As defined by the International Consortium for Intergenerational Programs, “intergenerational programs” are “social vehicles that create purposeful and ongoing exchange of resources and learning among older and younger generations.” In a nutshell, it is about “intergenerational engagement” – the full range of ways in which young people and older adults interact, support, and provide care for one another. The focus is usually on establishing connections between people who are 21 and under and people who are 60 and over, with the intention of benefiting one or both age groups.

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This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning.

It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO World Conference on Higher Education in Paris in 1998.

It was developed at the conference on Lifelong Learning, Higher Education...

The Sami people is an indigenous people living in the northern areas of Norway, Sweden and Finland and the Kola peninsula in Russia. Throughout history, several states have sought to control the natural resources and the people of Sápmi or Samiland, and the borders across Sápmi have been altered several times. The four countries in which the Samis live today have all included the Samis into their national education system. The Samis had to, and still have to, fight for an education which is built on their own language and culture and which provides knowledge which is relevant to them....

The history of adult education for Aboriginal peoples in Canada is recent. Only since the 1970s has specific attention been paid to the needs of Aboriginal peoples in higher education. Not so long ago, it was a non-issue for few were allowed to go beyond 8 th grade without being threatened to lose their Indian status.

Since 1972, the residential school system has been dismantled and the number of schools under Aboriginal administration has grown, as have the number of Aboriginal teachers being hired by these schools. Language classes have been introduced and cultural elements have...