The broadening use of the concepts of lifelong and lifewide learning has opened space for exploring learning processes beyond official educational institutions providing formal education. Environments where adults learn intensively in both informal and non-formal ways include businesses. The specific environment of family businesses is an attractive research topic in the context of intergenerational learning and consistent with the concept of workplace learning (Evans, Hodkinson, Rainbird, & Unwin, 2006; Novotný, 2009). A family business is a place where intergenerational learning is a necessary and desirable part of its everyday operation. One might even speculate that the success of the family business depends to a certain extent on intergenerational learning among the employees, who happen to be family members. This aspect of family businesses has not yet received research interest in the Czech Republic. This chapter presents findings concerning intergenerational learning interactions in family businesses, what initiates these learning interactions, and their form and content. The findings are then related to organizational culture, i.e. the culture of the family business.
Intergenerational learning is a growing field of practice across Europe. Against a background of demographic and social changes within European countries and the subsequently altering learning processes between different generations in families, communities, and workplaces, educational organizations face the challenge of providing learning opportunities for the different generations. This paper presents research related to the development of intergenerational learning programs in German adult education organizations. Within that project, adult educators from different organizations took part in a training module on intergenerational learning and subsequently created intergenerational learning programs in their own organizations. In this paper we provide insight into the training program of the participating adult educators, as well as into the results of our empirical study. First, we present the systematic framework of intergenerational learning that was used in the training module to initiate the development of practical intergenerational programs. We then present our research design and the results of the qualitative study. Finally, we discuss these results in terms of theory.
Příspěvek navazuje na článek publikovaný v časopise Studia paedagogica 2009/2, kde byl ve stručnosti představen koncept mezigeneračního učení a dále byla zmapována nabídka kurzů a programů neformálního vzdělávání, které mohou představovat pro členy rodin různých generací příležitost vzájemně se učit. Vytvořený přehled je nyní odrazovým můstkem k dalšímu detailnějšímu zkoumání toho, co lidi do kurzů přivádí, co jim účast v kurzech přináší, jak hodnotí účast lidí z různých generací a jak vnímají mezigenerační učení. Tento detailnější vhled je založen na výsledcích dotazníkového šetření mezi účastníky kurzů neformálního vzdělávání, a to ze tří generací: rodičů, prarodičů a dospělých dětí, nikoli však z jedné rodiny. Jejich výpovědi jsou mezigeneračně srovnávány, případně konfrontovány s výsledky jiných výzkumů. and The contribution continues an article briefly introducing the concept of intergenerational learning, published in the 2009/2 issue of Studia Paedagogica. The article reviewed the offer of the courses and programmes of non-formal education as opportunities for family members of various generations to learn among each other. The review became the starting point of further exploration of what motivates people to take up the courses, what they gain in them, how they judge the participation of people of various generations, and how they perceive intergenerational learning. A more detailed view like this is based on a questionnaire survey among the participants of the courses of non-formal education, of three different generations: parents, grandparents and grown-up children, though not of one and the same family. Their responses are compared among each other and, in some case, confronted with the results of other surveys.
This paper deals with the effects of intergenerational learning and forms part of an empirical study of intergenerational learning in the workplace that was conducted in a small manufacturing company. The main objective of the study is to answer the following question: What are the effects of intergenerational learning in the workplace? In order to investigate the issue as thoroughly as possible, the entire research survey was designed as a case study, applying both qualitative and quantitative data collection methods. Answers to the main research question of this paper were obtained by conducting fourteen individual semi-structured interviews that enabled us to identify the effects of intergenerational learning, ranging from positive to negative.
The paper draws on the theory of learning by Knut Illeris to interpret data from qualitative research in intergenerational learning at Czech primary and lower secondary schools. It is focused on describing the forms of interaction through which intergenerational learning among teachers takes place, i.e., perception, transmission, experience, imitation, and participation. The results of the analysis are interpreted in the school context in order to show how interaction research may contribute to the analysis of intergenerational learning in a specific institution.
In a context of rapid demographic and technological changes, digital skills are essential in order for citizens to actively participate in society. However, digital literacy for all citizens, especially for the older population, is not yet a reality. It is increasingly crucial for active ageing, lifelong learning, and life-wide learning that the elderly learn digital skills. Intergenerational learning can play a key role in achieving a wide range of goals. This paper focuses on the contribution of intergenerational learning to digital and social inclusion. We promoted ICT intergenerational workshops and chose the case study methodology to study three distinct cases of intergenerational learning with ICT. The results show that intergenerational learning with ICT contributes to the digital literacy of adults and seniors and fosters lifelong learning, active ageing, and understanding and solidarity among generations. We reveal the benefits of the intergenerational learning process for all participants and suggest some ways to achieve intergenerational learning through ICT in order to build more socially and digitally cohesive societies.
