the Grundtvig sub-action
are receptive to bridge the gap between generations, (as part of “Lifelong Learning Programme”), that
which social problems such as unemployment, underlines the importance of generational learning by
poverty, exclusion and racism make wider. giving a specific priority to "Teaching and learning in
later life; Inter-generational and family learning".
Current literature indicates that intergenerational
+
learning activities can contribute to equalise these The Chapters II and III of this guide describe a number
+
disparities, i.e. to overcome societal segregations; to of ongoing and past Projects funded by the European
promote greater understanding and respect between C o m m i ss i o n to d a te , i l l u st ra t i n g s eve ra l
generations; to contribute to individual competence Intergenerational Practices, whose aim (in general) is
and capacity development; and to build more inclusive to bring together people from different ages,
societies. At the same time, previously conducted promoting greater understanding and respect
observatory projects demonstrated that the between generations and may contribute to building
intergenerational landscape in respect of policy and more cohesive communities.
practice, in the European Member States and beyond,
is highly diversified, and intergenerational learning
develops for a variety of reasons at different speeds,
widths and depths.
It is becoming evident in Europe that policies for

+
learning and their reflection of a “learning society” are
not merely policies for teaching and learning, or even
for education and training, but form an integral part of
wider social and economic policy. The outcomes of
learning are intimately connected to core economic
and social policy concerns, and have social as well as
6
Chapter I .:. Good and Bad Practice or Just Ideas?
need for intergenerational contact" and "Bibliography

It's because I'm in a hurry, that and sites with specialized information” were the less
I'm going slowly marked, with 10% and 9% of preferences, respectively.
Amílcar Cabral (1924-1973)
To better understand the main concerns of both
The regular and harmonious relationship between the beginners and experienced professionals, respondents
generations should be a simple and spontaneous act. were asked to select their perceived barriers to develop
However, it became necessary the mediation of intergenerational practice. From a set of six hypotheses,
professionals to organize and encourage such contact. these are the results:
Initiate a plan to exchange activities between young and
older people, raises many fantasies, but also raises many Lack of training of professionals: 28%
+
fears and insecurities among the professionals, Poor involvement of the community into such
+
compelled to start such adventure. activities: 20%
Lack of funding: 18%
+
How can I start? It is the first and fiercer of all barriers. Lack of motivation and interest of the young and the
+
elderly: 13%
To better know how MATES Guide could help the Lack of motivation and interest of professional, in
+
Intergenerational Practice “beginners”, we conduct a direct contact with this public: 12%
research among potential users in order to deliver a Lack adequate physical spaces: 9%
+
didactic tool, has far as possible, close to their needs and
expectations. This research involved 64 people that Furthermore, researcher participants have also been
answer to an inquiry and participate in a face-to-face asked to express themselves freely (open-ended
Forum, that took place at Porto, Portugal in November questions) about the most relevant skills of
2008. professionals, under an intergenerational context, and
Participants represented the main sectors / target what might be the most effective measures to improve
audiences with responsibilities in the theme. The sample quality and quantity of intergenerational Programmes in
reflects the representativeness of these institutions in their community/institution.
society:
It was not our intention produce a long and deep
Academic institutions / research: 31%
+ research. We just wished to set a scenario based on
Structures of local government (local authorities):
+ criterions of a specific and small group, of diverse
25% professionals.
Service providers to elderly and/or children and
+ Based on their choices, we tailored and condensed into a
young people: 44% light length the information that we thought to be most
relevant to support interventions and overcome
This research made it possible for professionals to perceived barriers.
present the priorities and political strategies (local
government), their theoretical reflection (academic This Guide is for all professionals that are or wish to be
institutions) and ensure that the Guide will incorporate enrolled in the development of intergenerational
solutions to be used in their daily activities (service activities.
providers). By incorporating features that meet the needs of
Near a third (29%) of participants had no experience in potential users, we hope to increase the massive use of
the implementation of intergenerational activities, the Guide. We also expect that it can be a reliable
thereby they ensure that, in addition to the views of didactic tool to support ground action and a source of
professionals more familiarized with this issue, the Guide inspiration and motivation.
will also observe the level of skills of less experienced.
The questionnaire used in the research asks about which

content should be included in the Guide. Six scenarios
were presented, plus the possibility to refer another
alternative (open-ended question). Respondents
indicated that the Guide should preferably incorporate:
+Real examples of activities, already successfully

implemented by other institutions (33%);
+Practical advice on methods to use (29%);
+Bookmarks techniques to guide the implementation
of activities (19%).
The hypothesis, “Theoretical foundations that justify the
7
Chapter II .:. Showcase of Intergenerational Activities
The seven examples provided in this chapter show how participation in the labour market.” (Spanning, 2008)
intergenerational practice can make significant
contributions to the objectives of the Lifelong Learning How to prevent further segmentation and establish a
Policy of the European Commission: the enhancement of new balance between the generations on the European
participation and inclusion, solidarity and active labour market?
citizenship, personal development, quality of learning This is the key question of project IGLOO. The intergene-
and employability. rational learning / teaching model developed and piloted
Our aim is to illustrate the wide range of in different companies in the participating countries of
intergenerational practices, choosing a typology the project should be adaptable to all EU members.
according to different fields of interactivity suggested by
the EAGLE project (Thomas, F, 2008): The Idea
Both trends the displacement of older employees from
Learning from each other
+ the labour market and a deficit of younger employees will
Helping and supporting each other
+ lead to a lack of skilled workforce in the future.
Living together
+ Retirement skills and tacit knowledge of the older
Experiencing together, opening up collaborative
+ employees tend to be lost for the company, due to a lack of
spaces transmission to younger employees. And vice versa the
Playing, Acting and performing together
+ younger employees seldom transfer their “new” techno-
logical knowledge and skills to the older generation.
We want to transmit keys and available material to the IGLOO intends to develop new methods and approaches
successful implementation of intergenerational in order to facilitate and enhance intergenerational
learning in further educational training in and outside
cooperation.
companies.
The practice examples operate in different partnership
arrangements (grass root initiatives, top down), in
different settings (like schools, communities, The Aims
organisations), in different fields of interaction and The aims of IGLOO are to raise the awareness of the
learning (like media competence, housing, volunteering, importance of continuous knowledge exchange between
health promotion, environmental education), on different younger and older workers. The planned outcome of this
scales (community based, regional, national, European, project is an innovative teaching and learning model that
International) and addressing common challenges to our can be easily implemented in organisations and help
keeping precious knowledge in the company, as well as
European societies (like social inclusion, employability,
enhancing knowledge exchange and reducing conflicts
sustainability). Most of the examples selected have a long between younger and older employees.
running experience and are approved, but we also
included some examples entering new territory, such as
intergenerational volunteering and the enhancement of How did the project proceed?
employability. Step one: The project started by doing a scientific
literature research and a best-practice-collection. With
Activities financed partially or integrally, in one or more respect to intergenerational learning, only a small
phases, by: number of companies were found. “Their resource
Grundtvig Projects co-funded under Socrates policies included systematic succession planning,
or under the Lifelong Learning Programme mentoring, apprenticeships, on-the-job training,
from the European Commission. coaching, intergenerational task forces and workshops.
Flexible working time schemes are introduced to facilita-
te the transmission of know-how between workers close
Projects funded by other sources. to retirement and their young successors.” (Spannring
2008, p. 28)
GENERATIONS LEARNING Step two: The second research activity consisted on the
realisation of a requirement analysis in different compa-
FROM EACH OTHER nies and organisations. Carrying out the survey and
comparing the results allowed to draw a picture of
Intergenerational Learning intergenerational learning in organisations in specific
in Organisations (IGLOO) countries.
An employability promoting project across ages within
the European Programme of Lifelong Learning Based on the outcomes of both research activities IGLOO
creates a new learning / teaching model, using learning
In order to face the predicted lack of workforce and techniques and approaches which support companies
conflicts between the generations IGLOO tackles “two of and organisations in their knowledge management and
the key European challenges set out by the Stockholm which helps them to enhance intergenerational learning
European Council, which are increasing cross-age and knowledge transfer. An important factor is the
participation in training and increasing cross-age integration of ICT-components, such as online training
8
Chapter II .:. Showcase on Intergenerational Activities
sessions. Different companies (SMEs, training European public.
companies, etc) pilot the model. They are provided with
tools and guidelines that show how to improve the The Idea
process of intergenerational learning by themselves. The idea behind Youth with Impact is simple: Once a year
a committee of young people and adults organises a
Keys to success “Youth With Impact Day”. During this day, realistic
The younger employees, in turn, benefit from the projects are developed and afterwards carried out.
experience of the older ones and receive in these fast
moving times assistance in orientation. The Aims
In this pool of experience, knowledge and competence The project aims are a better inclusion of young people in
can be located a potential, which can be of use for the community development issues, giving them a voice and
development of a company. However, this will only fostering a positive image of the young people towards
succeed if the learning between the generations is based the community where they live.
on reciprocity and equal footing. Mutual acquaintance
and acknowledgement provide the basis for employees of
different generations to work together and jointly engage
for the company, provided if the company promotes this
approach.
Material available:
All results (literature report, national and general
surveys on intergenerational learning in companies,
online handbook, online training course) will be
published in EN, DE, IT, ES, LT.
Further information:
BFI Tirol Bildungs GmbH
Martina Rupprechter
E-mail: martina.rupprechter@bfi-tirol.at
Website: www.iglooproject.eu
Committee Group
Meetings for Com
GENERATIONS HELPING Activities munity
Youth With Impa
AND SUPPORTING ct Project - Switzerland
EACH OTHER
How does “Youth with Impact” works?
Youth With Impact Step one: setting up a committee
An innovative programme on community In this committee, young people and adults prepare the
participation in Switzerland “Youth with Impact Day”: The young members define the
topics of interest that are going to be discussed during the
Youth with Impact integrates young people in society, “Impact Day” and motivate peers to participate. The
enhances well-being and health, increases the adults take care about the setting of the event and invite
identification with their local community, improves other adults who can help realising the projects. This first
relationship building between generations and step requires between three and four preparatory
promotes respect and tolerance. meetings.
How to better involve young people in community Step two: the “Youth With Impact Day”
development? During the “Impact Day”, each group works out a project
This question turned up 1996 in Moosseedorf, nearby for the community according to the topics set by the
Bern. Together, young people and members of the local young members of the committee. Thanks to the dialogue
authority developed the project Youth with Impact, which between young people and adults, the developed projects
was implemented for the first time in 1998. Within ten are realistic and fundable.
years, the local project has developed into a national
program run by Infoklick.ch – almost 70 municipalities Step three: the project-groups
and several cantons contribute to the network. During After the “Impact Day” the committee initiates the
the participation of Infoklick.ch in the Grundtvig learning projects together with other young people and adults who
partnership “Network for Intergenerational Learning in are interested. There are many successful examples of
Europe” (2003-2006) the project was presented to a wider realised projects across Switzerland such as beach
69
volleyball-fields, youth centres, skating rinks, and Today, the programme operates across Spain in 27 Cities
parties for young people. and in cooperation with 34 university centres. This
programme is also associated to Homeshare
Keys to success International, an international network bringing together
According to Markus Gander, CEO of Infoklick.ch, the the experience of similar working programmes from
implementation of the dialogue across generations is around the world.
essential for the success of the project:
“Young people indeed have good ideas, which are The Idea
important ideas for the community development. What This programme is defined as a shared-housing
they do not have is the knowledge, the skills and the programme with the participation of two generations: a)
necessary contacts. (…)People of different generations Senior citizens over 60 years living alone, willing to share
talking to each other promote in addition mutual their home and in the condition to provide an appropriate
understanding. The jointly implementation of projects in and free accommodation to a student; b) students under
situ enhances the identification with the community and 30 years, officially attending university, who in return for
improves the local well-being. Such a direction of impact the accommodation offer companionship to the elderly
ties better the involvement of young people in social person and agree to stay at home overnight.
contexts than a tenor saying “we listen what you wants,
we will tell you what is possible”. In order to increase the The Aims
dialogue across generations it is in a first instance The overall aim of the programme focus the promotion of
necessary to interact on an equal footing” (Gander, 2007) caring relationships of the members of two generations,
who beyond family bonds usually would not meet each
Material available: other.
Project-description in DE and FR, Project-DVD in
German, Start-Up-Kit for communities in German. All How does Live and Live Together works?
information will be available in FR, DE and IT. From the start of the selection process through to the end
of the academic year, a team of professionals
Further information: (psychologists and social workers) gives support to the
Infoklick.ch senior citizen and to the student ensuring that the
Andy Limacher E-mail: andy.limacher@infoklick.ch experience of living together is beneficial to both.
Website: www.jugendmitwirkung.ch
GENERATIONS LIVING TOGETHER

