This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project number: 511842-LLP-2010-RO-KA4-KA4MP; Grant Agreement No. 2010 – 3456/ 001- 001 Lifelong Active Seniors Learning Programme LEARN EDUCATE Towards a Better Communicate Participation of Seniors and TRANSMIT in Education and Culture Active Seniors Learn, Educate, Communicate and Transmit

TOWARDS A BETTER PARTICIPATION OF SENIORS IN EDUCATION AND CULTURE

2012 Project Coordinator: 7, 19), Güldan Kalem (pp. 8, 16), Aneta Moyanova Contents: Center of Professional Training in Culture, Romania (pp. 10, 25), Veronica Ceruti (p. 29, 34), Alessandra Falconi (pp. 22, 26, 33) Partners: 1. Introduction 5 Integra Association, Bulgaria Amitié, Italy Education and Youth Studies Institute Association, 2. Good Practices 9 Turkey The Institute for Social Infrastructure, Germany International Institute for Managing Diversity, © CPPC 2012 3. Methodology 13 Austria This publication is copyrighted to the consortium constituted from ASLECT project partners. It’s 4. Workshops Results 17 Project‘s website: www.aslect.eu content can be used free of charge for educational purposes, entirely or in part, under the obligation Editor: Adina Dragu, Center of Professional that the sources and the atuhors are mentioned. 5. Programmes for and with Seniors 21 Training in Culture, Romania It’s use in other purposes is subject to an agreement with the authors. Text authors: 6. Recommendations 37 Vivian Guerrero Meneses, The Institute for Social The responsibility for the content of this Infrastructure, Germany publication belongs only to the authors. Güldan Kalem and Emin Bakay, Education and Youth Studies Institute, Turkey Aneta Moyanova, Asociaţia Integra, Bulgaria This project has been funded with support from Roberto Righi, Amitié, Italy the European Commission. Dagmar Kommer, Internationales Institut für This communication reflects only the author’s view, Managing Diversity, Austria and the Commission can not be held responsible for any use which may be made of the information Pictures authors: contained therein. Claudia Tănăsescu (covers, p. 8 right, pp. 20, 30), Cosmin Someşanu (pp. 18, 30, 38, 41, 42), Amalia Project number: 511842-LLP-2010-RO-KA4-KA4MP; Alexandru (pp. 14, 15), Andreea Romeghe (pp. 6, Grant Agreement No. 2010 – 3456/ 001- 001 INTROduction 5

We have started this project because we felt challenged to react against some very common prejudices that have somehow the power of a self- fulfilling prophecy. One of them is that people in later age do not learn any longer. Another one is that while people get older, their knowledge, skills and competences become obsolete due to the changes in the pro- cesses occurring in their society. One of the main objectives of this pro- ject is to fight the idea that elder persons lose their cultural and social relevance. Our goal is to promote a different attitude towards seniors, in terms of their capacity to learn and further transmit their expertise, and in terms of their relationships with the community in general and with cultural organizations in particular.

http://www.aslect.eu 6 Seniors’ Empowerment and Participation 7

There is no doubt any longer about the demo- The results of our work are made available for cul- participants and we finally chose to present those graphic change that Europe is going through and tural professionals, adult educators, seniors and se- projects which can better illustrate the proposed about its future impact on all the aspects of the so- niors’ representatives from all over Europe. criteria. ciety. And the answer to any change is always learn- The project partners developed together a set of ing. Adult learning is a major factor of active ageing. criteria to identify those educational practices in- Selected projects show a diverse range of ap- Participation in cultural life is one way of keeping volving seniors which were relevant to our project proaches on how to support seniors to develop alive the relationships with the community. Making goal. The main criteria are represented by the con- new, practical ways to review their past experience cultural organisations more open to seniors and cepts of seniors’ empowerment and participation and personal skills, as well as to explore new and empowering seniors to contribute more to culture in the educational and cultural process. Our project potential opportunities for learning and commu- and education are the goals of Active Seniors Learn, work was oriented toward those practices which nity engagement. Their value lies not only in being Educate, Communicate and Transmit project. In our place active learning at their core, involving seniors a source of inspiration for cultural professionals, efforts to achieve them, we were guided by and in the decision-making process, determining them adult educators and seniors themselves, but also in a personal commitment to promote and sustain the aimed at making the best use of the existing prac- to take responsibilities in relation to the process, re- the fact that they are offering concrete educational seniors’ empowerment and participation. tices which have been lately developed by fellow sults and meaning of the action, within which their tools and information to those interested to multi- This is our way of inviting cultural professionals, professionals from the fields of education and cul- knowledge and expertise is recognized and used as ply the practice and transfer it into their own or- adult educators and seniors to engage themselves ture in the European Union. Active Seniors Learn, a valuable resource of learning. With these lenses, ganisation. in a new learning process, as a first step in the de- Educate, Communicate and Transmit is an exploita- we went over a series of European cooperation velopment of the learning dimension of cultural tion and valorization project that pursued the fol- projects – but not only - from the field of education, The educational methods and experiences from organisations and in the integration of seniors as lowing objectives: we analysed those projects in which seniors were the good practice examples were the basis of the active participants in the community’s cultural life. • to provide resources for strengthening the capa­ workshops for cultural and educational professio­ city of cultural and educational organizations to nals, seniors, artists and volunteers. More than 100 offer a learning and communication environment persons from the partners’ countries participated in Adina Dragu favourable for specific groups like senior people; the workshops, the conceptual frame of which was Project Coordinator • to create opportunities for retired professionals flexible, adapted to the participants’ profile and in- and volunteers to use their experience/competen- terests. After the workshops, the project partners cies and become adult educators for their peers continued working with the participants, collabo- and other interested groups; rating with them and supporting them in their ef- • to establish partnerships between the involved forts to introduce new educational methods and educational and cultural organizations, seniors’ approaches in their organisation practices. The organisations and other cultural and social insti- examples presented in the fourth chapter of this tutions for the sustainability of practices once the publi­cation are the results of the work of those peo- project is over. ple who responded positively to our call and made

http://www.aslect.eu http://www.aslect.eu 8 Good PRACTICES from European Cooperation Projects 9 and Local Programmes

The first step in the implementation of ASLECT focused on the identi- fication and valorization of the results from existing or previous Euro- pean educational projects, as well as from existing or previous national, regio­nal or local projects. The 15 European educational projects addres- sing seniors which were selected by project partners had to meet cer- tain criteria: empowerment, participation, impact, and sustainability. A special emphasis was placed on the empowering character and the participatory approaches in the activities with seniors, as these were the kind of practices project partners wanted to promote and multiply.

