The collaboration of educational programmes and activities of the Multigenerational Centre at
the Folk School in Tolmin with older adults significantly contributes to their social inclusion.
The purpose of this master’s thesis was to examine how adult education and Multigenerational
Centre activities influence the functional and emotional inclusion of older adults, the
strengthening of their social capital, their sense of belonging to the local community, and the
reduction of loneliness and social exclusion.
In the theoretical part, the thesis draws on the analytical model of social inclusion (De Greef et
al.), the concept of social capital, and the role of folk universities in promoting active ageing,
intergenerational learning, and the building of social networks. The empirical part is based on
a qualitative case study, in which semi-structured interviews were conducted with five female
programme participants (aged 68 to 82) and two employees at the Folk School in Tolmin. The
data were analysed using qualitative content analysis.
The findings show that the programmes (language courses, digital literacy, handicrafts –
knitting and crocheting, creative workshops, gardening, and cooking workshops) strongly
contribute to reducing loneliness, strengthening self-efficacy, expanding social networks, and
fostering a sense of acceptance, usefulness, and belonging to the local community. Participation
helps older adults regain a sense of purpose in life after retirement, encourages their active
participation (e.g., volunteering and making gifts for nursing homes), and strengthens their
social capital. Intergenerational learning proves to be highly beneficial where it is present (e.g.,
cooperation with schools), but remains underdeveloped due to organisational barriers and low
interest from younger generations. The main obstacles to greater inclusion are time constraints,
logistical challenges, and low male participation.
The results indicate that successful social inclusion of older adults requires carefully planned,
implemented, and evaluated teamwork within folk universities and multigenerational centres,
which must also be actively supported by the institution’s management. Folk universities thus
prove to be key spaces for quality, dignified, and inclusive ageing within the local community.
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