<< Objectives >>Through the design of co-constructed educational tools, RURAL STORIES proposes to accompany and train rural communities in the creation and animation of local, collaborative, participative and independent digital media: blogs, webradios, webTV, newsletters, etc. The objective is to enable rural communities to speak out, to tell the story of their territory and their daily lives and to be part of European democratic life.<< Implementation >>In addition to Management and Evaluation, RURAL STORIES is : 1 COLLECTION OF GOOD PRACTICES of participatory media in the community. 1 TOOLBOX AND HANDBOOK co-constructed with the inhabitants in 1 Residence of experimentation, co-design and transmission of know-how with the target groupsCommunication and dissemination of the results and tools in order to make RURAL STORIES an inspiring and transferable experience to other rural territories.<< Results >>By creating digital tools for citizens to promote their territories: showing its assets, its history, its particularities, its know-how and its cultural heritage, RURAL STORIES contributes to meeting the challenges faced by rural territories in terms of social development, citizen participation, digital inclusion and European cooperation. Our work, visible in 3 languages, will concern all European rural territories

"In the recent context of the evolution and increasing complexity of the contemporary music sector, the constraints linked to the professionalization of musicians have been largely neglected by the institutions that train them. Music teaching has generally remained focused on the instrumental practice of the musician alone. In contemporary music, the musician plays in a group, and this group is one of the spaces in which he or she is professionally fulfilled. However, in spite of a high artistic quality, the project of a group can fail for lack of having understood and integrated the economic, commercial and managerial ecosystem in which it evolves.The result is often chaotic, irregular and precarious career paths, which can generate a great deal of suffering at work. The sometimes significant gap between the desire to live from one's passion for music and the professional reality then generates a significant exposure to psycho-social risks.In this project, we develop the ambition and the proposal of a pedagogical, theoretical and practical framework, which allows all the supervisors of the musicians' training, to have a global approach of the group, which must acquire and develop its own competences by relying on the strengths of its ""poly-working"" members, in a digital environment that can allow it to organize and structure itself while keeping in mind the necessity to live harmoniously from its art without mistreating the artists.Based on this observation shared transnationally between three educational structures (Belgium, Spain, France), a festival (Italy) and a pole of competence specialized in the creative and cultural industries sector (France), the MP3 project is thus structured around three general objectives:- To develop and implement a new pedagogical reference system for teachers- Securing multi-activity to sustain the careers of professional musicians- Improving the prevention of psycho-social risks in musicIn order to increase and capitalize on our knowledge on these subjects, 4 intellectual productions will be used to produce materials for 4 action-training sessions for music groups. These action-training sessions will in fact and above all be training sessions for teachers and professors who will animate, evaluate and validate all the modules.The MP3 project will thus enable- An inventory of the psychosocial risks linked to the practice of the profession of musician in Belgium, Spain, Italy and France.- A survival video guide for musicians to promote the sharing of networks and working together with all the players in the sector.- A toolbox to find permanent resources on the status of musicians in the four countries, the professional opportunities offered by pluri-activity, the challenges of pedagogical transmission and those of the transition from music to images.- A European Music Teacher 2.0 reference system- A global engineering of training of current music groups for training organizations.Finally, three dissemination events will enable us to disseminate the results of our work at local, national and European levels and to create a dynamic of initiatives around these issues.Through its open methods and the production of contributory tools, the MP3 project thus aims to bring together on a European scale a community of pedagogues and training structures for professional music groups, actors in the field of contemporary music and prevention in order to highlight the need to better train musicians and to make their professional careers more secure in the long term."

