The SCENARIO project intends to study, deepen and propose new potentialities of UNESCO sites, which from a place of conservation and protection of cultural heritage, can become not only a space designed for the enhancement and use, but also a permanent education laboratory, a place of citizenship and civic planning, community center for research and development.The main objective of the project is to explore, through research and the international exchange of good practices, the potential for applying the immersive narrative of cultural heritage in the education sector, in particular in adult education. The production of narrative contents, already validated in the museum environment, can represent an educational heritage for lifelong learning.The project proposal involves partners from four countries:UNESCO Club Caserta (Italy), Informamentis Europa (Italy) AKMI S.A (Greece); SOCIETY OF CYPRIOT STUDIES (Cyprus); UNIVERSITAT ROVIRA I VIRGILI (Spain)The partners will work at distances and presence during the project meetings to carry out the following activities:- collection and practical analysis at EU level, relating to the use of Story-telling to tell the cultural heritage,- elaboration of a Story-Telling concerning a UNESCO site in its territory;- creation of training workshops that involve the involvement of young and senior people, to enrich the contents of the proposed Story-Telling.- training workshops for educators / teachers- dissemination events in the UNESCO sites involved.The partners have already chosen their UNESCO site: ITALY: Monumental site of the Royal Belvedere of San Leucio (Municipality: Caserta)SPAIN: Poblet Monastery (Municipality: Vimbodi - Tarragona)GREECE: Delphi archaeological site - (Municipality: Delphi)CYPRUS: Churches of the Troodos Region - Aghios Nikolaos tis StegisThe e-book will be the final result of the project and the main product to be disseminated. It will summarize all best practices analyzed as well as the results of the experimental laboratories carried out in the various countries involved. It will provide information, suggestions and useful advice for all those interested in replicating similar activities on the cultural heritage of other territories, in other countries.

"The project “MADE in EU”, which was prepared by five NGOs from four EU countries (Lithuania, Italy, Poland, Greece) aimed to contribute to the goals of the ""Europe 2020"", promoting inclusive growth and cohesive society, through the exchange of best practices, experiences, methodologies and strategies in adult education in order to propose necessary skills and constant knowledge updates for vulnerable groups. The duration for the project was 2 years. The result of rapid change in XXI century is that some particularly vulnerable or disadvantaged groups (long-term unemployed, immigrants, minorities, adults drop out from the labor market, unskilled, digital illiterates, people with psychological distress, etc) are excluded from the market. Many studies conducted at European level show that it is necessary to increase the number of adults involved in lifelong learning, in order to reduce unemployment, social exclusion, lack of confidence in themselves and in the institutions. In order to increase the number of adults involved in lifelong learning, as well as the quality of the training provided, the partners of “MADE in EU” project aimed to deepen and experience in their local contexts, methods and approaches, able to create interconnection between formal, non-formal and informal learning and share best practices, concerning adult education. The partners worked locally to identify small ""vulnerable"" groups of adults excluded or de-motivated to take part in lifelong learning (target groups). Training needs of target groups were identified in terms of key and soft skills: communication skills, digital competence; learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression. Obstacles and reasons for which the target groups are excluded or not motivated to take part in lifelong learning were analyzed; best practices and innovative methods in the field of adult education were exchanged and studied (in particular peer to peer approaches; learning by doing and the andragogical model), also presented shortly in the project website, Facebook page, Booklet and the APP that can be downloaded and publicly used by education community."

