CONTEXT: 1. Population studies indicate that within the rural areas there are groups socially excluded such as women who emigrate because of lack of professional perspectives and the existence of a large number of people over 40 years old with few or none possibilities of employment. 2. The European Strategy of Employment (ESE) proposes an elaboration of new educational models and tools that allow adult training; this will favor the training and labor insertion of people “less qualified” and “less advantaged groups” of the rural areas. 3. Agriculture and rural areas in general are going through an educational, cultural, social and economical delay leading this sector to be in clear disadvantage when compared to urban areas. In the center you find many necessities that have blocked a population very much in need of help. 4. According to the Eropean Rural Development Fund (ERDF) it is necessary to look for alternative formulas supported by emergent products (organic agriculture - OA) to improve the social and economic conditions as well as the fixation of population in areas of strong depopulation. 5. The necessity to increase the rate of participation in adult training is still one of main European goals especially in the southern countries of Europe and in the new members of the EU.SIGNIFICANT DATA: 1. Rate of unemployment in rural areas: marginalized groups 42%, rural women 28%, physically disabled 23%, young people without vocational qualifications 27%, people over 40 76%. 2. Non existence of specialized curriculum in non vocational training of adults in organic agriculture. 3. Lack of adult training tools capable of responding to the necessities detected. Indicators: 1. 87% of EU citizens consider that guarantying safe foods is an essential role of the CAP (Common Agricultural Policy). 2. 89% believe that it is essential to protect the environment. 3. Organic agriculture in the EU has increased at an average rate of 500.000 hectares per year. Currently in the entire EU there are more than 186.000 organic agriculture farm businesses. 4. In 2011 more than 225.000 organic farmers were registered in the EU. 5. Women represent 24% of the agriculture entrepreneurs of European organic agriculture holdings. In some countries this percentage is higher: Letonia 41 %, Croatia 32 %, Italy 30 %.Political Priorities: 1. At a European level: a. the new institutional framework of the Lisbon Treating redefines the budgetary framework with the new strategy “Europe 2020” of the EU economic growth supported by the potentiating of organic production. b. The CAP in force since 2014 till 2020 supports the organic agricultural sector. c. The training of adults is a vital component of the permanent education policy of the European Commission.2. The proposal reinforces, through training, the postulates of the Maastrich Summit (1991) and the EAFRD legislation regarding agriculture and environment that sustain the national and the EU agriculture politics.3. Experts in rural development and other activities related with the “Europe of Knowledge” have detected through the DAFO reports developed by the Rural Development Programs, Encouragement Plans, local Agenda 21…, that there does not exist itinerary of non vocational training with European dimension in the organic agriculture sector. GOALS: 1. Develop a Competency Unit (CU) in OA for the non vocational teaching of adults. 2. Potentiate the development of permanent learning: teaching, contents, alternant practices and handling ICT (information and Communication Technologies). 3. Involve the most vulnerable social sectors in a process of non vocational training of adults. 4. Incorporate in the adult training activities that can manage new ways of living: active aging, recreation and free time management and therapy activity.Number and Profile of the participants: 1. Adults (over 40) in rural areas, unemployed, in risk of exclusion and disabled. 2. European organizations that work with retired people in rural areas. 3. Instructors and professionals specialized in adult training. 4. Professionals and social agents dedicated to work with adults in rural areas. 5. Universities that investigate the subject of active aging. 6. Authorities in charge of making the decisions in this area.ACTIVITIES 1. Coordination and evaluation of the Project. 2. Development of the work tools. 3. Training, teaching and learning activities with 15 people per partner, belonging to the destined group. 4. Dissemination of the results.METHODS:a) Innovative working techniques: 1. Exchange of experiences within the transnational association. 2. Implication of the partners in the collective activities. 3. Comparison of the results for further corrections. 4. Adaptation of the tools to the concrete necessities of each country. 5. Allow the participation of local social agents, teachers, specialists and destined group. 6. Use of multimedia tools. 7. The destined groups will participate in the Project

Changes in rural areas, such as depopulation, land abandonment and the loss of biodiversity, may proceed very slowly yet are often irreversible. Policymakers can steer these developments in order to reduce their negative impacts but this requires knowing whether current policy instruments are effective, who is benefiting from them and in what measure, what driving forces will be most influential and how they will affect people, planet, profits and land-use. To be truly useful, this knowledge must transcend siloed thinking and be the corollary of a joint effort uniting different actors under a common cause. PoliRur will provide this knowledge by combining several key activities needed to design effective place-based, human-centric and forward-looking rural policies. These include actionable research that takes place within an inclusive learning environment where rural populations, researchers and policymakers come together to address common problems; an evaluation exercise that uses text mining to assess the perceived effectiveness of past or planned policy interventions; and a foresight study that tries to glean the development trajectory of agriculture and its allied sectors until 2040 using several scenarios in which the evolution of rural populations occupies a central place. As a result of these activities, PoliRur will leave decision makers at different levels of government better equipped to tackle existing and emerging rural challenges, rural populations more empowered and rural areas more resilient.