http://www.aslect.eu http://www.aslect.eu 10 Involving Seniors in Educational 11 and Cultural Activities The identification was conducted on the basis of a From the 15 examples, several focused on teaching ses, it brings together retired persons at the age of and SenEmpower. I2I aims at supporting already 43-question-catalogue of Good Practice Criteria fo- seniors competences with respect to information 55 and older, who are highly educated, and young existing initiatives and organisations, as well as cusing on the above-mentioned four areas. The re- and communication technologies. In the project people between 11 and 25 years who only have a networks among them. They promote cooperation search reviewed all the European projects compen- Doing2Learn* seniors were trained as teachers and low formal education. Both these categories can between the government and externally consulting dia between 2007 and 2010, as well as the respective encouraged to conduct their own courses. They de- profit from that cooperation in terms of their self- organi­sations which elaborate guidelines for action project websites in order to collect examples of veloped their own online courses in ICT and “How confidence and social and cultural competences. and action plans. SenEmpower also acts to develop good practice in which seniors were successfully to…” courses where they passed on their traditio- Another project drawing on the resources of elderly and install political guidelines and to strengthen integrated. During the scanning process, the part- nal knowledge and experience. The eLSe-academy people and bringing them into contact with youn- structures and networks promoting seniors on a ners were looking for approaches that involve seni- offered e-learning courses for seniors who want ger people is SISC. In this project a special men- communal level. The project offered courses for ors as trainees in less traditional ways, that valorize to acquire ICT-skills. The courses were adjusted to toring concept that employers were suggested to seniors who were trained to address isolated elderly seniors’ experience, skills and competences in an the needs of elderly persons, in order to actively apply was developed. It promotes intergeneratio­ people and to encourage them to take an active active way, assigning them the role of trainers or support their involvement in our knowledge-ba- nal learning at work, encouraging elderly emplo­ part in community life. The concept of Senior- experts, that empower seniors by allowing them to sed society. A similar approach characterizes the yees to share their knowledge and experience with Guides has a similar objective, namely to develop control the way in which the educational process is HiStory project, which aims at the e-inclusion of younger employees. Again, both sides profit from and disseminate a curriculum to train elderly volun­ designed and conducted. Furthermore, they were seniors and also has an intergenerational focus. Se- this cooperation: elderly people learn to deal with teers in conducting tours for elderly citizens and looking for educational materials such as curricula, niors and students work together and write stories social change and stay active, recognizing their informing them about regional offers and activities. methods definitions, case studies, glossaries, trai- which are published on the project’s own weblog, knowledge and role in society. A similar approach The same is true for InCreaSe, an academy for ning manuals and guides, etc., as well as educatio­ supporting each other. The HearMe project has an has 4thAge, bringing together seniors and artists. further training which offers workshops in order to nal experiences. These materials should be used intergenerational approach as well. In special cour- The cooperation be­tween a group of artists who encourage seniors to take part in cultural life. for training cultural and educational professionals are specialized on theatre projects and a home for seniors older than 50 and/or should be seen as a elderly people aims at enriching seniors’ life by offe- Several projects focused on self-regulated learning basis for formulating recommendations to decisi- ring them cultural and educational activities. Youn- at an older age. PALADIN encourages elderly peo­ on-makers from the fields of culture, education and ger people can learn about different perspectives ple and also professionals in adult education to social services. and views, get feedback for their skills and collect promote self-learning among disadvantaged el- working experience. The exchange project SEVEN derly people. Also, SLIC places the importance of The selection process had several steps, including has an intercultural focus: it promotes intercultural learning at the centre of its efforts. The program a cross-review from project partners; from the total learning and brings together people with different provides formal and informal education for seniors number of 84 examples, 15 were eventually pre- social and cultural backgrounds from all over Eu­ and training courses for seniors to recognize their sented and integrated in the other project activiti- rope. The aim is that, after the exchange, people will resources and potential (SLIC II). The AESAEC pro- es. The methodology for projects identification and take an active part in their own community. ject encouraged elderly people to actively develop selection is presented at length on the project web- Projects focusing on political guidelines to im­ and apply for EU-projects they again can benefit site, in the Good Practices section. * Numele complete ale proiectelor sunt menţionate la prove the structures of education and social ac­ from. The CASPEV-centre brings together cultural sfîrşitul capitolului. tivities are I2I (“From Isolation to Inclusion”) activities and social services. It makes different

http://www.aslect.eu http://www.aslect.eu 12 METHODOLOGY for the Exploitation and Valorisation of 13 Educational Materials and Results from Previous Projects offers to elderly people, going from legal advice to medical services, as well as training courses in e-lear­ning or chorus, according to their needs. By focusing on these 15 examples of good practice in Europe, ASLECT aims at making visible the exis- ting skills and interests of volunteers at a formal and informal level, and at putting these in the centre of The project ASLECT – Active Seniors Learn, Educate, Communicate activities in cultural organisations and educational and Transmit was raised from the common approach of our project institutions. Seniors are regarded not just as users team members with different expertise in education, cultural and soci- of social services, but also as active and resourceful al activities, focusing on the seniors’ (50+) empowerment and involve­ participants and contributors who were involved ment into educational and cultural programs or initiatives both as be- in all or most processes of developing activities. A Better and Larger Presence of Seniors in Euro- neficiaries and as resources for developing such programs. Emphasis All the good practice examples met the criteria of pean Cooperation Actions – AESAEC Project is placed on cultural organisations and cultural professionals as adult ASLECT, especially with regard to the seniors’ em- Self-Directed Learning in Later Age – PALADIN education providers working with seniors and involving seniors in their powerment and participation in society. Such good Project activities. practices are fully presented on the project website Raising Awareness on Learning as a Key Factor – www.aslect.eu. in Active Ageing – SLIC Project Educational Mentors for Young People – HearMe Project List of Good Practice Cases E-learning for Seniors – Else Project Seniors as Educators and Valorisation of Traditi- Connecting the Cultural and Social Spheres of onal Knowledge – Doing2Learn Project Services – CASPEV Project Seniors, Personal Memories and Intergeneratio- Community Arts Projects and Seniors – 4th Age nal Learning – HiStory Project Project Making Policies for and with Seniors – From Iso- Intercultural Creativity of Seniors – InCreaSe lation to Inclusion Project Project Seniors and Local Community Life – SenEm- power Projectr Senior Volunteers in Europe – SEVEN Project Seniors as Guides to Local Community Life – Se- nior-Guides Project Seniors as Mentors for Younger Co-Workers– SISC Project

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As a valorisation project, in the development of ASLECT the available educational materials, developed wi- For the training sessions with cultural professionals project the partners directed their activities to: thin any of the 15 listed projects / Good practice and/or seniors organised in each participating coun- • observe already developed programs, materials cases selected during the identification phase. Cer- try, ASLECT-partners incorporated the available edu- and projects’ results; tain materials are available and can be found on the cational materials into six modules; the educational • analyse the above mentioned; corresponding projects’ websites in all (22) official materials included and used in each of them are pro- • use them as samples of appropriate activities wi- European languages (except Irish). The variety of posed and described in the methodology. thin training sessions with cultural professionals their topics and the kind of materials enriched the and/or adult educators, in order to work of the ASLECT-team: use is made of the stra- Module 1: How To Make Organisations and Their • facilitate the process of involving seniors into cul- tegy papers, reports, educational modules, guides, Work Attractive for Seniors tural, educational and social activities, thus stren- handbooks, studies and research books, full packa- The purpose of this module is to enable participants gthening the capacity of cultural and/or educa­ ­ ges of learning programs, etc. which come from all to outline the characteristics of their organisations tio­nal organisations; over Europe, emphasizing the experience of the in­ (and, optionally, the context of cultural organisati- Module 4: Creating Impact and Sustainability • empower seniors to take part in such activities so volved countries and organisations. They form the ons in the country); to learn how to reflect on the The module deals with the transfer of activities and they might become trainers, mentors, facilitators basis as educational materials for testing the trai- profile of their own institutions and its characte- methodologies to other institutions and contexts, and organise/facilitate initiatives for other seni- ning sessions organised by every ASLECT-partner ristics (self-assessment); to take samples of how to and how to mentor seniors to develop practices for ors; with cultural professionals, aimed at giving suffi­ transfer knowledge and use good practices; make other seniors. • provide input and assist by preparing (follow-up) cient knowledge and input to participants in order exercises on stakeholders’ mapping. activities or programs elaborated by cultural pro- to develop their own programmes and initiatives Module 5: Recommendations and Suggestions­ fessionals for seniors and with seniors. for and with seniors. Module 2: How To Get Seniors Actively Involved for Educational and Cultural Organisations The focus is on different tools and strategies to mo- Working with Seniors We believe that our efforts and the presented pro- tivate seniors to become active in their community: It includes findings and opinions, practical hints ject results and activities are useful and we address outlining the characteristics of seniors both as lear­ and statements from many of the coordinators of them to several different groups interested in the ners and trainers/educators/learning facilitators; the selected 15 good practices as well as from AS- topic, namely: poin­ting different approaches for the involvement LECT-partners. • Senior citizens and organisations of seniors; of seniors into the educational/training process. • Cultural organisations and cultural professionals; Module 6: Development of an Action Plan • Adult educators; Module 3: Creating the Right Learning Environment The final module aims to wrap-up the whole trai- • Trainers of trainers; This module presents the importance of setting ning activity by giving samples on setting a perso- • Social workers and social organisations, commu- the learning environment; many samples of skills nal action plan, as well as guides and examples of nities, and any other interested parties. and competences of trainers of seniors; analysis Regional Action Plans for Inclusion. Participants are and assessment of good practices with emphasis encouraged to create their own personal and orga- ASLECT aims at valorising results from previous on adapting the environment for transferring nisational action plans on developing activities projects; therefore, in the project run are used knowledge/good practices and vice versa. that empower and involve seniors.