The Europe 2020 goals for a more inclusive Europe with higher social integration and cohesion are more important than ever. Increasing societal tension, linked to the economic crisis, immigration and increasing multi-ethnicity, cuts in public services etc. are issues widely faced across Europe. In recent years, Sweden has taken in more refugees per capita than any other European country, which as in other EU countries has fueled tensions and caused a rise in anti-immigrant sentiment. Such conflict has significant cost – both to the ongoing development of the individuals involved, but also to the community and wider stakeholders since antisocial behaviour and conflict affects all aspects of wellbeing, education and economic development. It is evident that new strategies are required to empower newcomers as agents of change in their own lives and in the communities they live in. Two key strategies that are emerging as powerful education/integration tools are 1) community mediation and 2) active inclusion which means enabling every citizen, notably the most disadvantaged, to fully participate in society. A mediator is someone who acts as an arbitrator, negotiator, conciliator, go-between, intermediary, moderator, reconciler, honest broker, and liaison advocate. MCM recognises that educating migrants and refugees in community mediation can play a substantial and positive role in changing social dynamics. Our Migrant and refugee mediators can come from any walk of life but will be trained to act as grassroots brokers and leaders, rather than politicians. Our Migrant Community Mediators will be educated and empowered to provide their communities with a voice and through peer-to-peer mediation and education with their fellow migrants foster inclusion, diversity, equality and intercultural understanding in their new societies. As an additional benefit, the process itself is empowering for the people who take part, as they gain vital knowledge, skills and self-esteem, which are useful for their personal life The OBJECTIVES of MCM are clear :• to enable migrants to have more active participation in society; through the community mediation process our Migrant Community Mediators and their migrant communities will be empowered to become agents of change in their own lives and more active participants in their new societies • to increase self-representation of migrants and refugees to be more visible contributors to civic leadership and media practices - mediators will emerge as informed voices in media debates on the ‘refugee crisis’ and in policy development and resources planning • to improve the digital competences of migrants and encourage them to engage with adult education opportunities both in the classroom and online online • to improve the interconnections between formal, non-formal education, adult education, other forms of learning and labour market respectively• to encourage greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity at the policy level. No issue is more transnational than that of migration and enabling European regions and communities to successfully integrate migrants and refugees is a high priority for the EU; it makes sense that any effort to address these issues should also take place on a transnational basis.and career development.In terms of impact (IOs, combined with our high impact dissemination and exploitation activities) our expected RESULTS within the project’s lifespan include: • 40 - 50 stakeholders (10-12 each in Sweden, France, Ireland and the Netherlands) will introduced to the IO1 Migrant Community Mediators Toolkit and will be knowledgeable and committed to contributing to an ongoing ecosystem of support to nurture migrant community mediation through IO2 Migrant Community Mediators Alliances creating 4 action plans (15+ actions) and mechanisms for ongoing collaboration. - At least 400 downloads of our IO1 Migrant Community Mediators Toolkit by European community leaders, adult educators, public authorities and wider stakeholders across Europe who are interesting and willing to explore the potential of migrant community mediation as a social inclusion tool.- At least 100 Adult Education Organizations will download the IO3 Migrant Community Mediators Open Education Resources for the benefit of hundreds of migrant learners who will be trained and empowered to become Migrant Community Mediators.- 15 adult educators from partner organisations will also be participants in our MCM C1 learning activity.- At least 250 Migrants will join our IO4 MCM Collaborative Learning Platform during the project lifetime. At NATIONAL AND INTERNATIONAL level, the project will contribute to systemic improvements in the training of both adult educators and the migrant and refugee community leading to an increase in self-representation of migrants and refugees to be more visible contributors both to civic leadership.

<< Background >>Covid19 has accelerated the digitisation of every aspect of our lives. We’ve been forced into sudden digital usage in education and work, access to social networks, health services, cultural activities, banking and shopping. Our increasingly digital world has the potential to leave behind the most vulnerable of society. The inability to engage with digital media can accentuate disadvantage and exclusion for those with fewer opportunities. This is particularly evident among senior adults, migrants and refugees, even young people where a lack of digital skills is synonymous with social isolation and loss of autonomy. Rather than combating digital exclusion by more simply offering more digital opportunities, BESTIE will offer the most natural and socially beneficial method: community-based exchange in creating human interpersonal connections! The partner organisations will use the project to create the digital inclusion learning environments in their own organisations and develop digital and social skills of their own staff.ADULT EDUCATORS While some programmes have been developed to assist vulnerable community members to improve their digital skills, the pandemic has accelerated the speed of change and the need to help our at-risk groups is greater than ever before. To complicate issues, the social distancing rules and economic downturn caused by the pandemic now mean that when the need is