1. International symposium on INTERGENERATIONAL LEARNING: WORKPLACE LEARNING, COMMUNITY LEARNING AND LEARNING WITHIN THE FAMILY Ann-Kristin Boström Jönköping University

2. Lifelong learning and intergenerational learning in different cultures and contexts

3. Intergenerational learning Definition UNESCO 2000: ”Intergenerational programmes are vehicles for the purposeful and ongoing exchange of recources and learning among older and younger generations ” China, Cuba, Germany, Japan, the Netherlands, Palestine, South Africa, Sweden, the United Kingdom and the United States

4. Intergenerational relationships US in 1970-s: relationships outside the family 1990:s relationships between generations 2000- relationships within the family, between generations in the workplace and the community

5. Fukyama Fukyama (2000) discussed values and trust and he described both formal values and informal values. Formal values are the values that are decided by law and regulations in a society. Informal values are the values that you find in every society as the attitudes, codes and acceptance of how people should behave towards each other. In the next figure the continuum of values are included in the model of lifelong learning

6. Lifelong learning Lifewide learning formalinformalnon formal values

7. Lifelong learning Lifewide learning formalinformalnon formal values

8. Social capital Coleman 1988:98) it is not a single concept, rather the concept of social capital is a compilation of various components. These have the following in common: They consist of some form of social structure They facilitate certain aspects of social structures They facilitate certain responses on the part of various actors within the structure

9. Forms of social capital The level of confidence and trust which is found in the actual social environment Those information channels which are found there and how information is passed between the actors. Shared norms and structures that are found when people are working towards the same goal, when they are doing this on the basis of common unselfish interests.

10. Lifelong learning Lifewide learning formalinformal Intergenerational learning and social capital values Relationships learning trust c o m m u n i c a ti o n nonformal Old person Young person

11. Need for social connection Matthew D. Lieberman (2013)

12. Mindreading We receive social rewards when others let us know they like, respect, or care for us and we get social rewards when we care for others well. Even though social and nonsocial thinking are structurally and experimentally similar, the brain handles these two kinds of thinking using very different neural systems. Lieberman, M.,D. (2013). Social: Why our brains are wired to connect. New York: Broadway Books.

13. Indicators for Social Capital Trust/secu rity Normes and structure Communication Social capital Co-operation

14. Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbeing Hedonic wellbeing Evaluative wellbeing Evaluative wellbeing Adapted from Thomson and Marks 2008

15. Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbeing Hedonic wellbeing Evaluative wellbeing Evaluative wellbeing Adapted from Thomson and Marks 2008 How satisfied people are with their lives as a whole nowadays

16. Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbein g Hedonic wellbein g Evaluative wellbeing Evaluative wellbeing Wellbeing Adapted from Thomson and Marks 2008 People’s day –to- day feelings and mood People’s day –to- day feelings and mood

17. Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbein g Hedonic wellbein g Evaluative wellbeing Evaluative wellbeing Wellbeing Adapted from Thomson and Marks 2008 Concepts that are believed to be important for well-being Concepts that are believed to be important for well-being

18. Values Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbein g Hedonic wellbein g Evaluative wellbeing Evaluative wellbeing Trust Wellbeing and social capital

19. Values Eudaimonic wellbeing Eudaimonic wellbeing External conditions External conditions Social relations Social relations Personal recources Personal recources Hedonic wellbein g Hedonic wellbein g Evaluative wellbeing Evaluative wellbeing Trust Wellbeing and social capital

20. Learning outcomes: transfer of innovation Evaluation concepts To what extent is an intervention relevant to needs problems and the identified target group? To what extent do the effects induced by an intervention correspond with its objectives? To what extent can any positive changes be expected to last ? Outcomes Be clear about what intergenerational practice is How it can be defined through policy, strategy, projectwork and activities Understand how to meet challenges and overcome barriers Have experiences of approaches Approaches to meet stereotypes

21. UK

23. Bulgaria

27. Spain

29. Slovenia

31. Intergenerational learning in Sweden The Swedish welfare model Well-being is highest in the Nordic countries in Europe A change has taken place in Sweden from 2007 to 2011

34. Intergenerational learning in Sweden The Nordic model contains a strong participation in associations of different kinds. There are more than 200 000 associations in Sweden with a population of 9,5 million people. 86% of all people in the age between 16-84 are members of an association, 25% are involved in more than two associations

35. Summing up As human beings we need human relationships This gives us positiv feelings – well being Intergenerational learning is part of lifelong learning and as such increases social capital How this will develope in practice is dependant on the culture and the history of each specific country – for the family in the workplace and in the community.

36. Intergenerational learning can be seen as part of lifelong learning. This was first mostly connected to human capital but has in recent times been more connected to social capital as the importance of learning for the wellbeing of individuals has been acknowledged. The learning can take place in formal settings, in the workplace or in the informal settings as for example in the family and the community where it is important to consider that the interpretation of lifelong learning and intergenerational learning differ in different cultures and contexts.

37. Thank you!