http://www.aslect.eu http://www.aslect.eu 16 WORKshops Results 17

We conceive the work on the materials as a work- the perspective of the use and exploitation of the shop activity/training sessions, so we may have a materials from the 15 good practice cases. Taking variety of contents, according to the needs and spe- into consideration the large variety of contexts in cificity of the group we work with. It is not a strictly which the cases originated and the context of the fixed curriculum; the duration is not fixed and can participating countries involved, we can state that be customized to the participants’ needs and availa- we tried to valorise the experience coming from 25 bility – although the ASLECT-partners consider that countries, i.e. Austria, Belgium, Bulgaria, the Czech The workshops were organized in the six countries of the partner orga- at least two days would be needed in order to get Republic, Denmark, Estonia, Finland, France, Ger- nisations between March and July 2012. The aim of these local work- the participants acquainted with the 15 good prac- many, Greece, Hungary, Iceland, Italy, Lithuania, shops was to develop the knowledge and skills of cultural and educatio­ tice cases. Malta, Poland, Portugal, Romania, Slovakia, Slove- nal professionals working or willing to work with seniors, of volunteers The six modules and their topics were defined after nia, Spain, Switzerland, the Netherlands, Turkey and and seniors based on the methods and skills employed in some of the 15 all ASLECT-partners conducted a large analysis from the UK. projects presented by ASLECT as examples of good practice.

http://www.aslect.eu http://www.aslect.eu 18 Usefulness and Impact 19 of the Project Approach More than 110 participants from the six partners’ The answers show that the materials and tech­ subjects are useful for beneficiaries and closely countries participated in the local workshops and niques collected from the previous best example related with their work in their organiza­tions. the level of satisfaction between participants was projects were very useful for participants, as they high and very high, as it could be measured through have a strong exploitation potential and also that The concrete examples given by participants on the questionnaires applied to the participants. the methodology developed by the partners is how they might apply these skills and knowledge Participants in all partners’ countries stated that the appropriate. Also, the participants were encouraged were various - such as implementing projects which training met their expectations in terms of trainers, to use the educational materials collected from the motivate seniors to become involved in the deve- contents and methods. They also thought that they best practice projects – available on the ASLECT pro- lopment of youngsters, organizing intergenerati- will be able to apply the knowledge they learned ject web site. The availability of the online materials onal workshops, gaining local authorities’ support niors became both beneficiaries and implementers during the workshops. was appreciated also by workshop participants, this and finding senior volunteers willing to pass on of these projects. They committed themselves to being another factor that contributes to the impact their knowledge, organizing workshops aiming at identify the seniors in their community who have For project partners, an important aspect to mea­ and sustainability of the ASLECT project results. the promotion of mentorship among senior vo- potential and are willing to get involved in an edu- sure was the effectiveness of the exploitation lunteers, developing projects and defining stake- cational, cultural and community project which strategy of the project. Participants were asked Concerning the perspective of actually putting into holders and involving them into the organizing aims at preserving the local identity. The next step about what they learned during the workshops practice the knowledge and skills acquired through activities with/for seniors, creating programmes was to direct and integrate such seniors within pro- and which strategies they might use to empower the workshops, most of them were also positive­ addressing seniors with practical activities in the jects according to their competences. Local work- seniors in their organization or local community. about it (65% from the Romanian participants, 100% museum, etc. The variety of the answers reflects the shops and local cases provided partners with the The answers proved that the general aim of the of Turkish and German participants, 90% of Italian different background of the participants, as well as opportunity to make direct contact with the target workshops – train the participants on how to workshops participants and 86% from Bulgarian the different tools and techniques offered during groups. The workshops supported the sustainabi- activate and empower seniors – was achieved. par­ticipants). These results show that workshop the workshops. In general, the workshop partici- lity of the project results and outcomes, as well. Participants declared that they learned different pants in all partner countries stated that they were As a result of ASLECT workshops, eleven local pro- tools and methods to activate the seniors’ potential planning to use skills and knowledge they gained grammes and actions were developed and imple- as trainers, how to communicate effectively with during the ASLECT workshops. During the work- mented by the workshops’ participants. seniors, how to give seniors a sense of contributing shops, participants were encouraged to develop to the society, how to use the seniors’ skills and or plan future activities (local projects) for and with In conclusion, it can be stated that the collection of knowledge to help other seniors, the importance seniors within their organizations. After the work- good practices and their transfer through the local of seniors in the community, the importance of shops, project partners supported the realization of workshops created a good opportunity to dissemi- transferring seniors’ specific skills and knowledge a series of programmes, collaborating with cultural, nate the results of the previous LLP projects and not to others, creating areas for seniors to use their educational and seniors’ organisations the repre- only. The workshops and local programmes created experience and knowledge, identifying the seniors’ sentatives of which attended the workshops. a very positive impact in partner countries, demon- capacities and creating opportunities for seniors strating the value of the project approach, and also to share their knowledge and experi­ence with The realization of selected local projects created a in general the value of the exploitation and valori- younger generations. multiplier effect for the organizations in which se- zation actions.

http://www.aslect.eu http://www.aslect.eu 20 PROGRAMMES for and with Seniors 21 in Cultural Organisations

The educational programmes presented below were developed by cul- tural professionals, seniors and volunteers as a follow-up of the work- shops organized by the project partners. We consider them examples of the way in which the methodology for exploiting and disseminating the good practices presented in the previous pages can produce impact, as well as proof for the fact that the results selected from other projects can be further valorised.