greatest, many adult learning community centres are working with reduced staff and limited physical capacity. SENIORS (adults of 60+ years) Europe is ageing fast, and in the same vein, digitization is moving very quickly into citizens' routines. Our seniors are the largest group of citizens who are info-excluded. This reality is worrying because it will quickly make them socially excluded (Source: MEDCRAVE). BESTIE will benefit seniors with few opportunities to acquire the digital skills for better functioning in ever increasing digital world, as well as by developing social ties to the community, overcoming threats of loneliness and exclusion.MIGRANTS AND REFUGEES The pandemic has made displaced persons more vulnerable than ever with refugee and migrant communities suffering from the deterioration of their economic situation and lack of social connections in their new communities. The digital skillset of migrants & refugees is varied and greatly depends on their understanding of their new community’s language and access to learning pathways. Even when their digital competencies are high, digital exclusion of migrants and refugees still happens. Differences in the system in which their digital skills are now applied when combined with difficulties with the new language and a decrease in the accessibility to the digital world mean that they too experience digital exclusion.BESTIE will benefit migrants & refugees in two ways (i) by taking both roles of learners, they improve their digital competencies and social links, (ii) and mentors with advanced digital skills will. They will establish new befriending ties and links to the community, thus advancing their inclusion and integration processes and securing overall wellbeing.YOUNG PEOPLE -Particularly vulnerable because of Covid19 impact, across the EU, 49% of young people have their working hours reduced, over 23% lost their jobs and 50% are at risk of depression (SOURCE: EKCYP). While vulnerable in many ways, young people often have developed digital competencies. In 2019, 4 in 5 young people (80%) aged 16-24 in the European Union (EU) had basic or above basic digital skills. This was 24% higher than the share of individuals aged 16-74 (56%) (EUROSTAT). Young people will benefit by building their communication skills, leadership and mentorship skills, acquiring a reputation as educators and community support implementors, as well as build their networks and boost their confidence, which leads to better employment prospect in the future and better links to the community.<< Objectives >>The BESTIE - Befriending for Social and Digital Inclusion project will evoke cooperation within the community on an intergenerational basis, bringing together seniors, migrants and young people, with the help of adult educators, to overcome the digital and social exclusion of these groups, by allowing them to work together on bridging key skills gaps. It responds to a horizontal priority of Inclusion and Diversity, and 2 Adult education priorities: Improving the availability of high-quality learning opportunities for adults and Developing forward-looking learning centres.OBJECTIVE - BESTIE will provide a fresh and innovative model of cross fertilization of digital and social skills for three vulnerable groups: senior citizens, migrants/refugees and young people. Through a set of innovative, participatory, easy to access and inspirational Project Results, we will utilise communities’ strengths and opportunities to overcome weaknesses and threats in the social and digital inclusion sphere. We will also upskill adult educators to deliver digital skills education resources to adult learners. Digital progression can be a catalyst for social cohesion. Rather than combating digital exclusion by more simply offering more digital opportunities, BESTIE will combat digital exclusion by offering the most natural and socially beneficial method: community-based exchange in creating human interpersonal connections! The BESTIE - Befriending for Social Ties and Digital Inclusion will upskill adult educators to deliver digital skills education resources to adult learners , through a set of innovative, participatory, easy to access and inspirational Project Results that are all utilising communities’ strengths and opportunities to overcome weaknesses and threats in the social and digital inclusion sphere.This objective will be reached through 4 SPECIFIC OBJECTIVES, that completely correspond to 4 PROJECT RESULTS:1.PR1: A study of 30 good practices in intergenerational and community-based adult education (Befriending as an Intergenerational Approach to Digital Skills Development, downloaded/received by 500 adult educators2.PR2: Develop a methodology for creating network clubs – networking mechanisms for community-based, inclusive learning of digital competencies – 500 downloads-adult educatorsa.5 BESTIE Network Clubs (France 1, Ireland 2, Spain 1, Greece 1), 30 members each club (10 seniors, 10 migrants, 10 young people)=150 members founded that will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: digital skills – seniors and migrants, mentorship and social skills: young people and migrants 3.PR3: A Toolkit – a learning resource that will show best tools for gaining digital competencies in information and data literacy, communication and collaboration, and problem-solving (Dig Comp Toolkit for Everyday Living) 1000 downloads and direct distribution4.PR4: An interactive learning platform - BESTIE Learning Platform - 500+ RECIPIENTS and accessed online by 1000 individualsBESTIE will inspire adult educators in local NGO’s, development centres, community centres, local authorities and other organisations with a new community based learning formula to deliver digital skills education to adult learners while simultaneously encouraging social interactions and social ties to tackle social isolation.