We live in a time of major differences between the generations. Much of the credit for this, have a dramatic development of technology, information technology and globalization. Changes on the market require an individual flexibility, rapid response and preparedness for new knowledge. Learning is an activity that should take place at all stages of life. Human must, according to his personal and professional needs, educate and learn throughout all their lives. The desire for lifelong learning and education we impart to the human (Dobnik, 2015, str. 1). Different technological, organizational, work and communication changes accompany individuals in a global society, which has become mainly a society of continuous, lifelong learning and adaptation to new technologies and learning to use them, regardless of the individual characteristics of individuals. However, in every society, there are also less capable, less educated and less flexible individuals who, in comparison with more flexible ones, are far more vulnerable and dependent on others (Vehovar, Brečko in Prevodnik, 2008, str. 4). In intergenerational learning (hereinafter also MU), it goes for a way of how people of all ages can learn together and from each other. MU is an important part of lifelong learning, where generations collaborate to gain skills, values and knowledge. Outside of frameworks for knowledge transfer, the MU promotes mutual learning between different generations and helps to develop social capital and enables the integration of all generations into our aging society. If we consider this definition of MU, it is obvious that when young and old people come together and share experiences, when they collaborating, help each other, or in any way act together, they are undoubtedly also learning (Ecil, 2012, str. 1.
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