Sustainable multigenerational living – social and constructional challenge? Erasmus Project

Project Title

Sustainable multigenerational living – social and constructional challenge?

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Social dialogue; Intercultural/intergenerational education and (lifelong)learning

Project Summary

MultiGen: Sustainable multigenerational living – social and constructional challenge?
The project involves four partners from different EU countries: Germany, Spain, Sweden and Hungary. In each of these countries there is a desire for such a housing solution. The project “Sustainable multigenerational living – social and structural challenge?” is concerned with multi-generational living as a solution to the problem of the steadily increasing isolation of different generations. Due to various circumstances, the pupils have realised that a traditional living concept with several related generations under one roof, as known from back then or from stories, does not necessarily have to exist anymore. Most families live in small communities that span a maximum of two generations. This leads to bottlenecks in care and even to isolation for both older and younger generations.
In the project of multi-generational living, the social aspects in particular, but also the structural aspects can be worked out and implemented. Accordingly, pupils find out for themselves what abilities and skills people need to have in order to support each other; starting with the perception of others, understanding the needs of others, to the applied support of appropriate aids. The schools participating in the project ideally combine the different aspects of the project. During the course of the project, four joint activities are planned, which pupils can apply to participate in. The meetings will take place at the locations of the different project partners, so that each project school can be host in its field of expertise.
The first meeting is concerned with the analysis of needs and the definition of the course of the project. The second meeting will focus on the ethical and social aspects of multi-generational living and learning from best practice. The third activity deals with how to deal with people of other generations and how to provide support. These are prepared in manuals and explanatory videos. The fourth activity serves to develop the structural aspects. The milestones of the project are worked out in the activities and of course in between. The objectives include the creation of a dictionary, the creation of explanatory videos on the care and support of people with needs and the design of a model according to the structural requirements. These goals are worked out independently by the students in international groups. Participating teachers act as learning companions and coaches. Throughout the whole project the focus is on the learners. In accordance with this didactic principle, the learners are given the appropriate freedom to shape the project and its design themselves.
In addition to technical knowledge, the focus at every point of the project is on expanding key qualifications. The systemic-constructivist, didactic basis enables student-centred teaching, in which the learner experiences the greatest possible increase in competence through self-awareness. The aim is to develop the learning groups in their relevant, highly qualified skills and key competences in order to train them to become independent and responsible citizens in a constantly changing world.
The results of the individual meetings, as well as the results of the work between meetings, are equally important. The innovative idea of the project aims at a comprehensive design of the project results. These are directed to the project’s internal and external target groups via various channels. This is done at local, regional level through publications by the partners. Due to the wide range of project results and the good visual presentation, they are self-explanatory and can be implemented without detours. In this way interested groups of people can benefit from the products. The series of lessons created and the thematic elaboration of the project serve the further planning of lessons at the project schools and are also made available.

EU Grant (Eur)

Funding of the project from EU: 117074 Eur

Project Coordinator

Friedrich Albert Lange Berufskolleg & Country: DE

Project Partners

• Győri SZC Lukács Sándor Mechatronikai és Gépészeti Szakgimnáziuma, Szakközépiskolája és Kollégiuma
• Åtvidabergs kommun
• IES Cornelio Balbo