"""LIVING HERITAGE"" is a project of cooperation for innovation for the school education of a strategic partnership among 7 partners from 5 countries: Slovakia, Estonia, Greece, Spain and Portugal, led by Diputación de Palencia (Spain). Aims to:- Strengthen the profile of the field of formal and non-formal educators. - Promote the pedagogical update of teachers with peer teaching method. - Design a curriculum, methodological strategies and innovative educational materials for the transmission of the cultural heritage, especially valid to facilitate learning of students that underachieve , in groups with high diversity and/or schools with school drop-off issues and in disadvantaged rural areas. - Create links between school and public and private entities, related to the management of the heritage. - Develop educational experiences to promote intercultural and intergenerational exchange of material and intangible heritage. - Connect the European heritage through schools using ICT tools.The main direct target-groups are educators (from formal and non-formal education), which is why the project has involved schools, teachers' organizations and educational authorities. But also entities linked to local, regional and national heritage; associations and companies related to education, training and cultural tourism; managers of heritage; heritage interpreters and guides; cultural associations, foundations, museums and other heritage conservation entities (where educational programs are also developed), entities of local development, tourism, rural development, etc. The final recipients are Primary and Secondary students who will put into practice the results obtained.Among these stakeholder groups have been achieved more than 150 accessions and collaborations that have contributed to the project in an important way and have made possible the final contact with more than 2000 beneficiaries and the direct participation of about 300 people in the Workshops, multiplier events and activities developed throughout the project. In addition, a network of experts has been created to support the project and the evaluation of the results.Thanks to ICT and the effort to disseminate results, which continues to be done to ensure sustainability, it is estimated that at least 2300 beneficiaries will be able to participate with access to the intellectual products and results of the project.The main actions and intellectual outputs (IO) have been:1) Creation of a methodology among peers called Peer Leraning Method (on which the Workshops for educators were based) -IO1.2) Development of school curriculum on European cultural heritage (Primary and Secondary) -IO2, based on a previous analysis3) Preparation and impression of a methodological guide-IO34) Educational materials for implementation-IO45) Development of a Seminar and Multi-Agent Sessions (for dissemination and evaluation among interested agents)7) Transnational, face-to-face and remote meetings and a whole system of communication, coordination and follow-up, as well as dissemination of results8) Educator training courseThe intellectual products have been created in 6 languages (5 of the project and in English), have been supported by local and regional authorities and are accessible to schools, heritage managers and socio-economic fabric related to cultural heritage in Europe.The main impact in the short and medium term has been the strengthening of contents, competences and methodology in the area of European cultural heritage and therefore the profile of educators and the creation of communication networks between participants, direct and indirect.The medium and long term benefits are expected: 1) The creation of open results (OER) will allow its use, extension and improvement by professionals and agents of education and heritage. 2) Support for the strategies generated by educational authorities for their incorporation into the educational programs of schools and the non-formal sector. 3) The internationalization of educational curricula through their incorporation into European communication networks.All with the overall objective of supporting European policies that aim to make the European cultural heritage a point of community interaction with great educational value and social cohesion, but also to turn it into a good with future projection and great interest for sustainable economic development of many areas."

"CONTEXT: In the community support framework 2,000-2006 and the 2007-2013 financial framework of 39% of all projects had implications for rural development. These data should be added to the Community initiative LEADER + rural development specific. Does not exist in the Member States a vocational qualification, or Transversal competence in community rural development within the professional families of MEC (Marco Europeo de las Cualificaciones), without specific training to prepare versatile professionals adapted to these specific needs. OBJETIVES: 1) Develop, recognize and validate a Transversal Competence (horizontal Priority Strategic Partnerships in the field of education, training and youth ) in the European Qualifications Framework ( EQF) for a new professional profile "" rural community development technician HORIZON 2020 ""to contribute to European rural development strategy that takes into account the regulations and related EU directives rural areas . Transferable skill that will be included in the professional qualifications of the following professional families of related INCUAL rural areas in the EU: 1) land ; 2) hospitality and tourism ; 3) food industries; 4) safety and environment ; 5 ) energy and water; 6) sociocultural community services and 7) physical and sports activities .2) Increase transparency of this new professional competence to influence qualifications and employability through the professionalization of rural development. Over 60% of workers in the sector or have no formal qualifications or are not high and unrecognized . They are necessary qualified to advise , train, assist and implement the work of all stakeholder rural professionals.3) innovative pedagogical approach based on TRAINING IN ALTERNATING OR DUAL referred to alternating learning in rural enterprise ( multiple jobs ) and the school as a successful recipe for successful transitions to work and having the following 4) Develop a methodology for cooperation centers formal and non-formal agricultural unions, local authorities and local action groups of LEADER , to facilitate the development Itinerary serve rural economies.5 ) Design the units cross competition (valid for seven professional families ) and appropriate for the development of the training on 7 areas with the completion of a pilot training course in 6 countries to validate the technical manuals professional profile.PARTICIPANTS- ACTIVITIES: 1 ) Each partner will perform in the first six months 6 local seminars informative, explaining the project to sign RURALITY 25 accessions to