http://www.aslect.eu http://www.aslect.eu 22 Local Cases from Austria, Bulgaria, Italy, 23 Germany, Romania and Turkey The educational programmes presented below retired professionals acquainted with the stories and debates. At the end of the training modules, citizens of Hanau. It is endowed with an up-to-date were developed by cultural professionals, seniors behind some of the paintings found in the Corneliu two seniors from the Day Care Centre for Elders media stock, library-oriented services and modern and volunteers as a follow-up of the workshops or- Baba Gallery in order to prepare them for the role “Saint Constantin“ from Timisoara (Edith A., age IT equipment. The Public Library of Hanau with its ganized by the project partners. We consider them of volunteer guides, thus creating opportunities for 89, former interpreter for German language; Ioan district library of Grossauheim, and with the Hanau- examples of the way in which the methodology for seniors to use their competences and experiences to S., age 66, a former physical education teacher and Hessen regional and cultural studies department, exploiting and disseminating the good practices become educators for the visitors of the exhibition. amateur artist, both suffering from the Parkinson is a public location promoting a culture of reading, presented in the previous pages can produce im- The educational programme took place in the disease) switched from the role of learners to the learning, discovering, detecting and coming into pact, as well as proof for the fact that the results se- Gallery, in the morning, and it was divided into one of educators for other seniors coming from contact with literature and people. lected from other projects can be further valorised. 10 modules (1 module per week) on topics such local daycare centres. Their first public was formed as: competences of a guide/storyteller, guiding of the beneficiaries of the Day Care Centre for Elders Books to People is a mobile domestic book service. techniques in correlation to the particularities of with Alzheimer from Timişoara. – For elderly, disabled and/or less mobile persons Seniors – Volunteer Guides in the Timişoara each category of visitors (based on age, profession Starting from September, as a follow-up for these who are lacking the possibility or who are Art Museum, Romania or social status), and stories behind the paintings activities, the trained seniors became guides also experiencing difficulties to get to the public library selected from the gallery. The seniors were trained for students who returned to school. In order to en- (the library is located at the first floor and it is only The Art Museum from Timisoara presents to the pu- by the museum educator and high-school volunteer sure its sustainability, the educational programme accessible by stairways.) blic more than 8,000 art objects, arranged in collec- guides who were educated to become guides within “Seniors – Volunteer Guides in Timişoara Art Muse- – Voluntary “caretakers of books” who: tions of European Art, decorative art, Romanian art, previous programmes organized by the museum. um” will be extended to other permanent collec­ • deliver books to private apartments or homes; particularly by authors from the Banat region. It re- The methods used were coaching, conversation tions of the museum. The two senior guides are • read the books to the above-mentioned persons; gularly presents creations of contemporary artists now attending the weekly meetings of the Alzhei- • give individual advice with respect to the selection from Romania and abroad. The Museum is hosted mer Cafe, an activity initiated by the Museum of Art of books; in a baroque palace from the 18th century, the Old that is addressing the beneficiaries of the Day Care • explain how to use audio books/CD players; Prefect’s Office. Centre for Elders with Alzheimer and the volunte- • have plenty of time for their „customers”. “Seniors – Volunteer Guides in Timişoara Art Mu- ers within the museum (youth or seniors, engineers, – The volunteers were trained by the public library seum” programme was carried out between May photographers, students, visual artists). and by the ASLECT group, and they visit their and July 2012 in the Corneliu Baba Gallery of the „customers” every 4 weeks (= regular borrowing Timişoara Art Museum. Seniors were approached time) as agreed. based on the collaboration between the Museum Books to People, Public Library of Hanau, – Also, institutions like housing areas for elders, and the Local Office for Social Assistance for Elders District of Großauheim, Germany homes for disabled persons or day-care facilities from Timisoara, the institution responsible for the can use this service. They can borrow complete Day Care Centres from the city. The Public Library of Hanau provides access to „media lists” or book a „caretaker of books” who The purpose of the programme was to get information, education and entertainment for the reads out books to groups on a regular basis.

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As a basic principle, voluntary „caretakers of an amphitheatre and a greenhouse. The institution The programme included having lunch together, books” are always visiting the same „customers”. consists of two departments; the “Dinç Yaşlı Blocks“ a shopping session, as well as moments of resting Thereby, s/he can become a trustful caregiver and, providing services to younger seniors, and the “Ge- and talking, while enjoying a tea in the Asansör Café thus, contribute to the quality of living and to the riatric Care Centre“ serving the seniors who requi- from Dario Moreno street. Ms. Gülşen Perkel acted integration of the elders, not mobile persons. re special attention, and attending the needs of a as a guide, sharing histories about the city and the Considering the steadily increasing life expec­tation number of 1,061 persons. visited places, as well as her own personal memories, of the population, this way of borrowing books since the selection of the places which were visited plays an important role. More and more elders want The program called “Art for Each Day” had three was based not only on their historical significance, to stay in surroundings familiar to them. Various different events – a picture presentation, a poem but also on their personal significance. ambulant services support them in this respect. reading performance and a historical and cultural Books to People contributes not only to the trip to Izmir city - and involved 20 seniors. Mr. Haluk Testimonials from Participants in a collaborative and planned activity such as this „mental well-being”, it will also promote the social Akyazı (86), a veterinarian who has been interested Haluk Akyazi: I have talked about photography one. contact between those elders who live in housing in photography for 50 years, presented his photos in many places, but sharing my experiences with areas. The district of Hanau-Großauheim has a to 20 participants and answered their questions my friends here, in this institution which I now quite manageable infrastructure. The experiences on the 5th of September 2012. He shared his joyful consider my home, is a great pleasure for me. Seniors Teach What They Learned: Wood with the pilot-project make the transfer of such memories with his friends while talking about his Should the necessary conditions be provided and Painting and Marbling Art Passed Down to the infrastructure to the whole city of Hanau easier. experiences about photography. The people in the should people wish to see them, I have many more New Generation, Narlıdere Nursing Home and audience also talked about their memories about photographs. When they are not shared with others, Rehabilitation Centre, Izmir, Turkey photography. taking photographs is sometimes meaningless. Art for Each Day, Narlıdere Nursing Home During the second meeting, the poem-reading event, Ekrem Tuncer: Thanks a million times for inviting Another programme from the Narlıdere Nursing and Rehabilitation Centre, Izmir, Turkey Ekrem Tuncer (90), who had been a mathematics me. I went back to the years when I was teaching. Home was carried out with the involvement of Mr. teacher, read Nazım Hikmet’s poem entitled ‘Gelibolu’ Serpil Soysan: I have been living in Izmir for years, Erdoğan Yazgan, a resident of the institution. Mr. “Narlıdere Nursing Home and Rehabilitation Cen- and another poem of Sevil Yalçındıran (81) – who is but I didn’t have a chance to visit Kadifekale and Erdoğan attended a course about wood painting tre“ affiliated with the Ministry of Family and Social a retired designer and stylist. Other people from the Agora. I was very pleased to have had such a and marbling art techniques. He conveyed to the Politics Provincial Directorate is located in Huzur audience volunteered for reading poems, the activity chance. As I am a person who really enjoys taking young staff of the institution (from 23 to 38 years of Street in Narlıdere, Izmir county. It was opened in was very appreciated. The last activity was a trip to photos, given the information acquired during the age) the knowledge he had gained, by combining 2001 and it is Turkey‘s biggest facility in terms of several historically and culturally important places of presentation, I believe that I was able to take better them with his own occupational knowledge. The care service for seniors. It is located on an area of Izmir. This trip was organized by Gülşen Perkel (72), photos. program was designed by Mr. Erdoğan Bey (84) 114,517m², and it has more than 40 buildings, in- a lady who spent most of her life in Izmir. Seniors Ayhan Hanim: I have attended many activities in who is a technical artist himself, and the personnel cluding administration offices, residential blocks, visited Kadifekale and the historical Izmir Agora, this institution; however, it was better to participate participated on a volunteering basis. There were a Geriatric Care Centre, cafés, conference halls, as well as other places of significance from Izmir.

