intergenerational learning for developing entrepreneurship ... · •e. guglielman, “il cervello...
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IAGG-ER 8TH CONGRESS DUBLIN 2015 23 RD - 26 TH APRIL
Intergenerational learning
for developing entrepreneurship
and
promoting active citizenship
Dr. Barbara Baschiera
University of Malta – University Ca’ Foscari of Venice (Italy)
Background
Neurosciences Ageing psychology Educational research
Ageing assumes more positive characteristics in the elderly
that immerse themselves in an environment
full of stimulation,
of interest and well-being
that dedicate their time
to social, recreational and creative activities,
that focus on their jobs or on voluntary work,
or on the well-being of their family
(Borowiak & Kostka, 2004; Trabucchi, 2005; Andreani Dentici, 2006; Cesa Bianchi & Cristini, 2009)
Background
• Lisbon strategy 2000
• Action Plan on Adult learning 2007 - It is always a good time to learn • Strategic program Education & Training 2010
• European year of Active ageing and solidarity between generations (2012)
indispensable actions to promote Active ageing:
Necessity to increase participation of the elderly in an active form,
to achieve an economy based on knowledge and Lifelong Learning;
to project intergenerational and educational experiences to stimulate all
dimensions (cognitive, meta-cognitive, relational, etc) of an elderly person.
Problem
Various intergenerational programs and projects have been approved at
European and national level, increasing the participation of the elderly
However Findsen & Formosa (2011) note that:
a low percentage of elderly people participated
in contrast with the younger generation;
a very low percentage of foreign elderly people participated;
a significant decline in participation over the age of seventy,
In the majority of cases, the European actions of LLL involved
a target of people over 50 who still worked
Problem
It is necessary
to rethink some basic tenets of pedagogical thought:
the medium of intergenerational learning can lend itself
to becoming a tool for defining new training and learning models.
Which kind of didactics across generations can be designed?
Which pedagogical paths can be structured to ease
and promote the transition to a new culture of learning?
Which learning environments can improve intergenerational relationships?
PLINIO PROJECT - FOCUS
• KEY COMPETENCES OF CONTINUING EDUCATION
• INTERGENERATIONAL LEARNING
• ACTIVE CITIZENSHIP
• VOLUNTEERING
MOTIVATION
• The publication of the European Commission’s ‘Entrepreneurship Education at School in Europe’ shows that
only eight countries (Denmark, Estonia, Lithuania, the Netherlands, Sweden, Norway, Wales, Belgium) have encouraged specific strategies to promote entrepreneurship
another thirteen (in which Italy is not included) have inserted it in national strategies for a continuing education.
• Although entrepreneurial skills are part of the key competences to make it to the end of secondary school, educational policies relating to Entrepreneurship do not exist in Italy.
• Entrepreneurship is not integrated in the curriculum of studies and is not recognized as a fundamental element for accessing the working world.
PROBLEMS
• How does one develop a proactive spirit essential to the adaptability of young people in a globalized labor market?
• How does one acquire these processes: planning, organization, analysis, communication, assessment, anticipation of events, independence and innovation?
• How to strengthen the bond between generations and recompose social contexts characterized by disintegration and low sense of solidarity?
Aimed at
• creating working opportunity for youths in professional schools
• bringing together generations
• making youths sensitive about the creation of a company
• sharing knowledge and competences
• realizing a replicable pilot project
PROGETTO PLINIO
Expertise
10 volunteers retired
managers (Manager Italia)
16 youths which were
attending the fourth and fifth
class of secondary vocational
school
START UP
Network
University Ca’ Foscari,
Municipality of Padua,
Scholastic Office of Padua,
Productivity Centre of Veneto Vicenza
THEORETICHAL FRAMEWORK
Scaffolding,
Learning by doing (focused on Problem solving),
Learning by searching,
Experiential learning (Kolb, 1984)
Transformative learning (Mezirow, 2009)
Communities of practice (Wenger, 1999)
Organizational learning (Senge,1990)
METHODOLOGICAL FRAMEWORK
160 meetings (for a total of 1200 hours),
The elderly taught the students:
• relationships with institutions and fund rising,
• organizations, administration, HR, legal aspects,
• marketing and communication,
• competition.
• Analytical techniques (case
analysis),
• simulative techniques (role
playing),
• relationship techniques
(cooperative learning),
• narrative techniques (stories),
• proactive techniques
(brainstorming),
• executive techniques
(exercises).
Effective and experiential learning
• What did you learn from a senior tutor?