"The partners who have realized Social lnclusion Through Education (Acronumo SITE) have achieved the main objective of the action: to deepen and experiment innovative methods and approaches, in order to create interconnection between formal, non-formal and informal learning, to encourage the participation of adults in lifelong learning.The context of the project is that found by the partners in their activities at local level and confirmed by recent studies at national and European level. The picture that emerges is that in a society in which space and time are revolutionized by ITC, still persist barriers that hinder the participation of adults in lifelong learning. In most cases, impediments are related to time constraints, family responsibilities, working time and increasingly hectic lifestyles. However, even economic constraints, belonging to ""vulnerable groups"" low self-esteem, poor awareness of their own abilities and potential and lack of basic digital knowledge can prevent people from participating in lifelong learning initiatives. Thanks to SITE project, the partners have:- identified small ""vulnerable"" groups of excluded or demotivated adults to participate in lifelong learning.- identified their training needs, in terms of key and transversal skills;- investigated and analyzed the obstacles and motivations that make the target groups excluded or not motivated with regard to lifelong learning,- shared and studied the best practices and innovative methods in terms of adult education (in particular the peer to peer approaches; learning by doing and the andragogical model).- have experimented training activities, using non-formal methods for small groups at local level;- built “training modules” and materials that can be easily reused in the future by themselves or by other organizations involved in adult education.SITE was the result of a collective effort, as the partnership is formed by organizations with characteristics and skills that complement and reinforce each other, as specified below.-Informamentis Europa: is an association aimed to encourage social development, culture and education of citizens, promoting studies, research, cultural exchanges, through EU programs, especially in the fields of education, vocational training, culture and youth. The association has implemented, as a promoter or partner, several projects, at national and European level (LLP -Erasmus Plus), to promote international mobility, the exchange of good practices in adult education, the use and dissemination of European tools ECVET.-ARVET, is a social enterprise operating in the United Kingdom (London suburbs) with adult learners, so that they can acquire skills competences for personal development, for employment and active global citizenship. Its goal is to provide, through innovative programs, skills that allow learners to undertake personal paths, especially in the field of self-entrepreneurship.-University of Aksaray realizes educational projects of social inclusion and training of adults with respect to key competences. Lecturers and collaborators support ongoing training initiatives for disadvantaged groups such as women, unemployed people, people experiencing geographical distress, in order to improve their employability.-Lélekben Otthon Közhasznú Alapítvány is a foundation that works with people who have psychological and / or psychic distress, especially for suicide prevention. The foundation staff carries out non-formal education activities and support to improve the skills of adults at risk of marginalization and suicide, improving their self-esteem and their employability.-AKADEMIE ÜBERLINGEN VERWALTUNGS GMBH: is a training center specialized in the education and professional training of disadvantaged people, as people who have dropped out of school early; long-term unemployed; the disabled and people with a difficult social background. Collaborates with companies, public authorities and associations to promote employability and social inclusion.-Zavod Karo: is an NGO that supports projects to promote social business development in Slovenia. In particular, it works to contribute to greater social inclusion of vulnerable social groups by improving their employability and by combining bussiness oriented activities with the social needs of the territory."

The Digital Inclusion project has achieved its goal of fostering a positive exchange of good practices between organizations working in the field of adult education, coming from the following countries:- Italy (INFORMAMENTIS EUROPA AND GODESK)- UK (KBM Consultants)- Cyprus (RIVENSCO)- Turkey (KIR-COM)-Estonia (YSBF)The Project has succeeded, through the activities carried out, in improving the skills of the personnel of the organizations involved, in the field of digital literacy and social inclusion, in particular for some target groups of people who are more disadvantaged in the labor market and more exposed to social exclusion, as immigrants and the unemployed.The partners, in fact, while operating in geographically and culturally different contexts, face daily challenges regarding technological, economic and migratory changes, which are transforming both our society and the labor market. Such changes require an effort to understand the reality from a multicultural point of view, new skills and continuous knowledge updates even for those working in adult education. The international partnership work, enriched by the different experiences and backgrounds of those who work there, has allowed the staff of the organizations involved to discover and develop new methods and strategies, able to involve disadvantaged adults in greater quantities and with more effective methods Lifelong learning.At the base of the partnership there was the common awareness that social inclusion should start from the involvement of adults in lifelong learning paths, to improve their culture, to combat the phenomena of racism and intolerance, to improve their life prospects and work and to combat computer illiteracy and the digital divide.Thanks to the research and analysis activities carried out for the project, the organizations involved