Live and Live Together
An intergenerational shared-housing programme in
Spain
In Spain, known under the name Viure i Conviure (Live
and Live Together), this intergenerational home share
programme between elderly senior citizens living alone
and young university students promotes, on the one
hand, the development of values such as solidarity,
reciprocity, tolerance and respect of others. On the other
hand, the programme encourages elderly people to keep
on living in their homes by the creation of caring
relationships beyond family bonds.
ers
ti o n s h ip s of the memb
How to address isolation of elderly persons living alone Caring rela
ations
in the fairly large flats in the neighbourhood of Example of two gener ther Project, Spain
in Barcelona? Toge
Live and live
Representatives of Obra Social de Caixa Catalunya,
Barcelona City Council, and the Universities of
Barcelona, Pompeu Fabra and Ramon Llull met at the Step one: The formation of the pairs
start of the academic year 1996/97 to find a way how to The matching of the pairs takes place during the whole
tackle this question. Together they decided to test the academic year. This task area includes the classification
idea of housing students coming to Barcelona in the of the applications, the admission of the candidates, the
homes of the elderly people, matched and followed up by selection and introduction of the pairs and finally, after a
a professional team. Psychologists and social workers trial month the formulation and the signing of the
compose the professional team of Live and live Together. “cohabitation agreement” by both parts. In the process of
5 10
matchmaking, a professional team takes care of finding routines, starts to incorporate and respond to other
persons that can adjust to each other through personal demands, such as loneliness and solidarity, which are
similarities and common interests. The initial agreement much more linked to relationship shortfalls in today's
is an important instrument recording a minimum of society. Achieving this transformation is the end goal of
obligations of each party providing limits and trust at the the programme and in turn the greatest benefit that Live
beginning of the cohabitation. and Live Together can offer to the people who join it.”
(Pérez Salanova, M. and Subirats, J., 2007, p. 68f.)
Step two: The monitoring processMonitoring through a
reference professional for each party is offered on a Material Available
regular basis during the whole time of cohabitation. In Pérez Salanova, Mercè and Subirats, Joan. Live and Live
general once a month a staff member of the programme Together. A person-to-person experience. Viure I
visits and talks to the elderly person at home. The Conviure Foundation, Autonomous University of
students are interviewed at the programmes office. Barcelona, Barcelona, 2007. See also more information
Psychologists or social workers take over the role of a and resources on accommodation arrangements for
mediator or an advisor supporting the participants in students and others in exchange of providing
relationship building. Conflict handling through dialogue, companionship and independent living assistance to
reflection, negotiation and reconciliation is seen as a part seniors at the webpage of Homeshare International:
of the learning process of living together, which requires www.homeshare.org
commitment and exercising tolerance on both sides.
Fundació Caixa Catalunya
Mónica Duaigües E-mail: fcc@funcaixacat.org
Website: www.caixacatalunya.es/viureiconviure
experimentcity
Innovative and sustainable re-uses of vacant land and
buildings in Berlin for social, cultural and ecological
purposes
It is the bottom-up approach, involving civil society and

local resources that support sustainable urban
development through culture and creativity that makes
the project truly unique. In 2009 experimentcity is being
publicized by the European Commission as a best
practice in the “Year of Innovation and Creativity”.
ips of members How to improve the living environment in a post-