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20 participants in the course that lasted two weeks. for work stress, regardless of its short duration. where one of the conducted activities is basic ICT at the library (seniors guide the visitors), seniors After mentioning the versions and techniques She required the consistency of such courses, like course for senior customers (people 60+). visit and read books to the people with visual of painting, he focused on wood painting tech­ ceramics in the future. The regional library “Dora Gabe” runs annually impairments from Hobisklub, discussing with bene­ niques. Marbling art was also explained in details; the program “Differences Unite Us”. Its aims are to ficiaries both at the library and at their place. two practices were combined by means of the develop librarian, bibliographic and information Brainstorming, mentoring, story-telling, providing decoupage technique; finally, wood trays with United in Diversity, Regional Library “Dora services tailored for people coming from disadvan­ services for people with special needs, guided tours marbling patterns on them were designed. In Gabe”, Dobrich, Bulgaria taged backgrounds, to support their personal and were some of the topics focused on within the work addition, the participants designed masks made professional development, and their integration with the small group of seniors. 10 mentoring ses- out of ceramics and decorated with ornaments. The regional Library “Dora Gabe”, in the city of into society.­ Two senior participants from the sions were held; a short-term individual action plan Course participants gained new hobbies, therefore, Dobrich, North-Eastern Bulgaria, is one of the most first workshop with cultural professionals (from was settled for each participant. The important part they enjoyed themselves. This project provided active libraries in the country, which is involved in the different cultural organisations and libraries) was the library annual plan for the forthcoming pe- them with a new motivation in their monotonous program “Glob@l Libraries – Bulgaria”, an initiative committed themselves and worked closely with riod – setting dates, types of activities, and groups working life. The project also helped our resident supported by the Bill & Melinda Gates Foundation. their colleagues at the regional library “Dora Gabe” of beneficiaries. All these were discussed in detail, gain more self-confidence and self-esteem and Thanks to this initiative, along with its Educational (during the mentoring sessions) to carry out the placing a major emphasis on the interests and pro- become more active. Centre, the library is running an equipped IT-centre, planned activities. The seniors who took part in fessional background of every participating senior the IT-course at the Regional library “Dora Gabe” (a Local History specialist, or a literature specia- Feedback from Participants were invited to participate in such activities; the list, etc.) Some mentoring sessions were held in a Instructor Erdoğan Yazgan was concerned whether purpose and possibilities of the ASLECT project group, some were organised individually, face-to- or not he was able to teach, although he taught were presented to them, and the people who were face, since librarians (the mentors) had to explain technical art once. After the course started, he willing and interested in ASLECT joined a small the specifics of the activities chosen by the senior realized that he did not have to worry about group of 5 persons which was formed for future participants (guided lecture for a certain exhibition, anything. activities. Weekly meetings provided mentoring to or reading books to the people with visual impair- Participant Tuğba Atak, who is a psychologist, senior volunteers, in order to get them acquainted ments, etc.). stated that she was very happy with the course with ASLECT good practices on the one hand; on The selected library activities involving seniors and felt that her connection with the institution, the other hand, seniors were provided with detailed were: a lecture (guided talk and exhibition) where she started to work only two months ago, information about the program “United in Diversity” organised for the International Literacy Day; strengthened. She said that she could express and about the possible co-workers at the Regional Discussion and examination of important library herself through art. library, having the Mental Health Centre and the documents concerning the local epic events which Özlem Akgüllü who is working within the audit NGO Hobisklub (people with visual impairments) as took place in Sept. 1916; the 150th birth anniversary department, stated that it was the first course for final beneficiaries. Outlined were some activities for of the great master of the short story O. Henry; an the staff members, and it was like a remedy both organisations: beneficiaries visit exhibitions exhibition with motto „Art – A Symbol of Hope”

http://www.aslect.eu http://www.aslect.eu 28 29 connected with the World Mental Health Day; a how to keep and preserve such even for the future two volunteering seniors, from among those who lecture/guided talk and history-exhibition “Khan generations. showed interest and who are part of the education Tervel – The Saviour of Europe”. program, to be educated as “Event Manager Assistants”. The seniors got in their workshops an Volunteering Seniors as Event Manager introduction to the work of ÖQGG, their standards Succession between Generations, Regional Assistants, The Austrian Qigong Association, and their way of organizing events. In the next Library “Dora Gabe”, Dobrich, Bulgaria Austria stage, the seniors are already actively involved as “Event Manager Assistants” in their work group. After the workshop with cultural professionals, the The Austrian Qigong Association (ÖQGG) is a non- More training of volunteers will follow, addressing librarians felt motivated to keep the senior-partici- profit association offering professional training specifically the needs of their work group. To pants (from their ICT-course and those previously courses and education for Qigong teachers, train- support the “”Teams” during that process, follow- involved in some activities at the library) further in- the-trainer education, as well as classes, congresses up meetings with the board have been integrated volved and engaged in follow-up activities. and events for persons interested in Qigong. to the time schedule. The chairwoman will lead the Generations playing with Art, Istituzione It was decided to hold weekly mentoring sessions The transfer of Qigong specific knowledge and workshops based on the developed program and Galleria d’Arte Moderna, Bologna, Italy with the volunteering seniors (a small group of 6 traditional Chinese cultural heritage to persons of will be supported by INMAD. persons). Many of them showed interest in story­ all ages is performed on a local, regional, national The training cycle will be completed in May 2013 Istituzione Galleria d’Arte Moderna di Bologna in- telling, which seemed to them a very interesting and international level. The administrative units of to reflect on it during their annual public event cludes MAMbo - which is the main seat – Villa delle approach – to meet youngsters, to tell them more the organization work with volunteers only. “Österreichische Qigong Tage”, where seniors will be Rose, Museo Morandi, Casa Morandi, Museo per la about history and about lived history – all these Inspired by the ASLECT project, the leader of ÖQGG integrated in as “event manager assistants”. Follow- Memoria di Ustica. The Education Department was on several occasions. The small group of senior- worked out together with the Austria partner a up will be offered until the annual conference that created in 1997 as an internal and stable structure volunteers came to the proposal for four different plan aiming not only to educate the volunteering is to take place in the fall of 2013. The training aiming at an approach between the public and the meetings with youngsters on the following topics: seniors, but also the event organizers, the so-called cycle is designed to create a basis for volunteering contemporary art. The proposed paths are based A lecture about the importance of the Local History “Arbeitskreisleiter” (Work Group Leaders). The seniors to facilitate their long-term integration on a methodology treating art education as a sti- subject, Discussion “Books Create bridges”, Lessons program is divided into 4 stages, beginning with into the activities. The first stage of training work mulus for developing one’s sensitivity, for one’s un- given at the library (so-called outsourced school- a workshop for the group leaders. The developed group leaders how to train and integrate seniors derstanding its own identity, as well as the history lessons) - two were held: “A Lesson of Patriotism” training workshop for the Work Group Leaders as “event manager assistants” ensures that, should and the reality around us. and “How to Make My Family Tree”. provided tools and methods for how to specifically seniors drop out from that activity, the work group The seniors from AUSER, a social advancement vo- The youngsters had an active participation; after integrate seniors as event manager assistants into leaders will be able to train new senior volunteers luntary association committed to promoting active the events, they shared excellent positive impre- their specific work and provided them with materials by themselves. This guarantees the program ageing and to increase the role of seniors in socie­ ssions and stated they got inspired to learn more selected from the ASLECT documentation as a kind sustainability. about the local history and traditions, and about of handbook. Each work group leader selected ty, have a history of collaborating with Istituzio-