were able to know:- the economic and social situations of the partner countries;- policies to combat poverty and support integration;- initiatives in favor of computer / digital literacy for adults;- integrated and innovative approaches, in order to support employability and social inclusion,- the good practices tested in the various countries for adult education, in particular for the acquisition / strengthening of social, civic and intercultural competences.The staff of the partners involved also benefited from the activities of the JSTE, which, on the one hand consolidated the new skills, knowledge and skills acquired by the staff who worked on the project, and on the other supported the extension of the benefits of Digital Inclusion to the local communities of each member of the partnership, since the results of the JSTE have been used in the usual activities and shared with the vast network of stakeholders that each partner has at local / national level.The beneficiaries of the Digital Inclusion project were1) direct beneficiaries, which are the organizations involved and their staff working in adult education2 )indirect beneficiaries, the stakeholders at local / national level such as: - trainers and teachers working in the field of adult education; - workers, - managers, - administrators or politicians who are part of organizations (public and private) involved in the fight against social exclusion policies / actions;- workers, managers, administrators or politicians who are part of organizations (public and private) involved in the integration of migrants and refugees professionals who work in support of migrants and the unemployed; - social workers, psychologists and human resources managers;- NGO representatives involved in various ways in adult education, vocational schools and universities.The project has produced1) tangible results: preliminary research, collection of good practices, web and digital tools (project website; blog; facebook page), newsletters, brochures, educational activities for adults carried out by the various partners with the use of new methodologies and approach2) non-tangible results: a significant increase in the knowledge, skills and competences of the organizations involved, their staff and stakeholders, on the main project issues (innovative approaches to adult learning, non-formal method of adult education and training; digital education and community building).

"The main purpose of ACTE is to exchange good practice methods regarding EDUCATION OF ACTIVE CITIZENSHIP. The resulting knowledge will be shared with stakeholders in all partner countries, through the production of project results. Skills in field of citizenship are considered by the EU (see the recommendation of 22 May 2018) one of the 8 key competences for lifelong learning, which, like the others, contributes to employability, personal fulfillment, health, to participation in public life and social inclusion. The recommendation defines citizenship skills as the ability to act as responsible citizens and to participate fully in civic and social life, based on an understanding of social, economic, legal and political structures and concepts as well as global evolution and sustainability. Hence the “intersectivity” of the main theme of the ACTE project and the possibility that the results of the project can be reused in different educational contexts (formal and non-formal), in different cultural and socio-political scenarios, in different levels of education and training.Citizenship education, using innovative methodologies and digital tools, can be inserted into different training programs and be useful to encourage active participation in public life, as well as inclusion, since it is a transversal competence, necessary to become active and aware citizens, able to share common values and to deal positively with each other.The partners are aware that the importance of educating to active citizenship does not only concern young people, but involves all age groups transversely, because it helps both young people and adults to exercise judgment and critical thinking, to develop a sense of individual and community responsibility, to be involved in local communities and in democracy at all levels.Even more in adults it can become an important tool, not only because ""learning to participate"" includes skills, such as digital literacy, self-entrepreneurship, social and intercultural awareness that are often lacking in that part of the so-called ""low skilled"" adult population, but also because it can be an effective tool for contrasting both social exclusion (including the phenomena of racism and intolerance that in recent years have increased in many EU countries), both functional and return illiteracy, that reducing the ability to understand the complex society in which we live, in fact limits the level of participation in public life and the use of democratic toolsThe results of the intense work of exchange of good practices, that will be carried out thanks to the ACTE project, will flow into the construction of an handbook, which will be published in the form of an E-Book and will be the main result and subject of dissemination. It will summarize all the good practices and methodologies analyzed, the research and input provided by the partners, in English and in the language of the partners .. The goal is to produce a useful tool, for this reason many (free) dowloads are provided by teachers, training centers and persons involved in various ways in adult education.For this reason, the partners will promote the dissemination of the results and products of the project, both in the national contexts of the six countries involved (ITALY, GERMANY, PORTUGAL, RUSSIAN FEDERATION, LATVIA and SPAIN), on European networks and platforms (eg EPALE, Europe Direct) involved in various ways in EU policies, so that other associations, social enterprises, training institutes and universities promote non-formal education initiatives for adults in the field of participation and active citizenship, also understood as bridges to formal education; towards the labor market and social inclusion."