Caring relationsh industrial city confronted with shrinking, ageing and
of two generations. diversifying populations, as well as a stagnating
ther, Spain
Live and Live Toge economy and enormous debts?
experimentcity was created by the non-profit id22:
Institute for Creative Sustainability in Berlin to support
Keys to success sustainable development experiments in dynamic, post-
Beside the participants and the professional team, the wall Berlin. Since 2003, experimentcity links theoretical
family of the elderly person is another integrated part of sustainable development discussions to on-the-ground
the project. It is important that the family has a positive demonstrations and participants, such as housing
attitude towards the cohabitation project and is prepared projects, construction initiatives, project developers,
to help and take over responsibility when it is needed, for consultants, enterprises, students, citizens and
example in cases of health problems of the elderly supporting partners.
person. Today experimentcity itself represents a network of
hundreds of innovative projects, ranging from co-
In a recent study on Live and Live Together the authors operative, intergenerational, ecological housing to a
convincingly demonstrate that the impact of the youth education and cultural centre installed in a large,
programme goes far beyond the simple efficacy of the abandoned locomotive train repair hall.
exchange from which they were originated. “The
programme (…) starts from the basis of a number of The Idea
traditional demands, such as physical safety and The method focuses on taking sustainable development
financial help, and, through daily life (cohabitation) from theory into practice by unleashing the great and
6 11
unexplored potential in Berlin's vacant land and and intergenerational housing.
structures. Synergies found in bringing “non-used”
spaces together with the resourcefulness of civil society Keys to success
has led these innovative land recycling groups to be What makes experimentcity so special is the combination
increasingly recognized as partners in the City's of civil society and local resources to support sustainable
development. development through culture and creativity.
experimentcity has developed inclusive bottom-up and
participative methods to re-using Berlin's vacant land
and buildings for social, cultural or ecological purposes.
This approach has helped improve quality of life and
environment in the city and also promoted the urban
regeneration of Berlin.
id22: Institute for Creative Sustainability
Michael LaFond
E-mail: info@experimentcity.net
Websites: www.experimentcity.net and
www.wohnportal-berlin.de
GENERATIONS EXPERIENCING
TOGETHER, OPENING UP
ches.
novative approa COLLABORATIVE SPACES
A Forum for in
AYS 2008 Berlin
EXPERIMENTD
GAP-Grassmoor Allotment
Project. An intergenerational gardening project in
England
The Aims
This initiative fosters cooperation among various actors In Derbyshire (England) this community
(housing and construction project developers, intergenerational allotment project promotes health
consultants, enterprises, students, artists and and wellbeing in a creative way whilst developing
environmental activists) resulting in new synergies that gardening skills. The young and not so young work
improve urban quality of life. An important goal is together in a positive way, sharing experiences and
supporting integrative and intergenerational initiatives. ultimately challenging the stereotypical portrayal of the
The focus is on how to do more with less, as well as how to opposite generation.
engage and empower civil society in the design and
management of urban spaces, without excusing local The brief was 'How to improve communications between
the generations and promote the health and wellbeing of
government of its responsibilities to maintain certain
all ages and reduce fear of crime'?
qualities in build environment. Representatives of Derbyshire Intergenerational
Strategy (DIgS) and other relevant stakeholders met in
How does experimentcity works? 2008 to look at ways to improve social cohesion whilst
Each year experimentcity's EXPERIMENTDAYS working on a health and wellbeing programme.
organises a forum for discussion, networking and To date the £500,000 funding from Derbyshire County
exploring innovative approaches to sustainable and Council has enabled 127 schools and 1 Children's Centre
participative urban development. This two-day event to take part in this type of project.
features project exchanges, workshops, discussions and
excursions. EXPERIMENTDAYS 2008 saw more than 1000 The Idea
visitors and some 100 project presentation The model developed required all generations involved
stands.Communication activities brought information to co-operate in the design of an allotment and the crop
about this event to over 30 000 people. planting that will take place over each of the seasons.
The fruit and vegetables, grown on the allotment, are
In addition, experimentcity hosts WOHNPORTAL.berlin, either taken home by the children to encourage healthy
an online database to support networking between eating in the family or used to supplement the school
projects and to provide inspiration and examples (120 kitchen. Exercise and a healthy diet are an intrinsic part of
sustainable development projects and initiatives) for the agenda.
alternative uses of vacant urban spaces and co-operative
5 12
The Aims Keys to success
The project aims to improve community cohesion and According to Gill Clarke, DIgS, Project Manager “the
break down barriers by encouraging intergenerational ultimate measurement of success is sustainability of
relationships outside of the family network plus intergenerational activity which will have a longitudinal
collaboration on a healthy living project. The scheme impact on the relationships between the younger and
looks at taking positive practical action for the prevention older members of the community. Consequently this will
of and reduction in obesity in all generations. reduce the fear of crime as communities become more
tolerant towards each other”. In addition, in this case it
How does the allotment project works? will contribute to a lifestyle change, improving their
At the start of the scholastic year, the students will have health and wellbeing at the same.
the opportunity to work with members of the allotment
society on a plot adjacent to the school. This activity is This project received national acclaim when chosen as a
timetabled each week in order to have regular organised demonstration of best practice for National Older
sessions. Within the school setting lessons are organised People's day by the BBC's.
to work on healthy eating and the benefits of regular http://news.bbc.co.uk/1/hi/uk/7645581.stm
exercise.
Material available
Step one: Getting to know you session DCC is to date the only county in England to have an
The new relationships are forged in a 'getting to know intergenerational strategy. The strategy was launched in
you' session, which allows both generations to the production of a resource pack to offer advice and
experience something new. We have run a “willow guidance to organisations wishing to set up an
weaving” activity to enable members of all generations intergenerational project (available at the website) .
involved to join forces and make a tepee. All participants
had the opportunity to practically work together and use Further information:
the final product to grow runner beans on at the allotment Derbyshire County Council
site. (see photo) Gill Clarke
Email: gill.clarke@derbyshire.gov.uk
Website:http://www.derbyshire.gov.uk/community/hel
ping_all_ages/default.asp
Fifty - Fifty
Junior and Senior Citizens in Italy discovering Social
Europe through International Voluntary Service
International voluntary service activities, social and

cultural exchanges among young people and adults are
true educational tools for solidarity and active
citizenship both for volunteers taking part to projects
abroad and for their hosting communities.
How to encourage active citizenship and international

volunteering accessible for everyone, regardless of age,
social condition, religious belief or anything else?
Three Italian organisations, engaged for many years in
er voluntary service activities and the management of social
now each oth
Getting to k roject, England
and environmental projects came together to tackle this
Allotment P question in an intergenerational project named “Fifty-
Grassmoor
Fifty”.
The Idea
Step two: Working on the allotment The idea of the project was to form teams of junior and
Once a week the whole class meets with the volunteers senior volunteers previously involved themselves in
from the allotment society, whereby they discuss the activities of the three partner organisations to work out
tasks of the day. They tend and plant as required and are material, educational support and promotion strategies,
also given the opportunity to visit other allotments on the encouraging local administration, associations and
site to identify and discuss the variety of crops grown by citizens to engage in organising or in participating in
other members of the community. active European citizenship and international
volunteering activities.
163
The Aims social disadvantaged and disabled persons. The
The aim of the project was the enhancement of active appendix contains examples of activities organised in the
European citizenship and international volunteering as past, and some practical advice for organisations in
effective ways of informal education and socialisation starting up activities.
towards more solidarity, tolerance and sustainability
across Europe. Step three: the “Fitfy-Fifty” partnership organised 5 local
meetings in Italy, which were carried out by junior and
International volunteering in form of work camps or senior volunteers, talking about their personal
middle and long-term projects tackle a wide range of experiences and presenting the booklet as
topics: from environmental protection to social work, communicative and work instrument for local
from recreational activities with children or older people administrations and associations willing to engage in
to the promotion of cultural issues, from civic education future international partnerships.
to activities promoting human rights. International
volunteering exchanges have recently also been opened Keys to success
to senior citizens and to families in the European Union. As a requirement for the success of intergenerational
From these new intergenerational cooperations, a new volunteering, Davide Di Pietro underlines the necessity of
platform for exchange and experiencing together emerge involving junior and senior volunteer's right from the
for all generations inside and outside of family bonds, start of project development.
providing an opportunity to change stereotype images A senior volunteer reveals: “First of all the
that exist between the different ages. intergenerational exchange can work both by mixing
volunteers of different generations and by mixing the
How did “Fifty-Fifty” works? proposals themselves; for instance, by sending seniors
Step one: “Fifty-Fifty” organised trainings, where the working in a children's house or the young people in
experienced junior and senior volunteers received all hospice for elderly people.
necessary information about the whole range of Everybody is aware of the generational conflict between
international volunteering, senior exchanges and parents and children, but outside the families this conflict
European Voluntary Services. suddenly, for many reasons, often disappears.” (Lunaria
et all (ed.), 2007, p.20 f.)
Material available:
Lunaria, Legambiente, FCEI (ed.): Nobody left out! A

