ABSTRACT
This chapter is about quality in intergenerational learning (IGL). It addresses the following questions: (1) Why is measuring quality in IGL important? (2) What are the important components of quality IGL when it involves young children and older adults? (3) How can quality IGL be measured or evaluated – who should be involved? (4) What work still needs to be done to ensure that all participants derive benefits from IGL? The chapter will introduce the TOY for Quality Programme and explain how it can be used to plan, to reflect on and improve the quality of the IG practice. As the closing chapter in the book, this chapter also draws some general conclusions about IGL and pleas for practitioners and researchers to further enrich the quality of IGL using the tools and insights provided.
