Presentatie RUG Groningen

1. Het gelijktijdige van het
ongelijktijdige
Learning in early, mid and later life
Jumbo Klercq

2. Volkshogeschool Ons Erf, 1978
Driekant, Opleiding & Advies, 1990
Odyssee, 1999- 2008
THE ELEPHANT LEARNING IN
DIVERSITY, 2008
Stavoor, 2008 -2011 Learn for Life, 2010
Nieuwe BV, 2011
Participatie in
Diversiteit, 2011

3. 1993 European Year of the Elderly
E.E.N.
1999 UN Year of Older Persons and
Intergenerational Solidarity
I.C.I.P
PIONEERING
PHASE
Over
generaties
gesproken,
1995

4. 2012 European Year of Active Ageing
Grundtvig network ForAge
IMPLEMENTING
PHASE
COLLECTING
&
CONNECTING
PHASE

5. the navigation competencence

6. We experience the space,
but we are driving in the time

7. Iedereen realiseert een uniek
verborgen programma,
niet in ruimte, maar in tijd
De wereld van de mogelijkheden
bestaat ​​niet in de ruimte, maar in
de dimensie van de tijd

8. Iedereen realiseert een uniek
verborgen programma,
niet in ruimte, maar in tijd

9. Ageing is a process in time
as well as
learning is a process in time
Communicatieve
Zelfsturing

10. Progress over time tends to follow
learning curves.
Learning is not compulsory, it is
contextual.
It does not happen all at once, but
builds upon and is shaped by what
we already know.

11. Ageing and Learning - Geragogiek
No more deficit thinking, no more dependance
thinking
But more activating
And later empowerment and competent
USE IT OR LOOSE IT - DO WHAT YOU CAN DO

12. Levensloop, generaties, innovaties
en nieuwe competenties

13. End of the tree boxes of life
To learn =
for chlidren
To work =
for adults
To leisure =
For retired
people
Lifelong
Learning
Working
Leisuring
Life goes up and down…….

14. Tijdlijn
+
-

15. Generaties & maatsch. ontwikkelingen
1930-1940
1940-1955
1955-1970
1970-1985
1985-2000
2000 -2013

16. Levensloopmodel
(Klercq, Penninx)

17. Each generation plays a key role in
history,
but some are more key than others

18. Part of a lost generation?
http://www.youtube.com/watch?v=GDLU5Y
8fmzk&feature=youtu.be

19. Innovations changing people
19
Mapreader Cardriver Knowledge worker
Timewatcher TV-watcher Networker
Bookreader Internetsurfer User of social media
New types of men and women

20. Ground-
breaking
innovations
20
Plough
Jet fighter
Microscope
Sound
amplifier
Dam
Contraceptive
pill
From farmer
into pilot
Experience ,
tasting and feeling
more
From surrendered towards
into managing of…
Enlargement
fysical power
and capability
Enlargement
wideness and
sensitiveness of
the sentences
Construct the nature in a
way that she fits into our
needs and desires

21. Map reading
21
Competence development:
- To map the surrounding
- To orient in space
- To localise
- To determine directions
- To navigate
- To drive and to direct

22. Generatietyperingen
22
20152000
(Klercq,2011)
Protestgeneration
(1940-1955) - in 2015: 60-75 yr
Generation X
(1955-1970) - in 2015: 45-60yr
Pragmatical generation
(1970-1985) in 2015: 30-45 yr
Generation Y
(1985-2000) in 2015: 15-30 Yr

23. m
a
p
w
a
t
c
h
b
o
o
k
c
a
r
t
v
i
n
t
e
r
n
e
t
h
a
n
d
y
k
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e
d
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N
e
t
w
o
r
k
s
o
c
i
a
l
m
e
d
i
a
X x x x x x X x x x
x x x x x x x x x x
x x x x x x x x x x
x x x x x x x x x x
Key role van generaties bij
evolutie van innovaties
23
20152000
INNOVATION
EVOLUTION
(Klercq,2011)
Early
adapter
Followers
Telephone
Car
TV
Networks
Internet
Handy
Internet
Knowledge
sharing
Networks
Social media
Smartphone
Smartphone
Networks
Social media
Social media
Protestgeneration
(1940-1955)
In 2010: 55-70 yr
Generation X
(1955-1970)
In 2010: 40-55yr
Pragmatical
generation (1970-1985)
In 2010: 25-40yr
Generation Y
(1985-2000)
In 2010: 10-25 Yr

24. Television: the world changed into a village
and is simultaneously a far-from-my-bed-show
24
Competence development:
- Getting involved, getting engaged
- Coming closer
- Taking distance
- Zapping

25. Use of internet
25
Competence
development:
- To look for
- To navigate
- To surf
- To scroll
- To google

26. Networks
26
Competence
development:
•Presenting
•Positioning
•Showing
•Profiling
•Contacting
•Connecting
•Exchanging
•Sharing

27. Sociale media
27
Competence
development:
•Make yourself visible
•Make contact
•Be interactive
•Share
•Connect
•Show
•Express

28. TOEKOMST SCENARIO’s

29. Different parameters
 More or less government
 More or less Europe
1. Self-directive or tractable seniors
2. More or less particpation in education
3. More or less intergenerational contact
Different tendencies

30. What happens with education?
Self-directive seniors
More government
BACK TO THE STATE EDUMADE
Less
governmen
t
FLEXIBLE ALLIANCES BIG COMPETITION
Tractable seniors

31. What will happen with participation
in education?
Inclining participation in education
More government
TOP GROWTH
Less
governmen
t
HARD TO REACH RISK
Declining participation in edu.cation

32. What about intergenerational
contact?
More contact between generations
More government
OLD FASHIONED
SOLIDARITY
NEW SOLIDARITY
Less
governmen
t
LACK OF SUPPORT POVERTY &
DESINTEGRATION
Less contact between generations

33. More or less Europe
More Europe
More government
UNITED CROSSING BORDERS
Less
governmen
t
NATIONALISM END OF EU
Less Europe

34. Finetuning – 3 possible scenario’s
Scenario1 Bigcompetition Scenario2Edumade Scenario3Backtothestate
Big
competition
Growth/Risk Edumade Growth Backtothe
state
Growth/Risk
NewSolidarity Crossing
borders
NewSolidarity Crossing
borders
NewSolidarity Crossing
borders

35. Leren veranderen,
Veranderen leren
http://www.youtube.com/watch?v=N6dYBS
QGFac&feature=youtu.be