+
Handbook on European Voluntary exchanges, 2007
(IT, EN).
Materials to organise senior exchanges taking into
+
account the intergenerational perspective: Still
Active handbook for volunteers (FR, DE, IT).
Still Active! A Guidebook for the Organisations of the
+
Civil Society interested in Hosting Senior Volunteers
also (FR, DE, IT).
Lunaria
Davide Di Pietro
E-mail: workcamps@lunaria.org
an
er a ti on a l co llaboration in Websites: www.seven-network.eu and www.lunaria.org
Intergen .
l work camp
internationa
y
Lunaria, Ital
GENERATIONS PLAYING, ACTING
AND PERFORMING TOGETHER
Step two: intergenerational teams were built to work
out promotional material. As a result a really inspiring
booklet was created . The booklet with the title “Nobody Video of Generations
left out” presents a description of all different forms of A German Intergenerational Media Award
international voluntary service activities, including
photos and extracts from reports of volunteers, Video of Generations presents the diversity of authentic
expressing individual and group related experiences. The lifestyles of young and of older people and appeals
booklet makes also very well explicit that everyone is against taboos, stereotypes and prejudices. The creative
welcome: youth, senior citizens, migrants, families, media work has proven to be a “catalyst” in conjunction
164
with the dialogue of generations. How does “Video of Generations” work?
Project is targeted at the following groups: Young people
How to promote the dialogue across generations? up to the age of 25 looking at age and age-related every
The competition “Video of Generations” brings both the day life, older people (50+) andcross-generational teams
young and older generation together and uses the .
dialogue facilitating aspect of creative media work to Step one: The production phase
promote exchange and learning processes across The competition category “intergenerational” and the
generations. The project is a nationwide competition set prospect of the winning a prize motivates the young and
up since 1998 with an intergenerational focus funded by the old to work jointly on projects. Among the most
the Federal Ministry of Familiy Affairs, Senior Citizens, frequent forms of project realisation are witness
Women and Youth (BMFSFJ) in Germany. To date approx. portraits as well as films with biographically-based
4000 participants with about 1000 productions have been concerns.
involved in the project. Among these 40 % were produced
by intergenerational teams. The age of the participants Step two: The festival presentation
range between the ages of primary school, up to far over The best films of “Video of Generations” are presented to
the age of eighty. the public at the annual “National Video Festival”. The
productions of the “German Youth Video Award" will also
The Idea be shown at this event. Combining both awards and
Ursula von der Leyen, the current Minister of the BMFSFJ providing free space for communication and exchange
remembers the initial idea of the project: “Film offers an additional platform for lively intergenerational
production needs teamwork. Who is making a film is debate.
telling a story. Why not bringing the fascination for films
together with young and old?” (JKF, 2008, p.5). Keys to success
Video of Generations provides a forum to encourage the The introduction of “Video der Generationen” has
dialogue between the young and the old generation. The enriched the scene of the National Video Festival. This
pedagogical intention of the project is to identify common competition verifies that both generations are indeed
ground and to discover that differences can be mutually enthusiastic about making films and keen to meet and
valuable. exchange views on the artistic productions and different
lifestyles with each other. On the question which films in
particular facilitate the dialogue across generations, Jan
Schmolling, the director of the Centre of Films for
Children and Young People (KJF), answers: "Especially
those, which transport subjective perspectives, affect
directly, cause irritations, are in a way "crazy", and - as it
is well-known laughing promotes awareness - are fun."
(KJF, 2008, p8)
Material available:
The project website updates the public on current media
projects and provides an online data base with all films
submitted since 2007. ,
KJF releases compilations on DVD of exemplary award-
winning productions. A handbook on the implementation
of intergenerational video productions (2008) available at
the KJF. (DE)
ge
w o rk p ro m otes exchan Further information:
.
Creatíve med
ia
s es a c ro s s generations Kinder- und Jugendfilmzentrum in Deutschland (KJF)
g proces
and learnin rmany
Centre of Films for Children and Young People in
m, VdG, Ge Germany
Brüning Fil
Jan Schmolling
E-mail: vdg@kjf.de
The Aims Website: www.video-der-generationen.de
The competition aims at encouraging self-expression in
media form, promoting authenticity and media
competence of both the younger and the older
generation, by inspiring the participants to “translate”
the diversity of their lifestyles to media and to appeal
against taboos, stereotypes and prejudices.
165
Chapter III .:. Directory of Intergenerational Projects
In this chapter we will present brief references of 30
Intergenerational Projects, grouped according to 5 EAGLE
categories: European Approaches to Inter-Generational
Lifelong Learning
Improving lntergenerational learning methods and
+
curricula;
Intergenerational engagement into social
+ Products: EAGLE Portal , Observatory and Toolkit for
participation; Intergenerational Activities – a verified and validated
Intergenerational practice at work;
+ planning mechanism for both people planning new
Intergenerational housing and at outdoor spaces;
+ projects and those seeking to reflect on and improve
existing work including an in-depth project assessment
Building the future intergenerational dialogue.
+
questionnaire (EN).
Almost none of the projects can be fit in just one pure

The EAGLE Toolkit for intergenerational activities has
category and this classification, intents only to drive the been developed to help stakeholders to think about why
attention for those that are looking for ideas to target a intergenerational activities are relevant to the
specific problem or situation. community and to provide a framework for planning,
implementing and monitoring intergenerational
To the projects that have overcome their funding period, activities.
their main products are mentioned and to ongoing
projects, we present their goals. In either situations, web Thomas Fischer thomas.fischer@fim.uni-erlangen.de
address, name and email of the Project Coordinator is www.eagle-project.eu
made available.
Activities financed partially or integrally, in one or more

phases by the mentioned sources:
Grundtvig Projects co-funded under Socrates Young need Old and Old need Young
or under the Lifelong Learning Programme
An international workshop and an exhibition
from the European Commission.
Products: Workshop methodologies and contents.
Projects funded by other sources. Ute Wannig ute.wannig@cil-frankfurt.de
www.cil-frankfurt.de
IMPROVING INTERGENERATIONAL
LEARNING METHODS AND Inter-generational Learning
CURRICULA From diagnostic to impact evaluation
ADD LIFE The Project will define methodologies and tools designed
ADDing quality to LIFE through inter-generational to meet the specific requirements of older people's
learning via universities learning, such as motivation, contents of experience,
communication and transmission means.
Products: The ADD LIFE European Tool Kit for Developing Luisa Moar moar@agfol.it
Intergenerational Learning in Higher Education is
www.crossages.uv.ro
available in 6 languages (CZ, DE, EN, ES, FI, HU) and the
“Open Symposium Reader” in English.
Marcus Ludescher add-life@uni-graz.at European guidelines for Later Learning
http://add-life.uni-graz.at/ in intergenerational, intercultural and ICT based
Settings
COM–for–Skills The Project will provide Guidelines and Quality Standards

for learners, training institutions and trainers dealing
Products: e-booklet that contains case descriptions,
with later learning, especially in intergenerational,
good practices and the thematic collection of materials in
intercultural and IT-based settings.
relation to the adult education system with special
emphasis on definitions and assessment of Wali Berger wali.berger@bfi-stmk.at
competences, application of ICT in the development of www.ianusllp.com
skills employability and entrepreneurship. (HU, PT, ES)
Mayte Gallego Garrido
mayte@fundecyt.es
166
INTERGEN INTERGENERATIONAL ENGAGEMENT INTO

Intergenerational Knowledge Exchange SOCIAL PARTICIPATION
The Project aims to develop teaching materials to
implement "intergenerational skill-sharing workshops” TEDDY BEAR - Twinning the Elderly
to enable two generations of blind or partially-sighted Disadvantaged and Disabled with the Young by
people. Enabling Active Reminiscence
Mokrane Boussaid ebuoffice@euroblind.org Products: Working methodology involving older people
www.euroblind.org ( 5 0 + ) i n c l u d i n g t h o s e s u f f e r i n g f ro m m i l d
dementia/Alzheimer and children/teenagers who are
studying 20th Century history.
DIGITAS - Digital Asylum-Seekers Bernard Godding info@e-c-a.ac.uk
Media education crash course for parents and www.e-c-a.ac.uk/teddybear
grandparents
DIGITAS will produce a training course available on the

Comenius-Grundtvig Training Database and which will Memorieinrete Zagarolo-House
be delivered to adult education trainers and teachers. of Memories and Encounter among People
Lucian Branea lucian.branea@gmail.com
Products: Face to face methodology based on direct
http://digitas.epsilon3.info/ testimonies and discussions, in a perspective of wide-
ranging inter-generational dialogue involving citizens of
different ages.
ILSE Isabella Di Stefano isabella.distefano@upter.it
Intergenerational Learning in Schools in Europe www.memorieinrete.org
The ILSE partnership has collected enough international

evidences to assert that intergenerational programmes
in schools not only enhance lifelong learning Family Literacy Project
opportunities for older adults but constitute an effective
model to foster significant contributions by older persons Products: Several reports and the first book on family
to society. literacy and an exercise book for practioners. (EN)
Deniz Senocak deniz.senocak@acev.org
NIGEL www.unesco.org/education/uie/QualiFLY
Intergenerational Learning in Europe
Products: Booklet presenting 10 examples of

intergenerational learning activities, a CD with the STAC – Strategies towards Active
documentation of the European Colloquium on Citizenship
Intergenerational Learning. (EN, DE) Products: Reports and documents about ICT training and
Iris Marreel active citizenship for older citizens (EN)
dialog-der-generationen@pfefferwerk.de Daniela Grignoli grignoli@unimol.it
www.generationendialog.de www.seniorcommunication.eu
CASTIIS - Center for Social Assistance