http://www.aslect.eu http://www.aslect.eu 30 31 ne Galleria d’Arte Moderna as guarding agents in Giorgio Morandi, the most famous artist from the the same name and supported by the city of meetings: Post-War Childhood, Hanau Is Cooking, exhibition spaces and galleries. The Education De- Emilia-Romagna territory. Furthermore, they really Hanau and by the state of Hessia. Since 1983, the Childhood in Rural and Urban Areas, Childhood on partment already cooperated with AUSER in many appreciate to be the protagonists of the project, society has been taking care of the preservation the Move, Cultures of Living from the 19th Century projects aiming at the involvement of seniors in to have an active role in the whole process, and to of a culturally valuable collection of historical toys, Villa to Built-up Furniture. In these meetings, the creative workshops and activities connected with have an opportunity to improve their knowledge which is unique within the nation. The museum is members of the society – particularly the chair- the contemporary art and personal expression. and competences. They say that they really love dedicated itself to the history of dolls from ancient man, Mr. Ernst Gimplinger – talk about historical For this particular project, the Education Depart- to talk to children and young people, even if this to modern times, inviting visitors to travel through subjects, accompanying the stories with pictures ment is working with three seniors, training and is something unusual nowadays, and that it is im­ about 2,400 years of microcosmic cultural history. from the city of Hanau and from the collection of preparing them in order to lead an educational por­tant to transmit values and memories to new The permanent exhibition has focus areas such the Mittelbuchener society of home and history. path for families and children dedicated to the artist generations in order to raise their awareness about as puppet dishes, Käthe Kruse, Japan’s world of Voluntary hosts who supervise the event and who Giorgio Morandi and to Bologna in the 1950s. The their past and about their own roots. dolls and contemporary miniature doll houses. In were trained within the ASLECT project can encou- project is focused on seniors, personal memories cooperation with collectors, artists and puppet rage seniors and grandchildren to express their ex- and intergenerational learning. The starting point manufacturers, the Hessian Doll Museum is focusing periences by means of painting (including a short consists of the last publication edited by the Educa- Remembering – Telling – Painting, the Hessi- on special subjects and current educational issues explanation on how to mix colours/on the colour tion Department (“Giorgio Morandi. The Man Who an Doll Museum, Hanau-Wilhelmsbad, Germany in its special exhibitions. Many important tasks circle). The afternoon ends with a group discussion. Painted Bottles”) and of a visit to Casa Morandi. The in the museum, like museum education, guiding Afterwards, participants can visit the exhibition in seniors involved learn about the artist, his habits, The Hessian Doll Museum from Hanau-Wilhelmsbad visitors and giving advice on doll-related matters, the Hessian Doll Museum to find a visual support his artistic practice; they will also talk about their is financed by a charitable society going under are carried out by volunteers. of what they have just learnt. The images painted personal memories on how they used to live at that The other organisation involved in this programme during the meetings­ are going to be exhibited in time. They were trained during October 2012 in or- is the Mittelbuchener society of home and history; the Hessian Doll Museum on a regular basis. der to be able to conduct a “storytelling” afternoon the purposes of this other organization are related These five meetings should work as a guide and at Casa Morandi, mixing the history of the famous to the conservation of the local history and stimulate the group of seniors and grandchildren painter with their own personal experiences abo- immaterial heritage, local heritage buildings and to meet again and think about new subjects they ut their childhood in Bologna. The final event took to the promotion and sustainability of these values. could learn and talk about. place on the 25th of November, in correspondence The society has about 100 members on a constant with the major event “Bologna City for Children”, basis; its members contribute to the local cultural Testimonials from Participants and with the World Day for Childhood. and social life. „Interesting, time may not be forgotten.” (male, 74 The society organizes on a yearly basis several years) Feedback from Seniors „chatting meetings” in the afternoon; such mee­ „It was a very interesting speech which gave an The involved seniors were really excited. They love tings always have a certain focus, which often is insight into the post-war period outside the family. the idea to learn more about art, especially about the local dialect. The topics approached in the 2012

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Events like that should be organized more often for the first meeting in July 2012. The age of the SAGE – Mentorship Programme Seniors – and promoted publicly.” (female, 26 years) involved women ranged from 50 to 75 years. The Children, the “George Bariţiu” County Library, pursued goal was to give to all the women involved Braşov, Romania an opportunity to express their creativity, their skills Under a Rain of Memories, Zaffiria, Bellaria and their inner poetry. For two months, on every Established in 1930, the “George Bariţiu” County Monday evening, a group of thirty women gathered Library from Braşov, Romania has the mission to Zaffiria is a cooperative society based in Bellaria, at the Museum to create the installation. At the same provide to all the community members, public Italy. This society organizes activities with children, time some stories, poems, nursery rhymes written bodies and private organizations activities families, seniors in order to activate their partici- by Italian writers as Panzini, Moretti, Rodari, and and resources allowing them to efficiently use pation in the local communities (above all, throu- Pascoli were read to the group and selected by the information resources,­ to implement models and gh media education and through media and art participants. The discussions focused on how they lifelong learning methods, to facilitate social, produc­tion). The society is working at the local, could make a rainy sky starting from the skills and cultural and educational contacts. In addition to The mentors’ role is to reduce the learning barriers, regional and national levels with different partners ideas of the group of women. Pieces of heaven were the traditional departments of a public library, the to help their mentees lower their difficulties at a so- from the private and public sectors, and it organi- worked out with wool, crochet, fabric, transparent institution comprises the French Mediateque, the cial and emotional level, improve their perfor­mance zes congresses and trainings for teachers, adults, drops of antique chandeliers. The old chandeliers English Cultural Centre, the Hungarian Cultural in school and self-organizing activities. Mentors re- and experts. Zaffiria is managing two museums, stimulated the stories and dialogues within the Centre, the Community Information Centre, the ceive a basic training on mentorship and on other one “game-room” for families, and it is collaborating group; slowly, the women began to talk about Center for the Continuous Training of Adults, a subjects like learning styles, time management, with the Emilia-Romagna Region for cultural activi- themselves, about how they were and about what Mediateque and a Ludoteque. The Center for the positive thinking. The programme will last one year, ties, archives and for the protection of users in the they are still dreaming. The sky was built one piece Continuous Training of Adults created and realized and it will contribute to the improvement of pupils’ media. after another, between a chat and a story. The idea a series of educational programmes targeting key competences in fields that are relevant to them, The program consisted in the realization of an of the rain suggested the idea of a rainbow. The last children and adults. One of the latest of such to the valorisation of seniors’ experience and their art installation in a house called “Pensatoio”, next emerged idea (inspired by a female lifeguard) was programs, which aims at bringing these categories active participation in the community life. to the main building of a local museum (Casa to create a mask to represent the wind. During the together and at realizing a connection between The programme is still at its beginnings: a policy Rossa of Alfredo Panzini – Bellaria Igea Marina). first weekend of September, the group organized generations, is the mentorship programme SAGE. for mentorship activities (recruiting, eligibility, Panzini was a writer and he used the Pensatoio the inauguration of the installa­tion inviting people, screening, training, matching, monitoring, privacy as a space for inspiration. Now, it is a place used offering cakes and reading the stories that were The aim of the mentorship programmes is to con- of information etc.) was defined, while the stage for educational activities. The installation, called most loved by them. nect pupils with difficulties and/or poor results in of recruiting mentors and mentees is in progress. “Under a Rain of Memories”, was realized by means Some of the participating women asked Zaffiria to school and/or difficult family contexts (mente- Seniors are open to get involved; however, they of the contributions of 30 women. Teresa Randi, think about a second project because they felt it ne- es) with community members having a rich pro- are afraid from making any mistakes and from the the coordinator of a group of retired women from cessary to give continuity to the experience. fessional and life experience, as well as valuable responsibilities entailed by such programme, not Bellaria Igea Marina, invited a lot of women knowledge and openness to share them (mentors).