<< Implementation >>All partners will:-contribute to all 4 project results, responding collaboratively to each project result lead and giving inputs where needed, with for example: research, case studies, identification of tools, contributions of content for the all the PRs in accordance with the PR leading partners plan, -form partner country Learning Centres in the form of Bestie Intergenerational Network Clubs-conduct Dissemination and other tasks in accordance with the Project management handbook and other tangible management outputs produced at the project outset-participate in partner meetings, multiplier eventsparticipate in user testingBESTIE will overcome dated and inflexible methods of simply presenting information and knowledge to those who lack digital skills and turns the education process into a socialization method, social treat, befriending and social ties bringing activities. We will implement the following activities to support the above statement: -Facilitate knowledge exchange in the field of digital competencies, mentoring, peer to peer support, -Foster regular communication among these groups to form befriending relationships and -Form social ties through enabling regular contact of social groups who otherwise would not have mutual social connections-Link vulnerable social groups to adult learning providers such as NGO’s, development centres, community centres in the process of organising education, mentoring and knowledge exchange-Conduct research and compose a study of 30 good practices in intergenerational and community-based adult education, that makes the case for the need to evolve practices further and respond to challenges through creative approaches (PR1), reviewed by 20 ADULT EDUCATORS-Develop a methodology Guide for creating network clubs – networking mechanisms for community-based, inclusive learning of digital competencies (PR2)-Found 5 INTERGENERATIONAL BESTIE Network Clubs that will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: social skills, digital skills, intercultural and intergenerational communication, mentorship (PR2)-The Network Guide and BESTIE Clubs will be tested by 20 ADULT EDUCATORS/experts and BESTIE clubs also by 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth)-Compile a Toolkit – a learning resource that will show best tools for gaining digital competencies in information and data literacy, communication and collaboration, communication and collaboration and problem-solving (PR3), tested by 20 ADULT EDUCATORS experts and 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth) utilizing members of BESTIE clubs-Produce interactive learning platform working as both, content dissemination platform as well as interactive exchange tool for digital competencies knowledge and social skills ideas, ensuring wide and free access of all produced resources - BESTIE Interactive Learning Digital Platform (PR4), tested by 20 ADULT EDUCATORS experts and 60 ADULT LEARNERS (30 seniors, 30 migrants, 30 youth) utilizing members of BESTIE clubs-We will evaluate the project across impacts identified by the project partnership-We will communicate the project values and results to the target groups, ensuring the impact and sustainabilityThis set of combined activities, implemented by the partnership mutually and collaboratively, will bring the added value at EU level, bringing results that would not otherwise be obtained at all individual countries and with all individual partner perspectives.<< Results >>Project Result 1: Befriending as an Intergenerational Approach to Digital Skills Development - A study that collects 30 good practices in intergenerational and community-based adult education practices and makes the case for the need to evolve practices further and respond to challenges through creative approaches. Whereas nearly all previous approaches have focused on ways to approach digital skills in seniors, this report will analyse benefits and skill development (real and potential) from the perspective of the young people and migrants involved and will focus on challenges and opportunities in the context of the pandemic. The study will also show examples of community-based mentorships.Project Result 2: Bestie Intergenerational Network Guide and ClubsOur first action of the output will be to develop a comprehensive Network Guide, which will assist in the creation of our Bestie Intergenerational Network Clubs and ensure widespread uptake of this approach in recruiting young people, migrants and seniors into mutual support and cooperation learning clubs. The Network Guide will have the roles in the community-based learning explained so that both learners (seniors and migrants) and mentors (young people and migrants) know what to expect and how to fulfil their roles. The Network Guide will also explain the skills, pedagogy, communication tools and creative problem solving, so that the facilitators can successfully organise the Clubs.Our second action will be the creation and launch of our Bestie Network Clubs with our target group, young people, migrants and seniors. Community-based learning creating inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. The Club will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: digital skills – seniors and migrants, mentorship and social skills – young people and migrants. Providing and receiving peer to peer mentoring and support, members can use this network to gain a deeper understanding of the issues they may face and insights into how to overcome them. Project Result 3: Dig Comp Toolkit for Everyday Living – aimed at main target groups directly and based on sections of the The Digital Competence Framework 2.0: Information and data literacy, communication and collaboration, Communication and collaboration and Problem Solving. This toolkit will bring a set of practical everyday tools, easily applicable to everyday citizens digital life, used to improve the quality of life, raise digital efficiency and reduce technostress. The toolkit will come with the Educator’s guide, since the adult educators will be empowered to deliver the toolkit to the final target groups (seniors and migrants) with the help of the peer to peer support of the young people.Project Result 4: Create BESTIE Interactive Learning Digital Platform working as both, content dissemination platform as well as interactive exchange tool for digital competencies knowledge and social skills ideas, ensuring wide and free access of all produced resources - BESTIE Learning Platform. It is not enough just to understand the problem, see a good example and have tools. Adult Educators need the go to place to connect the steps and implement the change, the transformation and that is what this platform will provide.