TRAMP to the Elderly and Children
Transnational mobility of older people
Products: Social Care Centre with an annual Plan of
Products: a data base on intergenerational craft Intergenerational Activities (PT, EN )
orientated projects in Europe and a compilation with
Madalena Malta madalenamalta@castiis.pt
methods and recommendations for transnational
exchange programmes for senior citizens on www.castiis.pt
intergenerational craft programmes. Project Co-
financed under ENEA Programme.
Jürgen Lange lange@aulnrw.de
http://tramp.pef.czu.cz/
167
The memory line - an Students-Retirees Intergenerational

intergenerational course of learning and Learning Circles
communication
Project outputs will be an intergenerational e-learning
Products: The theoretical-practical model experimented
environment based on intergenerational learning circles
in the project can be used for different target groups:
young people who have abandoned their studies, long- of students and retirees.
term unemployed, disabled, addicts and elderly. (EN) Irena Rashkova irena_rashkova@yahoo.com
Bruna Angela Franzinelli brunafranzinelli@virgilio.it www.sturet.eu
www.memoryline.org
Computeria - Inter-generational
Solution to Empower
E A S Y – European activation for
seniors and youth The Project aims to provide learning opportunities and
guidance for young and the elderly in order to better
Products: The project focused on comparing seniors' and
youth's perceptions and, their expressions of European integrate senior citizens with younger persons and vice
Identity in a local educational setting. versa.
William Devlin wdevlin@belfastmet.ac.uk Siegfrie Zimmermann
www.belfastmet.ac.uk s.zimmermann@opera-socialis.de
http://oegb.de/moodle
Senior Citizen's Learning and Traveling SILVER - Stimulating ICT Learning for
Through Space and Time actiVE Eu eldeRs
Facilitate solidarity and communication among younger The Project will develop knowledge-based community-
and older people in a non-formal educational setting. building environment acting as an open innovation
Ana Tabares Martínez
system to create communities of elders, students,
ana.tabares@concellodelugo.org
teachers and other stakeholders.
www.concellodelugo.
Mirta Michilli
m.michilli@mondodigitale.org
InCreaSe - Intercultural Creativity of
Seniors. A European Travelling Training Academy
InCreaSe is a travelling training academy for cultural
learning and participation of older people in Europe,
INTERGENERATIONAL PRACTICE AT WORK
including intergenerational and intercultural
approaches. Transfer of skills and technical knowledge
Almuth Fricke fricke@ibk-kultur.de
www.increase-project.eu This Project concerns the handing-down of skills and
know-how from one generation to another for artistic or
craft activities, especially those relating to the
SEELERNETZ - Senior Citizens in preservation of architectural heritage.
Europe learn in networks Charles Antoine Pasqualini patrimoine@oec.fr
http://tcast.oec.fr
Project will define an European model of low-threshold
access to social networks in order to enable the elderly to
acquire skills. Senior Intergenerational Social Capital
Brigitte Kukovetz koester@fogera.de
www.seelernetz.eu The Project will exploit the potential of senior workers,
especially if close to retirement, fostering the transfer of
individual know-how and competencies to new
generations of workers within companies.
Giovanna D'Alessandro erifo@erifo.org
www.sisc-project.eu
168
Generational Change in the Teaching

Profession
This Project creates a systematic scenario-based
reciprocal collaboration models for interaction between
experienced and novice teachers.
Esa Niemi esa.niemi@oulu.fi
www.2agepro.psy.lmu.de
Intergenerational learning and transfer of

transversal skills related to entrepreneurial
management
The Project will identify and test ways to transfer the

skills of senior managers/entrepreneurs to young. al care benefiting three
Intergeneration
Cristina Zurita csancristoval@camara-ovi.es generations
al
www.patronproject.org VIVER, Portug
BUILDING THE FUTURE

INTERGENERATIONAL DIALOGUE
Mix'âges Angers
Products: Several activities (the project is lasting since
10 years), namely the Annual intergenerational
“Mix'âges”' Festival (since 2002)
Loïc Toublanc loic.toublanc@ville.angers.fr
www.angers.fr
VIVER - Developing Creative

Intergenerational Relations
Co-financed under Equal Initiative, VIVER has been

linking five local networks, each bringing together
companies, schools, local authorities, health and other
social care institutions.
The core element of the partnership strategy, to adapt

intergenerational relationships to the new realities of
family life, was the introduction of an innovative
professional profile: the "intergenerational animator".
A second strand of VIVER's activities was targeted at local

companies, and particularly SMEs, and aimed to support
them in initiating and strengthening work-life-balance
policies.
Teresa Pinto vida@viver.org

www.projectotio.net and www.viver.org
19
Chapter IV .:. Core Principles of Intergenerational Practice
Although there are a number of definitions and descrip-

tors used for intergenerational practice most share a
strong affinity to the commonly used international
Well Planned 4
definition:
IP is not intended to replace natural connections, but
instead, reflects a conscious attempt to create positive
changes that are in addition to naturally occurring
Intergenerational practice processes. It is based on structured programmes or
aims to bring people together projects, and the evidence is that the principles of good
i n p u r p o s ef u l , m u t u a l l y programme design are just as essential to successful IP
beneficial activities which as any other project.
promote greater understan-
ding and respect between
generations Culturally Grounded 5
The rich cultural diversity that exists across Europe
means that there cannot be common programmes that
This definition acknowledges the importance of bringing will work in all settings. Whilst the principles behind the
young and old people together, but sees this in the wider approach may be the same the needs, context and
context of a community constructed from a number of attitudes of people may differ widely.
generations.
In the following lines, we will describe the set 8 core
principles that practitioners and policy makers need to Strengthens community bonds and
take into account when adopting intergenerational promotes active citizenship 6
approaches.
IP promotes the engagement of people from across the
generations with each other and those around them. Its
emphasis on positive connection, recognising and
1 Mutual and Reciprocal Benefits building on people's strengths, is a highly effective way of
building stronger, better connected communities with
increased social capital and citizens who are more
Intergenerational Practice (IP) is based on the principle of
engaged in local democracy and social concerns.
all participating generations gaining benefit. By working
together, both groups also ensure that important
traditional skills are maintained for future generations.
Challenges Ageism 7
2 Participatory The young and old are the victims of ageist attitudes to
varying degrees across Europe. IP provides a mechanism
for the generations to meet each other, to work and
Successful IP is based on the aspirations of the generati-
explore together and from this rediscover the reality of
ons participating. As for all successful work that engages
who they really are and what they have to gain from being
with groups of people the participants are fully involved in
more involved with the other generations.
shaping the programme and feeling a sense of ownership
and power in shaping it and taking it forward. Good IP is
dynamic and connects across the generations and within
the generations. Cross-disciplinary 8
In recent years increasing professionalization has lead to
3 Asset Based an increasing specialisation in training and development.
IP provides a vehicle and an opportunity to broaden the
experience of professionals to working in a more inclusi-
Traditionally, the approach to social policy and practice is
ve way and to become involved in cross-training with
most often used to identify something as a problem and
other groups to enable them to think much more broadly
then to try to remove these circumstances or behaviours.
about how they undertake their work.
It is based on a model, if addressing deficits. IP is assets
based. It works with the generations to help them to
discover their strengths and then builds on these assets
to build success, understanding and mutual respect.
260
Chapter V .:. Nine Steps to Success
factors it's important to assess the Strengths,

While a range of “how to” Weaknesses, Opportunities, and Threats (SWOT
Intergenerational manuals Analysis), involved in the proposed project.
Benefits from IP are widely identified in literature, but
exist, there is not one manual before you start it is important to answer first to one key-
that fits all communities, stone question:
needs, or intergenerational
strategies. Why do I, my institution or my
Shannon Jarrott, 2007 community need to start an IP? 1
Reflection: The answer to this question must involve the
There is a wide diversity of manuals, guides, tool-kits and core principles mentioned in the previous chapter and
similar resources, related to Intergenerational Practice must not be answered only by one voice. Be catalyst but
(IP), emerging from field experience, research or a don't proceed alone. Because IP's are about bridging
combination of both. generations, merging people and requires from the
community, the institutions and the people a genuine
Either didactic materials or research studies are very wish to experience and to learn from each other and
important to orientate on why, with whom, what, how, together. Theory: socio-demographic trends, active
where and when we should start an IP. It's also very ageing, intergenerational relationships and policy,
important to realize that there is no “perfect formula” to community development, active citizenship.
produce a successful IP. It is the responsibility of each
professional to plan, experiment and evaluate their Besides this fundamental question, below we present a
practice. This means that each professional must try, err set of questions, which have emerged from the MATES
and try again, each time learning how to do things more research and focusing on the most commonly perceived
effectively. barriers relating to IP. For each answer, we propose clues
to intervention (Hands-on), stimulation for further
Emerging from literature review on Intergenerational thinking (Reflection) and keywords for extra readings
Programs, Springate et al (2008, p.15) identifies a set of (Theory). Most of the proposed literature it's available at
key factors for success, grouped under 6 headings, that MATES website.
can drive activities to a “best practice” performance:
Which generations shall I

SUSTAINABILITY
+Long-term approach
bring together? 2
+Funding
+Monitoring and evaluation Reflection: Even without a deep knowledge of theoretical
STAFFING models about life course it is easy to accept that a child of
+Skills and training 3 years will have very different interests from another of 9
+Commitment and enthusiasm years old, even if they belong to same chronological
+Time and availability
+Stability generation. The same can be applied to a person of 65
ACTIVITIES years and another of 75, even if they belong to the same
+Shaped by participants social generation. Think about the common interests and
+Participatory motivations of the participants as if they are age-less
+ Varied and diverse
+Focused on developing relationships and are not shaped by generational stereotypes. Theory:
PARTICIPANTS life span, course and cycle: theories and models, interge-
+Preparation nerational socialisation
+Characteristics of the elderly volunteers
+Ensuring mutual benefits
ORGANISATION
+
+
+
Planning
Timetabling
Transportation
How can I engage the community? 3
PARTNERSHIPS Hands-on: Create a list of institutions that (in your
+Strategic involvement community), provide services to young or elders: how can
+Operational relations
they interact beyond their traditional roles? How to create
synergies and share local resources? Start small.
Approach a small number of relevant institutions with a
IP's have a deep interconnection with values, personal very specific goal or idea that meet community needs,
and family beliefs, cultural references, physical environ- explaining to them the benefits of IP's. Organize a
ment and other factors, which differ from community to meeting with local stakeholders and invite a professional
community and country to country. With such diversity of with experience in IP, to start a local debate and raise
261
Chapter V .:. Nine Steps to Success
community awareness on intergenerational policy.