Příspěvek přináší některé z výsledků tříletého výzkumného projektu "Mezigenerační učení: děti, rodiče a prarodiče v neformálním vzdělávání a v informálním učení". Zaměřuje se na mezigenerační učení v rodině, a to v pohledu tří zúčastněných generací. Nejprve vyjasňuje argumenty, které stojí za zvýšenou pozorností věnovanou v posledních letech v mezinárodním kontextu mezigeneračnímu učení, jako jsou demografické okolnosti (stárnoucí společnost), proměny rodiny (variabilita ve struktuře a vztazích) a celoživotní učení (potřeba kontinuity na pozadí změny). Dále se zaměřuje na vybrané výsledky z empirického výzkumu metodologicky založeného na smíšeném designu, jimiž je identifikace rolí rodinných "edukátorů". and This paper presents another set of results of Intergenerational learning: children, parents and grandparents in non-formal education and informal learning, a three-year research project focusing on intergenerational learning in the family from the viewpoints of three participating generations. First, it clarifies the arguments behind the increased international attention that has recently been paid to intergenerational learning such as demographic factors (the ageing society), changes in the family (variability in family structures and relationships) and lifelong learning (need for change-based continuity). Then the study focuses on selected results of empirical research based on a mixed design methodology, identifying the roles of family educators.
Příspěvek se zabývá mezigeneračním učením v rodině. Nejprve je představen koncept mezigeneračního učení v rodině a jeho souvislosti. Následně je popsán metodologický postup a výsledky kvalitativního výzkumného šetření, které bylo zaměřeno na mezigenerační učení mezi matkou a dcerou, konkrétně pak na faktory, které ovlivňují jejich vzájemné učení. and This contribution deals with intergenerational family learning. The concept of intergenerational family learning is presented first, along with some related implications, followed by the description of the methodological process and the results of a qualitative research focused on factors affecting intergenerational learning between mothers and daughters.
Článek je věnován tématu mezigeneračního učení v prostředí komunity. Nejprve se v něm pojednává o souvislostech komunity a mezigeneračního učení a o mezigeneračních programech, které jsou hlavním prostředkem učení v komunitě. Na základě internetově vyhledaných mezigeneračních programů v českém prostředí a v zahraničí je provedena jejich kategorizace z hlediska obsahového zaměření a z hlediska generačního zacílení. Jednotlivé typy mezigeneračních programů jsou ilustrovány konkrétními příklady dokumentujícími českou situaci. Jako důležitý aspekt se ukázalo dobrovolnictví, jemuž je v textu také věnována pozornost. Poslední část článku tvoří přehled o evaluaci a výzkumech zahraničních mezigeneračních programů, jenž je chápán jako východisko pro zpřesňování připravovaného výzkumu mezigeneračních programů u nás. and The article deals with the topic of intergenerational learning in community settings. First, it covers the context of the community and intergenerational learning, as well as intergenerational programmes, which are the main means of community learning. On the grounds of an Internet-based search results of Czech and international intergenerational programmes, it categorizes these programmes from the perspective of their content focus and generational targeting. It presents concrete examples documenting the situation in the Czech Republic to illustrate individual types of intergenerational programmes. The text identifies volunteering as an important aspect and it studies it in detail. The final part of the article consists of an overview of evaluation and research of international intergenerational programmes, which is seen as a starting point for a more precise research of intergenerational programmes in the Czech Republic, which is currently in preparation.
Current social changes that also affect the situation in the Czech Republic have raised considerable interest in intergenerational learning and in the senior generation as participants in it. The very forms that the lives of seniors assume are undergoing radical changes, as is their role in the family. In addition to the grandparent role lived within the biological family, in which an individual becomes a grandparent at the moment their children become parents, there are alternative grandparent roles. One example of this is "surrogate grandparenthood," i.e. one reflecting a social rather than biological relationship between the child and the senior. In the present text, we link the topic of intergenerational learning and surrogate grandparenthood. The questions we asked were: How does intergenerational learning take place? What is the role of surrogate grandmothers as actors in the process of intergenerational learning? What is the content of this learning, i.e. what is transmitted within intergenerational learning? What are the methods used in this kind of learning? To qualify as intergenerational learning in our study, learning had to take place between the surrogate grandmother and the mother in the family where the surrogate grandparenting was provided.