"KUS KUS is a project designed to enable unskilled and low-skilled adults and people with an immigrant background to develop entrepreneurial skills by exploring the opportunities offered by the culinary sector. Focused on ""world cuisines"", KUS KUS aims to promote the cultural and culinary heritage of adult learners. The gastronomic heritage is a vector for learning and knowledge of the territories and their stories for these immigrant populations (recent or older) and conversely by local actors. How can we imagine integrate the knowledge of the gastronomic heritage as a vector of integration and insertion? How can we think of the terroir and its local products as vectors of learning and sharing? The aim of this partnership work is to come up and product training tools and enable people with low qualifications to - access to high quality learning opportunities tailored to their needs, including the ability to develop entrepreneurial skills - access to high quality and adapated knowledge in commercial sector - access to know-how to move from a ""home"" activity to a ""business"" activity Based on relationships with local territory, we will product a tool that will develop synergies with ""world cuisines"" imported by migratory waves which come to enrich our gastronomic heritage. This project does not just promote local products or old recipes. For instead, this is an opportunity to put a new face on food, gastronomy, less elitist and more deep rooted in a societal culture. The project aims to create dynamic links with these territories and its actors. The project has a dual interest -for minorities to know the products and local gastronomy -for local actors: to adapt to global changes and feed of them, like Karen Blixen's European masterpiece Babette feast / Babettes Gæstebud. In Europe 2016, the employment rate of people aged 25 to 64 with a higher education degree (short cycle, bachelor's degree, master's degree and doctorate or equivalent) was 84.8% in EU-28. This is a much higher rate than those who completed only primary or lower secondary education (54.3%) (Eurostat statistics). The unemployment rate is 20.7% for non-EU nationals. Entrepreneurship is widely recognized as a means to fight against unemployment and social exclusion. This project is part of the 'Entrepreneurship 2020' European Action Plan. Witnesses many individual or associative initiatives in ""world cuisines"" sector, the partners have identified this sector as an attractive sector of activity for targeted adult audiences. During 30 months, KUS KUS will work to propose - training related to profesionnal skills (KUS KITCHEN): knowledge of products, know-how, local food industry in the form of a training program and an interactive platform -Training related to entrepreneurial skills in the culinary sector (KUS PRO) in the form of an online training program -a toolkit offering marketing skills (KUS MARKET) - regional alliances bringing together stakeholders in adult education in the culinary sector, entrepreneurship education, production, food distribution, welcome and services toward migrants and support for adult integration, local authorities in the aim to create an active cooperation network in entrepreneurship education in ""world cuisines"" sector (KUS ALLIANCES) KUS KUS is a tool to promote European Cultural Heritage and its diversity. The partnership is composed of active partners in adult education, formal and informal, which promote cultural heritage,local production and local products, also entrepreneurship education and marketing (France, Portugal, Ireland and Germany). Each partner is the leader of one product or activity corresponding to his specific area of expertise and experience, but all organizations are involved in all tasks. KUS KUS supports long-term relationships, develops common know-how and shared resources in order to promote entrepreneurship education.The intellectual outputs are tested with 83 adults of whom 39 entrepreneurs/44 trainers including immigrants & ethnic minorities. Involved 12 entrepreneurs & chefs / 8 local producers. 276 organisations are mobilised on 4 events & the digital productions, available in 4 languages, are viewed by 13 508 people."