Evaluation of the generations together programme: learning so far. Research report DFE-RR082

"This report presents the findings from the evaluation of the Generations Together Demonstrator programme. This study was undertaken by York Consulting LLP on behalf of the then Department for Children, Schools and Families (DCSF); this is now the Department for Education (DfE)... The overarching aims of the evaluation were to: undertake a robust assessment of the effectiveness of intergenerational practice in improving individual’s attitudes and behaviours towards other generations; provide a greater understanding of the key challenges and critical success factors for the effective implementation and delivery of intergenerational practice, particularly in terms of partnership working; undertake a cost effectiveness assessment of each of the projects." - Page i

Utility of the Living (Well Through) Intergenerational Fitness and Exercise Program as a County-Delivered Extension Program

Rural-residing older adults are not participating in regular physical activity. Extension is in an excellent position to fill this programming void through transdisciplinary programming such as the Living (well through) Intergenerational Fitness and Exercise (LIFE) program. Qualitative evaluation was conducted to assess the LIFE program\u27s utility as an Extension-delivered program. Nearly all LIFE program managers were satisfied with the program and were likely to recommend it to others. Best liked program features and attributes were the ready-to-use curriculum, corresponding training, and intergenerational and rural focuses. These results suggest that the LIFE program is viewed as appropriate for delivery by Extension

Are they ‘worth their weight in gold’? Sport for older adults: benefits and barriers of their participation for sporting organisations

The ageing global population has led to an increased focus on health for older adults. However, older adults have not been a specific priority for some sporting organisations (SOs). Thus, there is an emerging opportunity for this age group to be considered within international sport policy. The aim of this study was to understand the benefits and barriers that SOs encounter when engaging older adults. Eight focus group interviews (n = 49) were held with representatives of Australian national sporting organisations (NSOs), and older adults who were either sport club or non-sport club members. The socioecological model domains, interpersonal, organisational and policy, were used as a framework for thematic analysis, and organisational capacity building concepts were utilised to explain the findings. Common perceived benefits included interpersonal benefits (intergenerational opportunities and role models) and organisational benefits (volunteering, financial contributions and maximised facility usage) for engaging older adults. Common perceived barriers included interpersonal barriers (competing priorities and perceived societal expectations), organisational barriers (lack of appropriate playing opportunities, lack of facility access and lack of club capacity) and policy barriers (strategic organisational focus on children and elite sport and risk management). Whilst participation in sport is not common for older adults, their involvement can be invaluable for sport clubs. It is not anticipated that any policy focus on older adults will significantly increase active participation for this age group. However, any increase in older adults’ sport participation either through actively playing, supporting family and friends and/or volunteering will contribute to the positive health of individuals, sport clubs and the community.Peer reviewedFinal Accepted Versio

Talkin\u27 \u27bout my generation: Exploring age-related resources

In the past few years, as technology has radically changed how we find and use information resources, library staff have begun to notice significant generational differences in the information-seeking behavior of library patrons. These frequent observations at the reference desk and in library instruction classes planted the first small seeds of our interest in this topic. Internet sites and online articles about generational differences are plentiful and focus on a wide range of subjects, such as learning styles, social behaviors, moral values, technological skills, marketing, communication, and workplace performance

Longitudinal surveys of Australian youth annual report 2013

The purpose of LSAY LSAY is designed to examine major transition points in young people’s lives, including completing school and transitioning to work or further training and education, as well as other aspects of their lives. LSAY follows nationally representative cohorts of young people over a ten-year period, with interviews taking place annually. Each cohort starts out with about 14 000 students. Survey participants enter the study when they turn 15 years or, for earlier studies, when they were in Year 9. To date, there have been five cohorts,1 the first starting in 1995 (known as Y95), followed by further cohorts in 1998, 2003, 2006 and 2009 (known as the Y98, Y03, Y06 and Y09 cohorts respectively). The last three of these cohorts were still active in 2013 (although it was the last year for the Y03 cohort). Interviews are conducted by telephone, with online interviews also possible from 2012. Since 2003, the sample for the initial wave has been coordinated with the Organisation for Economic Development (OECD) Programme for International Student Assessment (PISA). Only six other countries have surveys that use the PISA sample (Canada, the Czech Republic, Denmark, Germany, Switzerland and Uruguay), making LSAY a relatively unique survey. LSAY provides a rich source of data relating to the transitions of students from school to post-school destinations; it also explores their social outcomes, such as wellbeing. Information collected as part of the LSAY program covers a wide range of school and post-school topics, including: student achievement; student aspirations; school retention; social background; attitudes to school; work experiences; and what students do when they leave school

Reverse Mentoring and Intergenerational Learning in Nursing: Bridging generational diversity

Covid -19 pandemic urged technical competency and knowledge sharing among the diverse multigenerational workforce. Reverse mentoring is where a technically competent younger employee mentors the senior experienced employee and reciprocally exchanges the work culture and soft skills. Diverse intergenerational learning spurs innovation through sharing knowledge, skills, competencies, norms, and values. The ever-changing nursing practice and education with a multigenerational workforce demand a reverse mentoring approach for intergenerational knowledge sharing to enhance technical competency. Reverse mentoring is known to have benefits on quality of education, better practice outcomes, and employee development. A reverse mentoring strategy is proposed as a sustainable cost-effective intergenerational knowledge-sharing tool in the current era of economic crisis due to the Covid -19 pandemic. This paper aimed to discuss the scope of reverse mentoring and intergenerational learning in nursing. This paper provides an overview of reverse mentoring characteristics, significance, benefits, conceptual framework, implementation strategy, and application in nursing. Keywords: Mentoring; Covid-19; Cultural Diversity; Learning; Nursing; Preceptorship; Intergenerational learning; Multigenerational Workforce