Thematic section 3. Future challenges: active ageing requires preparation

Permanent technological revolution and massive social change contribute to the world of complexity and strategic unpredictability. In such conditions the elderly generation becomes more vulnerable to change, a situation of prefigurative culture arises (according to M. Mead), when the younger teach the older. The system of education has the complex mission of adapting older generations to the changing world, integrating that generation into modern economy and society in one way or another. This concept often has rational economic rationale – to decrease the pressure of the elderly on the economy and society.

At the same time the idea that the elderly generation is totally useless and is a burden for the society barely stands to a critical view. The main thing is about finding the right role for the older generation, and correct understanding of the goals of active ageing. If we understand the new paradigm of mass active longevity, quite possibly, we can wish for new type of educational institutions.

The goal of this section is to discuss two paradigms of preparation for active ageing, including both traditional industrial concept – adapting older people and minimize the societal damage; and the new post-industrial concept, which presupposes that massive active longevity can have important social and personal goals.

The main issue is how the two-sided educational processes should be organized and how much education can contribute to the transfer to post-industrial concept of active longevity:

The following issues will be discussed:

  • What is the main task of adaptive education of the elderly in terms of economics? What ways of adapting the elderly to the changing economy are most effective? How such education should be organized?
  • What possible forms of adaptation can be used to reinstate the intergenerational dialogue and the elderly inclusion in society (including, new roles)? How can we, considering generation gap, support more active inclusion of the older generation in the life of younger generation in their families? Which role can active older people play in the society– cities, social services, education, social management systems? Can we find a new role for the life wisdom of older generations?
  • What can be “silver age” goals as a separate life stage? How education can support them – what should be learned and how? What forms of education will work in this case?
  • For each of these directions the following issues will be discussed:
    • Learner motivation,
    • Roles of different members of educational eco-system (traditional and new educational institutions, employers, social organizations, unions, learners);
    • Requirements to specialists who can provide adequate level of training

Public Events Hall , 5th floor



  • Pavel Luksha, Professor, Director of corporate training programs of Skolkovo Moscow School of Management


  • Gediminas Kuliesis, Lithuania – «Lifelong learning in Lithuania: challenges and future prospects»
  • Dana Steinova, EURAG Secretary General, Czech Republic – «Lifelong Learning Centre in Prague – a unique self-financing project”
  • Pavel Kalvach, PhD in medicine, professor, Czech Council for the Elderly, Czech Republic – «Failures of memory, cognition and concentration: be prepared»
  • Maria Morozova, Helena and Gennady Timchenko Charitable Foundation General Director, Head of the “Older Generation” section of the Council on Social Patronage with the RF Government
  • Tatyana Komissarova, HSE dean of the Higher School of Marketing and Business Development, founder of the “Active life for the elderly” project, creator of Web-site
  • Svetlana Kraychinskaya, “Agency for the Development of Professional Communities and Work Staff “Young Professionals” (Worldskills, Russia), deputy director general on staffing – Academy director
  • Helena Bryzgalina, head of the chair of educational philosophy of the Philosophy Faculty of the Moscow State University
  • Mikhail Klarin, PhD in pedagogy, corresponding member of the Russian Academy of Education
  • Anatoly Prokhorov, Principal of the School of Inner Adulthood, chief expert of the HSE Education Institute, “Kikoriki” animated series art director.