The aggravation of political conflicts in the context of the disproportion in the socio-economic development of the countries of the world led to a record forced migration of the population. The diversity of cultures and religions, the level of education and other personal characteristics of forced migrants, including their age characteristics - are all factors influencing the process of adaptation and socialization of migrants in host countries (UNESCO, 2022). Highly developed countries, and this is only 1/5 of the countries receiving forced migrants (UNHCR, 2022), are actively developing the concept of Lifelong Learning. According to the Lifelong learning opportunities for all: medium-term strategy 2022–2029 by UNESCO (UNESCO, 2022), mutual learning in a community should be a strategic objective for every local government.

During last 10 years the migrant’s integration policy in England has been aimed at "community cohesion”. At the same moment there were some arguments that multiculturalism has failed, and migrants who do not speak English or do not want to integrate have created "a kind of discomfort and disunity" in British communities. In contrast, the Scottish Government work on migrant integration and welcome them to become an equal part of society. Meanwhile, 2022 became a year of the highest net migration figure ever recorded - 10 million people came to Great Britain (Immigration Statistics, 2022). This increase has resulted in pressures being put on various services including Education (Hepburn, 2020). 

The universities take an active position in attracting and training migrants in the age group 18-35 (Hillman N., 2022) and develop a number of initiatives which promote accessibility for displaced people, supporting inclusivity and providing a safe environment for refugees and asylum seekers (UofG, 2022). The local authorities provide language courses for migrants – English for Speakers of Other Languages (Draft Refugee Integration Strategy, 2022) and cooperate with volunteering organizations in local communities to increase the level of socialization of new commers. 

At the same moment, 40+ age group has to go through the long lasting process of qualification recognition and goes to the labor market after ESOL courses with a potential decrease in social status doing sometimes unskilled work. The 65+ age group is forced to integrate to the new society through family learning (Future of an Ageing Population) and develop intergenerational learning which let them to overcome the situational and dispositional barriers in education (K. Patricia Cross's,2014)

The solution to the growing problem of declining general literacy levels of the population because of the migrants could be the excysting University of the Third Age (U3A). Supporting by the local authorities they could provide an equal footing with existing courses the acquisition of new qualifications by forced migrant and help them to become an equal part of the society.

Intergenerational learning (IGL) should offer a solution for societal problems in order to support lifelong and life-wide learning as well as maintain and build human and social capital simultaneously (FIM-New Learning, 2008). A change that involves sharing one’s skills and knowledge carries the opportunity for personal development, as teaching is always a form of learning (Vygotsky, 1997).

Some studies have emphasized the importance of learning activities between non-adjacent generations (Tambaum, 2021). 

The talents and resources help to build community identity and decreases IGL estrangement as each party can recognize the other’s contributions to the community (Buffel.T., al., 2014).

The concept of IGL has not yet been developed enough to be included as an output of the community development strategies. However, the implementation of the IGL concept at the U3A level can bring them to help in the professional organization of intergenerational learning.

The investigation aims to explore the process of older forced migrant's social integration and the effect of intergenerational learning on those motivation to develop lifelong learning strategies in the hosting country. The analyze of the role and capabilities of U3A will let to prognose the further dynamics of institutionalization of U3A as a migrant’s friendly institution. Using a scientific approach to discovering issues in the current migrant policy (on the example of Learning cities – Glasgow, Scotland and Kirklees, England) will map institutional barriers in lifelong learning of forced older migrants. These regions were chosen as prime examples of Learning cities and actively interact with the migrant community, as well as being guided by English and Scottish strategies for the development of migrants. The conclusions presented in the paper regarding motivation for social integration, strategies for building the future and Lifelong Learning plans are primarily will be based on in-depth interviews with 80 of forced migrants from different countries, aged 40+, various levels of education and gender identification, family status who came to Great Britain. The UNESCO guidelines for the development of learning cities establish the objective to create access to learning for older persons (65+) through family learning and community learning (UIL, 2015). According to the intergenerational learning and focusing on institutionalization of the U3A the respondents from target group will be divided on 2 group of people: who build their learning strategy through the prism of family goals and opportunities and who focused on external community learning and recognition of qualifications. During the investigation to the target group will be added the influencing stakeholders (13 person): 4 volunteers (https://www.volunteerglasgow.org), 4 lecturers from the University of Glasgow (https://www.gla.ac.uk ) and Strathclyde University (https://www. strath.ac.uk/studywithus/centreforlifelonglearning/), 3 representatives of Job Centre and social support, 2 representatives of the City Council of Glasgow and Kirklees, as well as other stakeholders from Glasgow refugee, asylum and migration network . During the interview will be used social worker-approved questionnaire. thanks to the response on the open questions in the interview, will be analyzed the interrelation between intergenerational interaction and their hypothetical effect on the socio-economic activity of forced migrants 40+. According to the results will be formulated the role of the U3A through IGL. After all these conclusions will be put on substantiation of the need to strengthen the role of U3A in the development strategies of migrants.

As a conclusion will be presented the substantiation of the need to strengthen the U3A through Intergenerational learning especially for older displaced people. Existing IGL programs in U3A have to be improved and adapted for representatives of other nationalities, religions and cultures. Will be proved that educators in U3A can be a mentors for other people who can provide nonformal education, especially the representatives from younger generation. Thus, the quality of the provision of educational services will be observed and, hypothetically, will have a positive impact on the motivation for learning and increase its results. At the same moment, it supports young person’s personal development, helps to visualize their own aging process, and strengthens their will to contribute to their communities. Interaction with young people has helped in preventing loneliness and isolation in older people and creates a feeling of worthiness. IGL as a form of community learning provides the unique platform for learning new skills. Such activities should encourage the policy makers to give to U3A the proper status and delegate them to cope with older migrants. Such cooperation between replaced people in community, U3A, policy makers has to help to build lifelong learning strategies for replaced people.

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