Define goals and objectives, roles and responsibilities
(volunteers/professionals), framework requirements
How can I find financial support? 7
and sustainability for the implementation of the pro-
Hands-on: Finding support to start or sustain an IP is not
gramme. Reflection: Equal opportunities to all ages,
only about money. List all of the resources that you need
anti-discrimination, intercultural issues, social inclusi-
to develop the IP (space, didactic materials, transportati-
on, multi-disciplinarity, cross-departmental thinking,
on, free entrance at cultural places, etc) and address
networking.
requests to institutions that might provide them for free.
Be attentive to grant opportunities supported by national
How can I involve the participants and local authorities, foundations and private companies.
4 belonging to different age-groups?
The European Commission has several Programmes to
award grants to projects at a European level. The Lifelong
Hands-on: Start small, it is a good way to begin. A group Learning Programme, Grundtvig Action has a specific
of 8-10 persons is enough for a first experience. In some priority on “inter-generational learning”
activities, a previous meeting with a separate preparati- (http://eacea.ec.europa.eu ). Create your own source of
on of the different generations might be necessary before financing by selling products from the IP's or proving paid
gather them together. The participants must be involved services.
from the earliest stages of planning, deciding about
tasks, activities, themes and all sort of “small” details: How can I evolve from an intergene
transportation, refreshments/lunch, photos/text
registration, roles of participants, etc. Plan very care- rational project to a more complex 8
fully at tiniest detail, and be ready to improvise over last intergenerational programme?
minute unexpected situations. Theory:
(Dis)engagement theories, conflict, ambivalence and Hands-on: Share your knowledge, your experience and
solidarity between generations, intergenerational your doubts; get in touch with other practitioners; invest
communication and learning. in your own engagement in lifelong learning; improve
your skills: Intergenerational courses at European level,
free of charges can be found at Grundtvig Training
How to choose the best method to Database:
5 connect generations? http://ec.europa.eu/education/trainingdatabase
Expand the network of contacts and partner institutions.
Reflection: There is no one-fit all situations best- Don't be afraid to try new experiences and approaches.
method. However, several learning and creative metho- Theory: Intrinsic and extrinsic motivation theories,
dologies can be adapted to IP's. Some of these methods community empowerment models.
have been used within the Projects mentioned in Chapter
III and III, to activate communication and mutual lear-
ning, E.g.: autobiographical methods, self-direct Where can I find meaningful
learning, mentoring, transformational learning and literature about IP? 9
communities of practice. Theory: Pedagogy, adult
learning theories, andragogy and gerontagogy. Written Hands-on: At the MATES web platform you can find an
and spoken arts, performing arts. ever growing database of resources that including full
access to PDF documents, a catalogue of books and
magazines, a library of Projects and links to relevant
6 How do I know if I'm in the right path? websites. www.matesproject.eu
Hands-on: Evaluation it's a vital factor to improve and

develop your IP. Before you start you may wish to plan
your IP in line with the following dimensions of quality
(mentioned in the page 4 of this Guide): empowerment,
mainstreaming, adaptability, utility, sustainability and
cost/benefit ratio. Three simples' questions addressed
to participants, at the end of each activity, are enough to
evaluate their satisfaction and improve your IP in the
future: What goes well? What goes not so well? and How
could the IP be improved?. At institutional level, it's
recommended a deeper assessment, done cyclically and
focused in each phase of the IP. Theory: Main authors to
follow: Kuehne & Collins, 1997; Bernard & Ellis, 2004;
Newman & Larkin, 2006.
22
Chapter VI .:. Recommendations and Conclusions
Wendy: My parents wanted me With this Guide we expect to provide a contribution to

to grow up. fostering the implementation of Intergenerational
Captain Hook: Growing up is Projects, hopping that they will add and mainstream IG
solidarity in all areas of life, through processes of
such a barbarous business, full learning and knowledge assimilation by formal,
of inconvenience. (...) non-formal or accidental conducts.
Peter: Well, I will not grow up.
You cannot make me! At a more operative ground, MATES aims to provide a
Peter Pan, by James Barrie framework regarding the labour that has been done and
(1860 - 1937) that still needs to be done at European level. In the
previous chapters we have presented 37 projects. We will
We need to invent this next now present some ideas on how to move forward, under 5
stage of life (older years) that different fields. As in life, those fields are linked and
allows us the right mix of overlapped, therefore suggestions presented in each one
of them can be used or adapted to another.
poetry and economy.
David Nee, 2003
IMPROVING INTERGENERATIONAL
In 2007 the United Nations defined Intergenerational
LEARNING METHODS AND
Solidarity (IG solidarity) “as social cohesion or integration CURRICULA
among generations” and reinforced the idea that it A significant amount of work is being done under this
“enables the carrying of knowledge and culture forward area, either in formal, non-formal and informal
through generational interdependence and interactions education. However, some areas are not covered yet:
across all the ages: including among the youth and those
at middle and older ages”. Definition of a specific profile of competences for the
+
intergenerational professional / facilitator /
This Guide has emerged from a Project entitled animator. This may help social recognition and skills
“Mainstreaming Intergenerational Solidarity”. MATES for validation of those already working in the field;
short. Obviously it is utopian to put forward the idea that
Intergenerational Practice (IP) can solve all problems Development of a “training for trainers” curriculum;
+
that constantly create conflict, exclusion and inequality
between different generations. IG solidarity is about Incorporation of training modules in to university
+
political and administrative pacts, such as the social curricula, of students undertake all sort of
security system, but it is also about familiar and social academic paths: social care, psychology, medicine,
solidarity. Furthermore it is about an idyllic quest for a architecture, teaching, design, law, etc.;
better world, where people of different ages can live and
share life together as “mates”. Provide additional learning possibilities to
+
263
professionals already in the labour market, working 1- e-government services;
with young or elders, but who feel the need for extra 2- All types of information and assistive
skills and capacities to start an IP; technologies able to provide a better living
environment;
Provide non-formal and informal learning
+
3- Role of technologies in social open spaces to
possibilities to specific groups in society, such as
support meaningful learning activities;
mass media professionals, politicians at local and
national level, those responsible for planning and 4- Experiment technologies to reduce language
building cities or other open spaces, marketing and barriers between Europeans.
advertisement professionals, etc.;
+Civic engagement through voluntary work is very
Increase areas of knowledge regarding the
+ popular and successful in LLL Projects, but other
determinants of intergenerational learning and approaches can be considered as well. We must bear
culture/values exchange process. E.g.: How should in mind that many elder people in Europe have lived
we weigh up factors as diverse as the emotional and under repressive political regimes. They need to be
motivational engagement of IP participants, informed and empowered about their rights, how to
curricula content, social environment and other express them and how they can contribute to a better
factors in the education-learning process?; “Social Europe”. Younger generations should work
alongside with older, helping them to exercise their
Intergenerational and family learning is being built
+ democratic rights (as participating in make-over of
under some re-arranged principles of adult local and national policies) and make them to
education. We need to research and experiment with understand and practice some “new rights” or
different approaches, planned from the younger contemporary life-styles, such as consumer's rights
person's point of view. or recycling / “green conscience”.
INTERGENERATIONAL ENGAGEMENT INTO Health: Considering that IP's can improve the sense of
+
wellbeing and health of participants, this benefit is
SOCIAL PARTICIPATION often a secondary consequence, instead of a direct
This is a broad area and it is also the preferential target of aim. IP's that have a general focus on sport, nutrition
most of the Projects. Some sub-items can be identified or life style could narrow their purpose and seek to
and are worthy of reference: contribute to the prevention of a wide range of
behaviours or even some pathologies: E.g.: tobacco,
Equality and non-discrimination, it is one of the Core-
+ drugs, anorexia, depression, aids, suicide, etc. IP's
Principles of IP's and it is widely and deeply involving people with dementia are underdeveloped
expressed in all Projects. However, some areas are and need further research (Travis, 1996; Bressler,
still more rarely considered, namely: 2001; Jarrott & Bruno, 2003).
1-The cross referencing (multi-discrimination)
between age and other grounds of Societal problems are diverse and extremely
+
discrimination: gender, sexual orientation, important in modern societies. They should be
disability, ethnicity or religion; addressed from an intergenerational perspective.
2-Intergenerational learning contribution to a E.g.: work family conciliation, bullying, elder abuse,
multicultural and multi-ethnic society, to help homelessness, science illiteracy, juvenile
it become more coherent and peaceful; delinquency, elder's isolation, etc.
3-Breaking the vicious cycle on how (generation
after generation) some social groups are INTERGENERATIONAL PRACTICE AT WORK
perceived. E.g: handicapped individuals, This is still an under theorized and experimented area.
Romanies, etc. Most of the projects are putting in practice an “alike”
post-figurative model of learning (Mead, 1970), where
+Culture is another well explored field, either in younger learn from adults. Some other dimensions can
reminiscence activities or in joint creative art be explored:
activities. This field could be explored into other
dimensions, involving different groups such as Pre-figurative model of learning: Elders learning from
+
migrants, people with mental disabilities (e.g.: youngsters, other subjects besides ICT or languages;
Alzheimer's patients) and others.
Intergenerational entrepreneurship and self-
+
+Technologies: Computer and Internet are the main employment shared between young and elders;
focus of an extensive number of projects. It is
important to tackle other fields of “digital divide”, Knowledge sharing in the workplace to enable
+
namely, by introducing the daily-life technologies in different generations to develop new skills and
to Lifelong Learning Programme Projects (LLL understanding of the whole workforce;
Projects): Ex:
264
Intergenerational partnerships between younger and

