The role of intergenerational issues in post-pandemic programs for older adults: Between cross-regional digitization and local networking
DOI:
https://doi.org/10.6092/issn.1970-2221/15927Keywords:
older adult education, program planning, digitization, intergenerationality, professional actionAbstract
This paper presents the results of an expert interview study with planning staff in several types of education providers that cater for older adults, such as senior citizen and adult education centers. The study includes 12 qualitative expert interviews conducted from 2021 to 2022, which were analysed using content analysis. The paper shows that the planners anticipate the pandemic will have serious and long-term consequences for their target groups. Four strategies were found: continuous innovation, cautious observation of the current situation, hope for a return to the old ways, and structural innovation. These are ordered along two dimensions (knowledge provision vs. encounter; paralysis vs. innovation). At first glance, intergenerational concepts seem to be pushed into the background. On closer inspection, however, it turns out that, for some planners, future considerations are strongly geared towards structurally anchoring forms of intergenerational encounter.
References
Alke, M. (2017). Angebotsstrukturen für die Zielgruppe der Älteren in Volkshochschulen im Kontext des demo-grafischen Wandels. Befunde aus einer explorativen Programmanalyse. In O. Dörner, C. Iller, H. Pätzold, J. Franz, & B. Schmidt-Hertha (Eds.). Biografie – Lebenslauf – Generation. Perspektiven der Erwachsenenbil-dung (pp. 127-138). Verlag Barbara Budrich.
Bjursell, C. (2021). The COVID 19 pandemic as disjuncture: Lifelong learning in a context of fear. International Review of Education, 66, 673–689. https://doi.org/10.1007/s11159-020-09863-w
Bynner, J., Schuzller, T., & Feinstein, L. (2003). Wider benefits of education: Skills, higher education and civic engagement. Zeitschrift für Pädagogik, 49(3), 341-361. https://doi.org/10.25656/01:3882
Daffron, S.R., & Caffarella, R.S. (2021). Planning programs for adult learners. A practical guide. John Wiley & Sons.
Denninger, A., & Käpplinger, B. (2021). COVID-19 und Weiterbildung – Überblick zu Forschungsbefunden und Desideraten. Zeitschrift für Weiterbildungsforschung 44, 161–176. https://doi.org/10.1007/s40955-021-00190-7
EPALE (2021). OER: The role of intergenerational learning in adult education. EPALE – The European commu-nity of adult learning professionals. https://epale.ec.europa.eu/en/blog/oer-role-intergenerational-learning-adult-education (Accessed: 2. Dez 2022).
Field, J. (2009). Well-being and happiness. IFLL Thematic Paper 4. NIACE.
Findsen B., & Formosa M. (2011). Lifelong learning in later life. Sense Publishers. https://doi.org/10.1007/978-94-6091-651-9
Fleige, M., Gieseke, W., v. Hippel, A., Käpplinger, B., & Robak, S. (2019). Programm- und Angebotsentwicklung. wbv Publikation.
Fleige, M., Gieseke, W., Hippel, A. v., & Stimm, M (2022): Berufliche Weiterbildung in Volkshochschulen. Zugän-ge zum lebenslangen Lernen. Peter Lang.
Formosa, M. (2021). COVID-19 and older persons: Reflections on human rights, ageism, isolation, dementia care and gender. International Journal in Ageing in Developing Countries, 6(1), 5-19.
Franz, J. (2014). Intergenerationelle Bildung. Lernsituationen gestalten und Angebote entwickeln. wbv Publikation. https://dx.doi.org/10.3278/43/0044w
Franz, J., & Schmidt-Hertha, B. (2018). Intergenerationelles lernen. In R. Schramek, C. Kricheldorff, B. Schmidt-Hertha, & J. Steinfort-Diedenhofen (Eds.). Alter(n), Lernen, Bildung. Kohlhammer.
Friebe, J., & Schmidt-Hertha, B. (2013). Bildungspartizipation und Lernen im Alter. In R. Burtscher, E. J. Ditschek, K.-E. Ackermann, M. Kil, & M. Kronauer (Eds.), Herausforderung Inklusion (S. 183–192). wbv Publikation.
Gieseke, W. (2008). Bedarfsorientierte Angebotsplanung in der Erwachsenenbildung. wbv Publikation. https://dx.doi.org/10.3278/42/0022w
Gieseke, W. (2017). Programs, program research, program-planning activities – Rhizome-like developments. In B. Käpplinger, S. Robak, M. Fleige, A. Hippel, & W. Gieseke (Eds.), Cultures of program planning in adult education. Peter Lang.
Glass, A. P., & Lawlor, L. (2022). The Impact of the First COVID-19 Stay-at-Home Restrictions on Intergenerational Interactions, Journal of Intergenerational Relationships, 20(4), 366–385. https://doi.org/10.1080/15350770.2022.2070573
Hărăguș, M. (2022). Intergenerational contacts during the COVID-19 pandemic: Personal
or electronic? In Q. Gao and J. Zhou (Eds.): Human aspects of IT for the aged population. Technology in everyday living. HCII 2022, LNCS 13331, pp. 371–382.
https://doi.org/10.1007/978-3-031-05654-3_ 26.