http://www.aslect.eu http://www.aslect.eu 34 35 self-confident enough to take on the role of men- background in order to be able to share not only the special component of their continuous education and group dynamics, as well as the experience in tors. On the other side, potential mentees need to language knowledge, but also the cultural aspects; for trainers. Active and retired seniors were asked teaching persons of different ages. feel confident in the efficiency of such programme, some of them are trainer educators, too. to volunteer for this special workshop “Sharing The first workshop was held in October 2012 - se- in the mentorship methods, as well as in the pos- Knowledge”. nior educators offered their knowledge to a small sibility to create a mutual-trust relationship with “Sharing Knowledge - Senior Trainers as Educators” group of trainers. For the trainers, it was very inte- their mentors. The training programme for mentors has been developed to establish a solid basis for Based on the educational resources from the resting to be introduced to different methods of and the matching policy are the main elements by the transfer of knowledge from seniors to younger ASLECT project, seniors got an introduction to language training and to share their experiences means of which the library staff members intend to trainers and educators in terms of a “Train-the- “how to educate” in a “Train-the-Trainer” workshop. with the seniors (senior trainers). The discussion of counterbalance any difficulties. trainer” education. Based on the need to develop the Together, they established the program aiming specific training situations and the exchange of ex- competences of the younger trainers and educators, at sharing their knowledge and experience in periences represented a big success. a series of different workshops for educators and training with their younger colleagues. The focus The involved seniors liked very much to share “Sharing Knowledge - Senior Trainers as trainers were organized since the spring of 2012. of the “Sharing Knowledge” workshop is to support their experiences and they feel very motivated Educators”, the “Wiener Ungarischer Schulve­ After having attended the local ASLECT workshop, young trainers and educators with the training to continue to share their knowledge with more rein”, Vienna, Austria Mrs. Kiraly, the pedagogical director of the “Wiener experience of senior trainers. Such experience colleagues within the two further workshops to be Ungarischer Schulverein”, had the idea to mobilize covers methodological usage, teaching a group held. The “Wiener Ungarischer Schulverein” (Viennese also senior educators and trainers in order to share Hungarian School Association) is a non-profit their knowledge of teaching and training with association in the field of Hungarian culture and their younger colleagues and to integrate this as a language education, established about 90 years ago. They educate adults in Hungarian culture and language courses and have especially designed offers for Hungarian native speakers grown up in Austria to develop their mother tongue. They also offer German courses for adults with Hungarian mother tongue, English language courses and, of course, various cultural activities for their members (traditional celebrations, etc.). As a licensed school, they offer Hungarian school education for the Hungarian-rooted kids from Austria; lately, they opened a Hungarian kindergarten in Vienna, also. The trainers and educators have a pedagogical

http://www.aslect.eu http://www.aslect.eu 36 Seniors Active in the Learning Community 37 – Set of RECOMMENDATIONS

Developing cultural, artistic and educational programmes for seniors becomes crucial in the perspective of today’s social, economic and cultural dynamics. Equally or even more important is the development of cultural, artistic and educational programmes with seniors, to their own benefit, as well as to the benefit of other groups, not the least youngsters and children.

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Every individual is a vehicle for the culture that has ble to other (senior) citizens in their home town or enhance the learning that is taking place in a workshops, which enables older people to reflect on formed him/her and contributed to his/her de- region, the training provides them with an opportu- traditional school-like form. People who share their skills and experience, gain information on the velopment. Sometimes, seniors become the last nity to reflect on good and bad examples of guiding common interests typically create study circles; possibilities to become active in their community carriers of such cultural elements; skills, memories which they have experienced themselves, and thus there is no trainer or teacher, but one member and develop an action plan. Another possibility is and experiences disappear as they fade away from help them choose their own favourite methods. usually acts as a facilitator to keep the exchange also a Peer facilitator training, which is developed the public attention. It is part of the public mis­ Psychological findings show that seniors get ac­ flowing and makes sure that everyone has an to enable seniors to run workshops themselves. sion of cultural organizations to support and pro- tive and involved when they see a meaning in what opportunity to get involved. mote the passing by of this intangible heritage in they do. They get very interested when the subject Cultural Vehicles for Learning the communities they serve. Developing the crea- is connected to their personal concerns. ICT tools Informal Learning Involvement in artistic activities is a great way tivity of seniors, embedding it in the cultural offer should not be an end per se, but have to be connec- The informal training responds intelligently and to learn and develop skills. Community arts or as part of specific artistic and cultural programmes ted to a motivating subject. A successful method is flexibly to the specific needs of the elders in accor­ community-based art is a form of art deeply should also go on the agenda of the today’s and to build “tandems” of seniors and juniors in whom dance with their specific situations and practical concerned with disadvantaged groups, aiming tomorrow’s cultural organization. the seniors can share their life experiences and the needs. Therefore, most of the learning and teaching to offer them a possibility to address and express We hope that the ideas, suggestions and recom- juniors can support them, for instance, in using new can happen also outside a formal classroom setting. concerns related to their context, through an artistic mendations presented herein below will constitute technologies. A kind of a “bring a friend” campaign can be useful, process. Community arts can offer seniors an active a useful resource and a trigger of inspiration. Their motivating seniors who were already engaged to involvement; such arts are very much oriented origin is represented by the good practice cases Self-Directed Learning bring other seniors from their private network who towards the participants’ problems and interests. and examples of cooperation projects in the field The self-organised “circles of interest” who met were not engaged yet in any kind of community The development of specific cultural and artistic of education involving seniors from all over the Eu- between classroom modules can support and work. programmes with and for seniors, conducted ropean Union. by professional artists, has the potential to both Transnational Exchanges of Senior Volunteers activate seniors and create a genuine engagement This might be one of the possible tools for in the learning processes which accompany the Tools and Strategies to Motivate Seniors to motivating seniors to take part in the community artistic act. Become Active in Their Community life, and it can be a matter of giving new and unusual learning opportunities. This is why we need Focus on the Experience and Interests of the to know and understand the world, in order to be Creating Learning Environment for Seniors Participants active in our “local” dimension, to fight racism, fears As a basic principle, participants in a training/cour- from differences, xenophobia and favour social Traditional or online environments: creating lear- se are providers of knowledge to at least the same solidarity and cohesion. ning opportunities for seniors require specific and extent as recipients of knowledge. As participants adequate tools and methodologies. The organi- are trained to present their abilities and experien- Workshops and Seminars sations working on an educational project might ces as a source of information, guidance and advi- In order to motivate seniors to become active in happen to be very different, so the learning envi- ce about services, facilities and support availa- their community, another interesting tool is a set of ronments are different, as well. There are adult

http://www.aslect.eu http://www.aslect.eu 40 41 education organisations, which have a more formal • Duration: keep learning sessions short to avoid b. Valuing the experiences of seniors and giving learning environment. The volunteer organisations people getting tired too quickly. Mix in-class lear- them the impression that they are needed in the offer learning through volunteering, but they also ning with self-organised group works, excursions, society. Delete all negative stereotypes about older offer training for volunteers. and general social activities (e.g. visits to cultural people. It is important that money is invested by It is important to ensure an easy and intuitive han- events, exhibitions, etc. dealing with our project policy-makers to break through these stereotypes. dling of the learning environment and to offer an topic and/or community work, etc.). Demonstrate that older people are not only con- interesting and motivating subject, attracting the sumers, but also providers of public goods. At the interest of seniors and other participants. Such as, same time, seniors’ organizations should be given for instance, a website with a weblog environment 3. Stimulating Organisations to Involve an opportunity, among others by training offers, to where seniors could tell stories about personally and Empower Seniors at Local and National defend the rights and show the potential of older experienced history. Levels people.