+ TRANSVERSAL REMARKS
the older family business owners or managers, near A set of transversal evidences have emerged from the
retirement and without available biological family to analysis of LLL Projects, from which we elect three:
succeed;
It is advisable that countries with a high concentration
+
IP's itself has a great potential for the creation of new
+ of knowledge in this field (e.g. Germany, Italy, Spain
employment opportunities as well as new services, and UK) incorporate “newbie” countries and
that must be explored. institutions into future partnerships;
INTERGENERATIONAL HOUSING AND AT Translation of final products in more languages will

+
OUTDOOR SPACES foster the benefit of experimental projects at EU level;
Under this typology, some Projects have been found,
although without a direct link with LLL Programme. Maintenance of a website during and after the
+
Besides the awareness campaigns and training to financing life span of the project will have a crucial
specific public previously mentioned (e.g. architects, city importance.
planners, etc), there is still a need to:
Intergenerational Projects are not unique, and probably,
“Unghettoize” learning spaces. Democratizing the
+ neither the most basic solution to world's problems. But
access to training and education spaces to different the world is about people, which generation after
public. E.g.: children's or elders into University generation preserve humankind.
Summer Schools or university students at Seniors Solidarity between generations as an underpinning
Academies. This will help the generational factor of social evolution, cannot be imposed by law.
demystification and improve the skills of future Instead it is up to each one of us exercising a small portion
professionals; of human solidarity.
We hope that this Guide can be used as a tool to help you
Broadening the quantity and profile of non-formal
+ mainstream intergenerational solidarity in all fields of
learning places will raise public awareness and life.
recognition on how to learn outside “official spaces”
and how learning can be made more attractive and
popular. E.g.: art galleries at open space in rural
areas, buses covered with poetry in the cities, small
educative messages at daily-life materials (tickets,
paper bags for groceries, etc);
Research on the interest / need for specific

+
“intergenerational spaces” and what sort of
Guidelines they should follow.
BUILDING THE FUTURE

INTERGENERATIONAL DIALOGUE
Invoke “old” traditional models of family and society is an
important exercise, but the future lays on new models,
new relations and tensions.
Now the challenge is to identify, understand and
coordinate efforts to build a culture of “MATEShip”
instead of generational mutism.
Activities built on real age-equality (in opposite to “who
needs whom”) are very important and must be
experimented beyond festivals, competitions and other
cultural IP's. Those who have take the lead on this kind of
age-less activities are in a good position to point to new
paths.
Intergenerational exchanges that in the past occurred
spontaneously at family level, must be developed to keep
pace with the evolution of society. It is up to professionals
to anticipate the new trends of society and to provide a
future perspective for IP's.
265
Bibliography
Links or the access to full text of the following publications it's available at MATES website: www.matesproject.eu
Bernard, M. and Ellis, S.W. (2004) How Do You Know That Intergenerational Practice. Works?: A Guide to Getting
Started on Evaluating Intergenerational, Beth Johnson Foundation.
Bressler, J. (2001) The impact of intergenerational programs on long-term care residents.Poster at Gerontological
Society of America, November 2001.
Fischer, T. (2008): Intergenerational Learning in Europe – Policies, Programmes & Practical Guidance. Final
Report. European Approaches to Inter-Generational Lifelong Learning. Institute for Innovation in Learning.
University of Erlangen-Nürnberg, Erlangen, p 15.
Gander, M. (2007) Jugend mit Wirkung“. Ein Praxisbeispiel in: Jakob, Mariana Christen und Strohmeier, Rahel
(Hrsg.). Werkstattheft Generationen im Blick. Hochschule für soziale Arbeit, Luzern, p. 22 f.
Hatton-Yeo, A., Ohsako, T. (Ed.) (2000) Intergenerational Programmes: Public Policy and Reserch Implications. An
International Perspective. The UNESCO Institute for Education (Hamburg, Germany). The Beth Johnson Foundation
(Stoke-on-Trent, England) page 5f.
Jarrott, S. (2007) Programs that affect Intergenerational Solidarity. Interagency Expert Group Meeting. New York,
30-31 May, 2007.
Jarrott, S. E., Bruno, K. A. (2003). Intergenerational Activities Involving Persons with. Dementia: An Observational
Assessment. American Journal of Alzheimer's Disease and Other Dementias 37 Volume 18, Number 1,
January/February 2003
Kuehne V. S., Collins C. L., 1997. Observational research in intergenerational programming: Need and opportunity.
Journal of Gerontological Social Work 28: (3) 183-193.
Kinder-und Jugendfilmzentrum in Deutschland (2009): Intergenerative Videoarbeit. Ein Praxishandbuch. KJF,