• I learnt the capability of listening and relating;
• I learnt not to give up as soon as I am faced with a difficulty;
• I learnt that you can build something from nothing, if you really believe it;
• From some tutors I learnt all about hard work, perseverance and determination, without which you cannot reach your goals; from others I learnt to behave in the adequate way with other people;
• What got to me the most out of their teaching was how professional they were, their determination in facing different situations, their passion in transmitting their own personal experiences, their desire and their optimistic spirit in reaching their goals;
• I understood the importance of experience.
RESULTS
• Reflexivity (Dewey, Knowles)
• Adaptability to different situations - self-regulated behavior
• Creativity, (imaging possible scenarios for the application of new knowledge , strengthening identity and motivation to be part of the community (Wenger, 2000)
• Sense of belonging and mutual commitment (Community of practice, Ajello, 2011)
• Self-awareness, self-reflective and personal effectiveness /
recognition of the other as a resource for the achievement of common goals
RESULTS
CONCLUSION
• Teachers need to think about a new didactic method that develops motivation and creativity, oriented to processes and not to content, and capitalising on different styles of thought; an intergenerational environment, where the elderly can support the younger generation with their expertise, developing a reciprocal attachment which re-enforce the intensity and quality of interpersonal relationships.
• An intergenerational education as a resource at any age, to continue to construct one’s actual identity and leave a mark in the next generations.
REFERENCES • ANDREANI DENTICI O. (2006), Ricordi molto lontani. La memoria a lungo termine nella vita
quotidiana, Milano, Unicopli.
• M. M. BALTES, L. L. CARSTENSEN, “The process of successful ageing”, Ageing and Society, 16, 1996, pp. 397-422.
• Baschiera B., Deluigi R., Luppi E. (2014). Intergenerational Education. Prospects, projects and methodologies for promoting Intergenerational solidarity, Educazione Intergenerazionale. Prospettive, progetti e metodologie formative per promuovere solidarietà fra le generazioni. Milano: FrancoAngeli.
• BRUNER J. ( 1993), La mente a più dimensioni, Roma-Bari, Laterza.
• BRUNER J. (1997), La cultura dell’educazione, Nuovi orizzonti per la scuola, Milano, Feltrinelli.
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• DEWEY J. D. (1947), Experience and education, New York, Macmillan.
REFERENCES
• FINDSEN B., FORMOSA M. (2011), Lifelong Learning in Later Life: A Handbook on Older Adult Learning, Rotterdam, Sense Publishers.
• E. GUGLIELMAN, “Il cervello plastico. Fondamenti neurofisiologici e strategie efficaci per l’apprendimento permanente”, contributo in atti di convegno Didamatica, Napoli, 7-9 maggio 2014, pp. 339-347.
• B. D. JAMES, R. S. WILSON, L. L. BARNES, D. A. BENNET, “Late-life social activity and cognitive decline in old age”, J Int Neuropsychol Soc, 17 (6), 2011, pp. 998-1005.
• D.H. JONASSEN, “Thinking technology, toward a constructivistic design model”, Educational technology, XXXIV, Aprile 1994, p. 34-37.
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• D. A. Kolb, D.A., (1984) Experiential Learning: Experience as the source of learning and development, Englewood Cliffs, NJ: Prentice-Hall.
• J. LAVE, E. WENGER (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge University Press.
• E. LUPPI (2008), Pedagogia e terza età, Roma, Carocci.
REFERENCES
• MADERNA A. M. , AVENA CASUCCI M. A. , CESA BIANCHI M. , “Aspetti psicologici dell’invecchiamento e della vecchaia”, in F. M. Antonini, C. Fumagalli (eds), Gerontologia e Geriatria, Wassermann, Milano, I, 1973.
• RIPAMONTI E. (2005), Anziani e cittadinanza attiva. Imparare per sé, impegnarsi con gli altri, Milano, Edizioni Unicopoli.
• RISI E., “L’apprendimento contro l’invecchiamento. Le opportunità di formazione per gli anziani all’uso delle nuove tecnologie”, Quaderni Europei sul nuovo Welfare, 12, 2009, pp. 53-71.
• ROGERS C. R. (1969), Freedom to Learn, Columbus, OH: Merrill.
• TRABUCCHI M., “Le fragilità”, in I vecchi, la città e la medicina, Il Mulino, Bologna, 2005.
• VIGOTZSKIJ L. S. (1980), Il processo cognitivo, Torino, Paolo Boringhieri.
• L. B. ZAHODNE, M. M. GLYMOUR, C. SPARKS, D. BONTEMPO, R. A. DIXON, S. MACDONALD, & J. J. MANLY, “Education does not slow cognitive decline with aging: 12-year evidence from the Victoria Longitudinal Study”, Journal of the International Neuropsychological Society, 17 (6), 2011, pp. 1039-1046.
THANK YOU!
Dr. Barbara Baschiera
University of Malta
University Ca’ Foscari of Venice (Italy)
Skype contact Barbara Baschiera