In order to motivate them to get involved and meet How to stimulate organizations to empower seni- c. Gathering the support of local governments the demand for fair access to lifelong learning also ors? The following is a set of “golden rules” aiming to and the networking at local level is essential: account the creation of real senior strategies based for the elderly, the aim is to remove age-specific provide tips and suggestions on different ways and local governments, educational organizations on the valorization of the human capital and the obstacles. Learning providers should consider the approaches to achieve an efficient involvement of at all levels, social, cultural and environmental creation of individual pathways which make seniors requirements and preferences of the target groups senior people at local and national levels. associations together with trade unions. All the aware of their opportunities. This concerns all the with regard to: expressions of the civil society at local level must sectors and, above all, the public administration. a. Building up networks of all the stakeholders gather and work together not so much for senior Policy- makers, decision-makers and educational • Timing of the training: older people prefer trai- involved in the scenario. Policy makers, seniors’ or- citizens, but rather with them. Local governments organizations are all responsible for the creation of nings which take place in the morning or early ganisations, adult training centres, associations for may take a lead role in coordinating all these forces. such pathways. afternoons. intergenerational learning have to collaborate in The policy-makers should supply funding and help • Training venue: participants have to feel confi- order to involve senior end-users. raising the public awareness on these issues, but e. Setting up legal frameworks for such coopera- dent with the venue. People who are not religio- Platforms are successful structures to make sure that organisations also need to make commitments on tion works to inform organizations and senior citi- us, for instance, do not feel attracted by trainings results and dissemination materials are customized this issue and change their structures in order to zens properly (e.g. responsibilities and insurance in that take place in a parish house. Therefore, trai- to the needs and interests of the target groups, to allow for real participation and empowerment. case of accidents; tax issues in case small amounts ning providers should chose low-threshold and attract potential training participants and coopera- ideologically neutral places which are easy to ac- tion partners and pursue a sustainability-strategy d. Creating a public “matching office” where the or reimbursements of expenses are paid, etc. On the cess by public transport. from the very beginning. Furthermore, it turns out “demand” (organisations interested to have support one hand, raising awareness on these issues is still • Costs: Pilot trainings free of charge for all parti- to be a good way of raising awareness among rele- from senior citizens) can meet the “supply” (seniors important, as well as the financial support provided cipants in order to attract social disadvantaged vant stakeholders and to motivate them to improve interested in community work) under standardized to those organizations wishing to involve and em- groups, as well. the integration of older people. conditions. In the organizations where most seniors power seniors. All actors need to pitch in to support are employed, it would be necessary to take into active ageing. It is important to convince stake-

http://www.aslect.eu http://www.aslect.eu 42 43 holders that a particular project will improve the • Focus on subjects and themes presenting interest • The time for coaching must be flexible: the more • A micro-funding scheme (at national or regional well-being of the participants, will make the town to seniors and offer them an encouraging learning demanding the project is, the more coaching is level) for educational projects conducted by look good, will bring publicity to decision-makers. environment. probably needed. cultural organisations and dedicated to seniors Sometimes, it is important to be aware of two diffe- • A good mix of a theoretical input and activities for • When trying to publicise the idea to other would be a way of obtaining significant results rent situations regarding seniors: those who are still self-directed learning is a useful method. organisations, be clear about the benefits for with few resources. on the labour market have an easier access to trai- • Favour the intergenerational work and try to them of being involved. • Ensure the sustainability from the very beginning, ning, usually provided by their employers or by pri- overcome the age categories. • Announcements in local newspapers, online and trying to identify the right organisations for a vate and public companies, for free, under the ESF. • Choose activities in which the participants could websites can promote the project. possible cooperation. The same situation (free access to training) applies find out their strengths, and encourage them to • Promote the cooperation programmes and their • Keep a good contact with the main organisations to unemployed seniors. get involved. results in order to increase the participation and institutions in town. • Pay attention to individual pathways for senior of cultural organisations and strengthen their • Evaluate the activities, the learning and act on the enhancement and valorization, create tools which learning dimension. feedback. Recommendations and Suggestions for can help them in everyday life, in community and • Keep learners actively involved in the develop­ • The activities should be repeatable and their Educational and Cultural Organisations Working at work. ment of the activities and in the exploitation of feasibility should be suitable for the target group. with Seniors • Pay attention to the scheduling of the workshops their results. • Ensure transferring activities and methodologies and training days. • Try to create a close cooperation among partici- to other institutions and contexts. Experiences and competences collected by the • Involve public authorities and organisations pants, for example with informal times in which people who worked in the field are very helpful for representing seniors in the public dialogue and they can exchange thoughts. More ideas and recommendations issued in the the implementation of similar activities: debate over policies. • Practice a regular contact, support and provide good practice examples and from the experiences • Find suitable participants, possibly with different resources so they enjoy coming again. gathered during the project are published backgrounds and of different ages. • Be aware of physical difficulties older people may in the Results section of the project website • Involve expert specialist trainers with specific have, as well as of people’s other commitments. www.aslect.eu competences and communication skills. • Use the right communication with seniors, respect their needs, experiment new ideas, share the acquired knowledge and enjoy the experience. • Place seniors in the position of trainers, learning facilitators, mentors - Seniors are more receptive to the information coming from other seniors, so creating a corpus of seniors-mentors as collaborators is a key to success.

http://www.aslect.eu http://www.aslect.eu Coordinator: Center of Professional Training in Culture, Amitié, Bologna, Italy Bucharest, Romania Amitié is an Italian research centre, created in 1991, focusing The Centre of Professional Training in Culture is a public on education and training, with a large experience in the institution subordinated to the Romanian Ministry of Culture provision of support and management services. Amitié carries and National Heritage. The Centre offers vocational training out research in the field of new methodologies of learning to professionals working in cultural organizations from and in the labour market; development of training curricula, in various fields and implements educational projects in order to particular in the sector of cultural heritage, new technologies promote adult education both in Romania and abroad. and social research; project management, consulting and Contact: Adina Dragu, project manager assistance for projects funded by European Commission, Email: [email protected] providing support to enterprises as well as to public and www.cppc.ro private organisations. Contact: Roberto Righi E-mail: [email protected] Partners www.amitie.it ISIS (Institute for Social Infrastructure), Frankfurt, Germany ISIS is a private social science research institute and INTEGRA Association, Plovdiv, Bulgaria consultancy, founded in 1991. It has specialised in seniors’ INTEGRA is a nation-wide Bulgarian group of private non- policies and civic engagement as well as methods of non- profit organisations, concerned with education, qualification formal and informal learning in the welfare sectors. ISIS and training. Its mission is to initiate, implement and support conceptualises and carries out projects for regional and joint projects between Bulgarian and other international national authorities as well as the European Commission and institutions in order to increase the quality of education and coordinates partnerships and initiatives at regional, national training at all levels and in all its forms. INTEGRA is very active and European level. in initiating, preparing and supporting various activities, Contact: Vivian Guerrero Meneses projects and events (conferences, work shops, discussions etc) E-mail: [email protected] promoting equal access to education and training of all social www.isis-sozialforschung.de groups, regardless of sex, age or ethnic background. Contact: Aneta Moyanova E-mail: [email protected] EGECED (Education and Youth Studies Institute http://www.integra.bg/ Association), Izmir, Turkey EGECED is a non-profit association founded by professionals from the education field (teachers, trainers, academics, branch Inmad (International Institute for Management of managers and supervisors, etc). EGECED has a broad reach Diversity), Vienna, Austria to local schools in primary and secondary level and also Inmad is a non-profit organization specialized in activities that cooperation with universities. The objectives of the association valorize and manage diversity, offering training in the fields of are to gather professionals who work for the education intercultural communication, career counselor, equal chances, and youth, in order to realize activities on education and training of trainers, carrying research and projects in a variety youth and to contribute to the development of sustainable of areas. interaction between the educators and youth both from our Contact: Dagmar Kommer country and foreign countries. E-mail: [email protected] Contact: Emin Bakay www.inmad.org E-mail: [email protected] www.egeced.org