Hippel, A., & Käpplinger, B. (2017). Models of program planning in Germany and in North America - A comparison. In B. Käpplinger, S. Robak, M. Fleige, A. v. Hippel, & W. Gieseke (Eds.): Cultures of program planning in adult education. Peter Lang, pp. 97-112. https://doi.org/10.3726/b11145
Jarrott, S. E., Leedahl, S. N., Shovali, T. E., De Fries, C., DelPo, A., Estus, E., Gangji, C., Hasche, L., Juris, J., Mac-Innes, R., Schilz, M., Scrivano, R. M., Steward, A., Taylor, C. & Walker, A. (2022). Intergenerational Programming during the pandemic: Transformation during (constantly) changing times. Journal of Social Issues, 00, 1– 28. https://doi.org/10.1111/josi.12530
Jin, S., Balliet, D., Romano, A., Spadaro, S., van Lissa, C. J., Agostini, M., Bélanger, J. J. , Gützkow, B., Kreienkamp, PsyCorona Collaboration (2020). Intergenerational conflicts of interest and prosocial behavior during the COVID-19 pandemic. Personality and Individual Differences, 171, 1-8 https://doi.org/10.1016/.paid.2020.110535
Käpplinger, B. & Lichte, N. (2020). “The lockdown of physical co operation touches the heart of adult education”: A Delphi study on immediate and expected effects of COVID 19. Int Rev Educ (66) 777–795. https://doi.org/10.1007/s11159-020-09871-w
Kerres, M., Buntins, K. (2020). Erwachsenenbildung in der digitalen Welt: Handlungsebenen der digitalen Trans-formation. Hessische Blätter für Volksbildung, 3, 11–23.
Kolland, F., Gallistl, V., & Hengl, L. (2020). Wandel der Bildung im Alter im 21. Jahrhundert – Entwicklung eines Praxisfeldes, 2011–2020. https://magazin.vhs.or.at/magazin/2020-2/271-herbstwinter-2020/schwerpunkt-bildung-aelterer-menschen/wandel-der-bildung-im-alter-im-21-jahrhundertentwicklung-eines-praxisfeldes-2011-2020/. Accessed 2. Febr. 2022.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Beltz Juventa.
Kulmus, C. (2018). Altern und Lernen. wbv Publikation.
Kulmus, C. (2021). Age images and learning in late life. Coping with crisis experiences as a potential in long-life societies. European Journal for Research on the Education of Adults (RELA). https://doi.org/10.3384/rela.2000-7426.3342.
Kulmus, C. (2022). Seniorenbildung in der Pandemie: Programmplanung zwischen Digitalisierung und Begegnung, zwischen Lähmung und Innovation. ZfW, 45(2), 369–38. https://doi.org/10.1007/s40955-022-00215-9
Łuszczyńska, M., & Formosa, M. (2021). Ageing and COVID-19: Making sense of a disruptive world. Routledge.
Lux, T. (2021). Volkshochschulen in der Bundesrepublik Deutschland 2019 in Zahlen. Zahlen in Kürze. https://www.die-bonn.de/doks/2021-volkshochschule-statistik-01.pdf. Accessed: 8. Apr. 2022.
Lyu, K., Xu, Y., Cheng, H, & Li, J. (2020). The implementation and effectiveness of intergenerational learning during the COVID‑19 pandemic: Evidence from China. International Review of Education, 66, 833–855. https://doi.org/10.1007/s11159-020-09877-4
Manninen, J. (2012). Liberal adult education as civic capacity builder? Lifelong Learning in Europe, 1, 69-78.
Rohs, M. (2020). Auswirkungen der Covid19-Pandemie auf die Digitalisierung an Volkshochschulen am Beispiel von Rheinland-Pfalz. Kaiserslautern: TU Kaiserslautern.
Schmidt-Hertha, B., Krašovec, S. J., & Formosa, M. (2014). Older adult education and intergenerational learning. In B. Schmidt-Hertha, S. J. Krašovec, & M. Formosa (Eds.). Learning across generations in Europe (pp. 1-8). Sense Publishers http://dx.doi.org/10.1007/978-94-6209-902-9
Schmidt-Hertha, B. (2014). Different concepts of generation and their impact on intergenerational learning. In B. Schmidt-Hertha, S. J. Krašovec, & M. Formosa (Eds.). Learning across generations in Europe (pp. 143–155). Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-902-9
Schramek, R., & Stiel, J. (2020). Förderung von Technik- und Medienkompetenz älterer Menschen aus der Perspektive der Geragogik. Expertise zum Achten Altersbericht der Bundesregierung. https://www.bagso.de/fileadmin/user_upload/bagso/03_Themen/Bildung/Expertise_zur_Medienkompetenz_im_Alter_Schramek_und_Stiel.pdf Accessed: 7. Apr. 2022.
Sork, T. J. (2010). Planning and Delivering Programs. In C. E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon (eds) Handbook of Adult an Continuing Education (pp. 157–166). Sage Publications.
Talmage, C. A., Baker, A. L., Guest, M. A. & Knopf, R. C. (2020). Responding to social isolation among older adults through lifelong learning: Lessons and questions during COVID-19. Local Development & Society, 1(1), 26–33. https://doi.org/10.1080/26883597.2020.1794757
UIL - UNESCO Institute for Lifelong Learning (2020). Unlocking the potential of family and intergenerational learning. https://unesdoc.unesco.org/ark:/48223/pf0000373512
Walsh, K., Scharf, T., & Keating, N. (2017). Social exclusion of older persons: A scoping review and conceptual framework. European Journal of Ageing, 14(1), 81–98. https://doi.org/10.1007/s10433-016-0398-8
Wilson, A. L. & Cervero, R. M. (2011). Program Planning. In K. Rubensen (ed.), Adult Learning and Education (pp. 88-92). Elsevier.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Claudia Kulmus
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
