What do older people learn from young people? : Intergenerational learning in ‘day centre’ community settings in Malta

This study analyses what motivates older people to attend ‘day centres’ in Malta and what they believe that they derive from young people who carry out their placements at these day ‘centres’ These young people, who are aged 16–17, attend a vocational college in Malta and are studying health and social care. The study is based on a qualitative approach and employs the usage of focus groups. The main findings are that the elderly see the students as helping them on an emotional level by giving them encouragement, and on a practical level, by offering them insights that help them in modern-day life

Older adult education in Lithuanian ageing society

The article analyzes the phenomenon of the demographic ageing of the population and educational opportunities for older adults in Lithuania. Ageing population is a natural outcome of demographic evolution of society. However, a growing number of older people in Lithuania as well as in other European countries requires continuous revision of societal resources in social security, economics, education, health care areas and their adjustment to the new demands. Though current discussion in Lithuania highlights the inclusion of older adults into active social life through educational activities, the studies in diverse areas show that a small number of older people take part in lifelong learning. For this reason and in the attempt to make older people feel satisfaction with life it is necessary to encourage their activity, to promote their social roles, to give them opportunities to take up voluntary tasks, educational and cultural functions and study new subjects

Older adult education in Lithuanian ageing society

The article analyzes the phenomenon of the demographic ageing of the population and educational opportunities for older adults in Lithuania. Ageing population is a natural outcome of demographic evolution of society. However, a growing number of older people in Lithuania as well as in other European countries requires continuous revision of societal resources in social security, economics, education, health care areas and their adjustment to the new demands. Though current discussion in Lithuania highlights the inclusion of older adults into active social life through educational activities, the studies in diverse areas show that a small number of older people take part in lifelong learning. For this reason and in the attempt to make older people feel satisfaction with life it is necessary to encourage their activity, to promote their social roles, to give them opportunities to take up voluntary tasks, educational and cultural functions and study new subjects

The possibilities and limitation of transcultural biography work: Lithuanian case

Lithuania, as well as other contemporary societies, is undergoing the times full of new technological, political, economic, social and scientific changes. In the changing society, adult education has helps a person to develop his and her cultural interests, creative powers, skills and acquire theoretical knowledge necessary for person's professional activity, enables a person to upgrade his or her current qualification and helps to become an active citizen of a democratic society (Zemaitaityte, 2007). This paper seeks to discuss Trancultural Biography Work (TBW) as an adult educative approach that is mainly oriented on one's resources and potentials. But it also may help to overcome hindering patterns of thinking, feeling and acting. Through Biography Work, people explore how they handled difficult situations in one's life: How did the person manage similar situations in the past? How did other people or other members of person family with whom he/she shared memory manage it? It supports to gain self-awareness as well as courage and the desire to realize one's potentials. “Realize. Transcultural Biography Work for Adult Education” international project, from 2010 to 2012, was dedicated to apply Transcultural Biography Work (TBW) in different counties and contexts with different participants with various needs and backgrounds, explore and implement new techniques of Transcultural Biography Work, assess the effectiveness of TBW techniques, and elaborate further on Transcultural Biography Work approach

The possibilities and limitation of transcultural biography work: Lithuanian case

Lithuania, as well as other contemporary societies, is undergoing the times full of new technological, political, economic, social and scientific changes. In the changing society, adult education has helps a person to develop his and her cultural interests, creative powers, skills and acquire theoretical knowledge necessary for person's professional activity, enables a person to upgrade his or her current qualification and helps to become an active citizen of a democratic society (Zemaitaityte, 2007). This paper seeks to discuss Trancultural Biography Work (TBW) as an adult educative approach that is mainly oriented on one's resources and potentials. But it also may help to overcome hindering patterns of thinking, feeling and acting. Through Biography Work, people explore how they handled difficult situations in one's life: How did the person manage similar situations in the past? How did other people or other members of person family with whom he/she shared memory manage it? It supports to gain self-awareness as well as courage and the desire to realize one's potentials. “Realize. Transcultural Biography Work for Adult Education” international project, from 2010 to 2012, was dedicated to apply Transcultural Biography Work (TBW) in different counties and contexts with different participants with various needs and backgrounds, explore and implement new techniques of Transcultural Biography Work, assess the effectiveness of TBW techniques, and elaborate further on Transcultural Biography Work approach