the stakeholder project (total 175 indirect beneficiaries).2) For the selection of the 20 students in the course structured pilot training each of the 7 partner contacted over 450 potential beneficiaries: a) agricultural centers, formal or informal training working in vocational training. b) Local Action Groups (LEADER projects) working in the area of rural development and help start-ups. c) family and small business companies where the Agent is a tool to facilitate communication with job seekers, improving demand-employment relationship needs real labor. d) Unemployed receive support Agent Development to abandon their unemployment by contacting with companies or individuals and counseling for self-employment, management training needs. e) national / regional for approval and government agencies who need professional development (municipalities, municipal councils, prefectures, regional authorities, local action groups, agricultural unions) educational authorities.3) Indirect beneficiaries through INTELLECTUAL OUTPUTS contemplating applying ICT (Facebook, Website, Linkedin, New Letter ..) and will be approximately 2,200 indirect beneficiaries.RESULTS-IMPACT: 1) Study and analysis of the occupational families and existing qualifications in Europe to adapt to Cross competition with professional qualification level 1, 2 and 3 of the following professional families.2) Community rules required Research 2014-2020 report on the potential for job creation in rural areas and entrepreneurship in 2020. HORIZON to know the potential of R & D applied to rural areas, which is a priority of the EAFRD Regulation and HORIZON 2020.3) Development of competencies: curriculum complete with the following training modules and pilot course in six countries.4) Teaching materials for students: alternating training twofold: the part of an innovative Guide alternating pedagogical methodology based learning approach between enterprises and schools; union of theory and practice, systematic and random. Rural business practices are considered an important factor in student learning.5) The materials methodology Guide Open Educational Resources ""rurality"" (OER); publishing the results according to. free ""digitized materials offered and open to educators, students and self-learneS."

"The energy and environmental sustainability of human activity plays a central role in the policies of the European Union. The rapid and sometimes uncontrolled, world economic development that we have seen in recent decades, has resulted in excessive emissions of greenhouse gases (GHG - Green House Gas) with devastating consequences for the climate and the environment, as evidenced at the signing of the Kyoto Protocol and numerous subsequent demonstrations. This is accompanied by the steady increase of the needs of a growing world population, which triggers the need to increase production, first of all those agribusiness. In this context, it is clear the strategic role played by agriculture in relation to the sustainability of its products and the responsible use of rural land and its resources. Increasing attention, at the level of scientific orientation and training activities, is then paid to the so-called green economy and professional skills necessary to develop economic activities based on standards of environmental sustainability , energy , economic and social . The goal of 20% of energy production from renewable sources by 2020, as required by Directive 2009/28/EC involves the development and enhancement of all sources and in this framework biomasses play a key role. Farms, agritourism and agroforestry, have access to a wealth of varied and substantial biomass used for energy purposes, such as bits of herbaceous crops and trees, mowing and pruning trees and shrubs cutting coppice woodland, manure from livestock , food residues. The treatment and management of biomass and its use in systems of different types are therefore an essential starting point for a culture and practice of the use of renewable energy sources in agricultural enterprises. In addition to the biomass agricultural enterprise can benefit and modular inserting meditated and sustainable solar thermal systems for water heating, photovoltaic panels as a cover of stables, warehouses and workshops with photovoltaic panels wind, geothermal and hydropower , in areas that have such resources. The project will make available interactive training materials that help learn the different problems and opportunities relating to the use of renewable energy sources, environmental and competitive advantages resulting from it, the technical and technological characteristics of the existing plants and learning the skills necessary to realization of an energy plan corporate and rational management of plant and agricultural and forestry activities connected.This approach aimed at new professional skills in agriculture, goes in the direction of the Lisbon Strategy in March 2000 to give rise to a European society based on knowledge, the Fischler Reform of 2003 to develop a competitive agriculture, sustainable and multifunctional from Convention of Rio de Janeiro for the reduction of the environmental impact of economic activities (footprint) and the Kyoto Protocol and subsequent international agreements to reduce greenhouse gas and the effects of global warming and climate change. Through a partnership structure that includes all the needed skills and thanks to a broad and timely issues posed and opportunities offered to farms from the renewable energy sector , the project will match the training needs of European farmers who wish to integrate the use of renewable energy sources to fossil fuels in their businesses.The project starts from experiences performed in the last years by the different partners by using the achieved teaching materials and adapting the techniques and technologies available for carrying out plants working by use of biomass and other kind of renewable energy sources (RES). The final training products of the RESAVE project will be different of the previously existing teaching materials for a strategic approach focused on the rural space for the sustainable development of an energy network from renewable sources and for a series of characteristics that make their use particularly effective for i) farmers, livestock breeders and managers of agritourism and agro-forestry farms ; ii) agronomists and land surveyors, students of technical and vocational and university faculties of agriculture, engineering, biology, chemistry and technicians of assistance services for re-use of farm animal waste and crops residues.The course, available online and interactive will be constituted of 4 Modules, preceded by a preliminary general module entitled ""Farm management for environmental sustainability and energy and production effectiveness of the agricultural business"", that provides a legal and management framework of reference for the use at farm of renewable energy sources."