Remscheid.
Margaret Mead, Culture and Commitment: A Study of Generational Gap (Garden City: Natural History Press, 1970)
Mercken, C. (2004): Education in an ageing society. European trends in senior citizens' education. PEFETE-project
publication. Odysee. Sittard. Chapter 4.3, page 59-63.
Müller-Schöll, A (1998) Die Bedeutung des intergenerationellen Dialogs vor dem Hintergrund fundamentaler
Veränderungen sozialer und demographischer Strukturen. In: Keil, Siegfried, Brunner, Thomas (Ed.):
Intergenerationelles Lernen. Eine Zielperspektive akademischer Seniorenbildung. (Marburger Forum zur
Gerontologie, Band 4) Grafschaft: Vektor Verlag, page 49-72
Newman & Larkin (2006) The importance of evaluation intergenerational Together, The Generations United
Magazine, Volume 11, Number 2
Spanning, Reingard (2008): Intergenerational learning in organisations (IGLOO) – Literature report – University of
Innsbruck.
Springate, I., Atkinson, M. and Martin, K. (2008) Intergenerational Practice: a Review of the Literature (LGA
Research Report F/SR262). Slough: NFER.
Travis, S. S., Stremmel, A. J., & Kelly-Harrison, P. (1996). Intergenerational programming for young children and
dependent elders: Current status and future directions. Activities, Adaptation, and Aging, 20(2), 33-50.
United Nations Expert Group Meeting (2007) Intergenerational Solidarity: Strengthening Economic and Social Ties.
Recommendations. 23-25 October 2007. United Nations Headquarters
Acknowledgements
We acknowledge and thank the willingness and commitment of over 100 people that have participated in the
different phases to build this Guide, sharing their knowledge and experience with us.
Andy Limacher (Infoklick.ch, CH), Brian McKechnie (Senior Studies Institute, UK), Bruna Angela Franzinelli (Erre Effe srl, IT),
Daniela Grignoli (Karel Kuypers Centre, BE), Dario Bracco (Centro Ricerche e Relazioni Cornaglia, IT), Davide Di Pietro (Lunaria, IT),
Deniz Senocak (UNESCO Institute for Lifelong Learning, DE), Jim Soulsby (Association for Education & Ageing, UK), Gill Clarke
(Derbyshire County Council, UK), Heydi Foster (Exchange House Travellers Service, IE), Isabella Di Stefano (UPTER – Popular
University of Rome, IT), Jan Schmolling (Kinder- und Jugendfilmzentrum in Deutschland), Loïc Toublanc (Local Center of Social
Acton, FR), Marcus Ludescher (Center for Continuing Education, Univ. Graz, AT), Martin Kilgus (IEIE – International Education
Information Exchange), Martina Rupprechter and Maria Waser (BFI Tirol, AT), Mayte Gallego Garrido (OTE, ES), Michael LaFond
(id22: Institute for Creative Sustainability, DE), Mónica Duaigües (Fundació Caixa Catalunya, ES), Norma Raynes (Intergen, UK),
Thomas Fischer (Institute for Innovation in Learning, DE), Ute Wannig (Christian Initiative International Learning, DE).
PT participants
Albina Oliveira, Alcídio Manuel Jesus (Junta de Freguesia de Gondomar), Alexandra Fabião (Câmara Municipal Vieira do Minho ),
Ângela Barbosa (Junta de Freguesia de Gondomar ), Alexandra Lopes (Universidade do Porto), Adelaide Rodrigues Santos, Ana
Filipa Silva, Ana Gomes, Ana Maria Cruz Leal (ISSS Porto), Ana Raquel Silva (Universidade Aveiro), Ana Rita Jordão (Cruz Vermelha
de Macieira de Rates), Ana Teixeira (Junta de Freguesia da Sé), Andreia da Rocha Monteiro (ANOP), Artur Pinto (Câmara Municipal
Lousada), Aurora Costa Mendes, Carla Alexandra de Oliveira Cardoso (Centro Cultural e de Solidariedade de Guifões), Carmo Lopes
(Câmara Municipal do Porto), Célia Silva (Câmara Municipal de S.João da Madeira),Cláudia Povoas (Actualgest), Cristina Magalhães
Leite, Elisa Maria Behringer, Elizabeth Ferreira Neves (Junta de Freguesia de Gondomar), Elizabeth Carina (Câmara Municipal de
Guimarães), Fernanda Rodrigues dos Santos, Gonçalo Leitão Rodrigues (Centro Cultural e de Solidariedade de Guifões), António
Madeiras (Centro Cultural e de Solidariedade de Guifões), Ida Costa, Inês Silvério dos Reis (Santa Casa da Misericórdia de Lisboa),
Isabel Félix da Silva (Universidade Aveiro), Isabel Miranda (Câmara Municipal de Guimarães), Isabel Varandas, Isabel Varregoso
(Instituto Politécnico Leiria), Joana Coutinho (Universidade do Porto), Joana Viana (Instituto Politécnico Leiria), Joaquim Feliciano
Correia Costa (Escola Secundária da Lixa), José Sousa Soares (Universidade do Porto), Lília Abreu, Lília Pinto Prendas (Câmara
Municipal de Matosinhos), Liliana Raquel Santos (Universidade Aveiro), Lisa Veiga Nunes (Universidade Coimbra), Luísa Pimentel
(Instituto Politécnico Leiria), Mário Madrigal (INEDEM), Manuel António Costa Matos, Manuel Pereira Amado, Manuela Amaral
(Câmara Municipal Lousada), Madalena Malta (CASTIIS), Maria João Moreira, Maria José Bicudo (Universidade de Ponta Delgada -
Açores), Maria Luísa Costa, Mário Madrigal, Pedro Pimenta (Fundação Cupertino de Miranda), Raquel Sofia Ferreira Gonçalves,
Renato Lemos Pinto de Azevedo, Rui Sá Andrade (Câmara Municipal de Matosinhos), Sónia Augusto (Centro Comunitário do Amial),
Sónia Ribeiro Pinto (Actaugest), Sónia Lopes (Câmara Municipal de Guimarães), Stella António (ISCSP - UTL), Susana Oliveira (CNO
Kerigma), Susana Popinsky (Associação Baptista Ágape), Teresa Dias (Câmara Municipal Vieira do Minho), Teresa Ramilo, Vera
Costa e Silva,Zélia Maria Maia Reis (Santa Casa da Misericórdia da Trofa)
Conference speakers and Fórum reporteurs

Hélène Banegas (European Commission, UE), Márcia Mendes (Agência Nacional ALV, PT), Padre Jardim Moreira (REAPN, PT),
Alexandra Lopes (Universidade do Porto, PT), Iris Marreel (Projektebüro “Dialog der Generationen”, DE), Lília Abreu (Laughter
coaching, PT), Stella António (Universidade Técnica de Lisboa, PT), Teresa Almeida Pinto ( Association VIDA, PT).
Preface
Alexandre Kalache
Grundtvig team at EACEA (http://eacea.ec.europa.eu), for reviewing the Guide
MATES team
Association VIDA: Teresa Almeida Pinto, Paulo Tomás Neves, Iris Marreel, Alan Hatton-Yeo
Nooruse Maja: Uudo Laane
Å.Ð.ÔÇ.Â. : Xenofon Strimp,
COMPARES: Eduardo Franco, Ana Karina Prokopyshynm, Paulo Delgado
REAPN: Sónia Lima, Fátima Pinto
MATES Partnership
Coordinator: Intergenerational Valorisation and Active Development Association, Portugal
Teresa Almeida Pinto: vida@viver.org www.projectotio.net
Rääma Young People Union Youth, Estonia

Uudo Laane: info@noorusemaja.ee www.noorusemaja.ee
Union of Information & Telecommunication Scientists of Viotia, Grécia

Xenofon Strimpis: xxeno@inbox.com
CompaRes - International Society for Iberian-Slavonic Studies, Portugal

Eduardo Franco: compares.compares@gmail.com www.Iberian-slavonic.org
Associated Partners
European Network AntiPoverty, Porto Affiliated, Portugal
Sónia Lima: porto@reapn.org www.reapn.org
Foundation Calouste Gulbenkian, Gulbenkian Human Development Programme, Portugal
Anabela Nunes Salgueiro: pgdh@gulbenkian.pt www.gulbenkian.pt
Projektebüro "Dialog der Generationen", Pfefferwerk Stadtkultur gGmbH, Germany
Volker Amrhein: dialog-der-generationen@pfefferwerk.de www.generationendialog.de
The Beth Johnson Foundation, UK
Alan Hatton-Yeo: generations@bjf.org.uk www.bjf.org.uk
© Association VIDA, 2009. This document may be freely used and copied for non-
commercial purposes, provided that the source is acknowledged. An electronic version
of this document in 22 official EU languages can be obtained at the project website:
www.matesproject.eu
ISBN: 978-989-8283-01-6

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GUIDE OF IDEAS

Together: yesterday, today and tomorrow

Design: Tânia Guerreiro Madeira, Portugal

Traduction: CompaRes – International Society for Iberian-Slavonic Studies, Portugal

Printing: Rääma Young People Union Youth, Estonia

Good and Bad Practice or Just Ideas?

Showcases of Intergenerational Practices

+ Intergenerational Learning in Organisations: An European employability

Directory of Intergenerational Projects

Core Principles of Intergenerational Practice

Nine Steps to Success

Recommendations and Conclusions

Societies are therefore urgently required to develop

Such solidarity needs to be fostered and nurtured: there

In virtually all the 35 cities engaged in the World Health

It is becoming evident in Europe that policies for

need for intergenerational contact" and "Bibliography

The questionnaire used in the research asks about which

+Real examples of activities, already successfully

The hypothesis, “Theoretical foundations that justify the

GENERATIONS LIVING TOGETHER

It is the bottom-up approach, involving civil society and

ips of members How to improve the living environment in a post-

International voluntary service activities, social and

How to encourage active citizenship and international

Lunaria, Legambiente, FCEI (ed.): Nobody left out! A

Almost none of the projects can be fit in just one pure

Activities financed partially or integrally, in one or more

COM–for–Skills The Project will provide Guidelines and Quality Standards

INTERGEN INTERGENERATIONAL ENGAGEMENT INTO

DIGITAS will produce a training course available on the

The ILSE partnership has collected enough international

Products: Booklet presenting 10 examples of

CASTIIS - Center for Social Assistance

The memory line - an Students-Retirees Intergenerational

Generational Change in the Teaching

Intergenerational learning and transfer of

The Project will identify and test ways to transfer the

BUILDING THE FUTURE

VIVER - Developing Creative

Co-financed under Equal Initiative, VIVER has been

The core element of the partnership strategy, to adapt

A second strand of VIVER's activities was targeted at local

Teresa Pinto vida@viver.org

Although there are a number of definitions and descrip-

factors it's important to assess the Strengths,

Which generations shall I

community awareness on intergenerational policy.

6 How do I know if I'm in the right path? websites. www.matesproject.eu

Hands-on: Evaluation it's a vital factor to improve and

Wendy: My parents wanted me With this Guide we expect to provide a contribution to

Intergenerational partnerships between younger and

INTERGENERATIONAL HOUSING AND AT Translation of final products in more languages will

Research on the interest / need for specific

BUILDING THE FUTURE

Kinder-und Jugendfilmzentrum in Deutschland (2009): Intergenerative Videoarbeit. Ein Praxishandbuch. KJF,

Conference speakers and Fórum reporteurs

Grundtvig team at EACEA (http://eacea.ec.europa.eu), for reviewing the Guide

Rääma Young People Union Youth, Estonia