"The project ""Educators of cultural competences for people over 50 years of age"" was implemented between 01.10.2017 and 28.02.2019. The aim of the partnership project was to- exchange of experiences between educators on motivating people 50+ to social activation, including participation in culture with the use of Internet communication tools.The project assumed the exchange of experiences between educators from 3 countries, Poland, Spain and Holland, partner organizations dealing with support and motivation of people over 50 to undertake informal education, in order to broaden participation in culture through the use of Internet communication technologies. Four international meetings were held within the framework of the project:I. meeting in Łódź - organizational meeting, preparations for the project activities and first exchange of experience, the meeting was attended by 5 people, the structure of documents related to the analyses needed for the project implementation was discussed, the assumptions for the production of a documentary film were developed, The second meeting in Barcelona, in the seat of PROBENS organization, was devoted to the exchange of experiences between educators from Poland, Spain and the Netherlands on the subject of applied didactic and motivational methods and tools, addressed to people from the 50+ group. These meetings were attended by 12 educators. During the meetings, film materials from the classes were recorded. The meetings were attended by 23 people from the 50+ group, from Spain, Catalonia and South America. Educators and 50+ people in front of the camera shared their experiences. Educators talked about methods of their work and people from the 50+ group talked about their experiences related to informal education.III. meeting in Enschede/Leeuwarden - the meeting took place in the intergenerational senior citizens' club/cultural center, community club from Suriname, sports club for senior citizens and art museum. The meetings were attended by 12 educators and 28 participants of classes and trainings organized by the host institutions of the PiD Foundation. The participants of the international meeting, educators, took part in the observation of the participating motivational activities for seniors in the field of participation in social and cultural life, organized activities for seniors in their club, as well as the observation of the activities of the rowing club for seniors on the Leeuwarden canals. All observations were recorded on audio-video and interviews with educators and people from the 50+ group who participate in the activities.The fourth meeting in Łódź is a summary and exchange of experiences, a visit to cooking classes and healthy lifestyle lessons organised by the Biosynergia and Naviculam Foundation. The meeting was attended by 9 educators and 26 people from the 50+ group. The participants of the international meeting could take part in the observation of participating classes in the field of common cooking, healthy eating lessons. The aim of the classes was not only to develop habits of healthy eating and lifestyle, but also to learn about different culinary cultures. Educators could exchange experiences and watch the first film materials together. Conversations with the participants of the above mentioned classes were recorded on audio-video. The main objective of the project was to exchange experiences between educators from 3 three organizations from different countries. The product is a 25-minute documentary film about the methods and tools used by educators and people from the 50+ group who take part in trainings and lessons organized by partner organizations and their local partners. The 50+ people talk about whether their lives have changed since they started attending the classes or at the end of the classes.The project had an impact on the staff of the organizations participating in it because it broadened the knowledge and competence of educators by learning new methods of working with people aged 50+.The film was made in different languages and the subtitles are only in English. Due to disk damage, the film will be made available again online on the social media channels created by the partner organizations as it will have to be re-edited and translated."

In Covid-19 Youth Theatre (CYT) the use of theatre for educational purposes is central ( Bildungstheatre). In this way the CYT project aims to contribute to the improvement of the level of key competences and skills of young people with fewer opportunities, in particular to the development of their creativity, expression through word and gesture, music and dance. The project partners work closely with organisations in the field of culture, theatre and music performance that wish to facilitate and support the CYT project. The CYT project also aims to promote participation in the hope of a democratic life in Europe, active citizenship, intercultural dialogue, social integration and solidarity. Here the project responds to the horizontal priority of common values, civic engagement and participation.The theatre is a good tool for raising awareness of these issues and making them accessible to a wider audience. The project addresses how young people have been and are confronted with the Covid-19 pandemic, how it affects their lives now and possibly in the future.The CYT proposal fits perfectly within the framework of the EU strategy to involve, connect and empower young people. It will give young people, especially those at risk of social exclusion, a voice and the opportunity to share it with their peers. Theatre can offer young people the opportunity to express themselves and is also a means that can inspire and activate them to take their own responsibility.Theatre offers young people the opportunity to create their own alternative images, to express their own challenges, desires, fears and problems. This is now particularly topical, where young people are also confronted with Covid-19 and the numerous restrictive measures: how do they experience this, how does it affect their lives, how do they try to hold their own within it. Young people are blamed for this often irresponsible behaviour. How do they experience this? And how do they think that the economic consequences will also affect their future? By incorporating this into a theatre performance, they can show the world, their peers, their parents, the community and society what they really are like. The CYT project aims to empower young adolescents by using theatre as a tool to explore social issues. The CYT project also promotes the social engagement of an audience of young adolescents in the participating countries. The CYT project aims at a more active social and political participation of young people in society. In concrete terms, this means that CYT give young people the feeling that they are actually being heard, encourage young people's own initiative and creativity.The first target group is young people (16 -25 years) in general, particularly those linked to the partner organisations and their networks.A second target group are youth workers: they are given methods to use theatre to activate, engage and empower young people. Third target group is the general public. The project should be carried out transnationally in order to compare and share the situation of people in European countries. In this way, CYT creates joint initiatives that stimulate cooperation, peer learning and exchange of experiences among young people at European level, while at the same time raising awareness of common values in a multicultural Europe.In this project we hope to create a situation where young people are able to start discussions among themselves and with a wider audience at local and regional level about how they try to cope with the Covid-19 restrictions. Using theatre is an instrument, both to raise young people's awareness of their situation and to help others understand it. Simultaneously we will offer youth workers methods to use theatre in activating, engaging and empowering young people. Working with theatre methods can be used in informal and non-formal learning processes and is a powerful and attractive instrument, that actives, motivates and challenges young people, even the hard to reach ones.The project realisation will be based on a transnational blended learning mobility, a kind of collective learning process between screenwriters, art directors, young actors and youth workers.During the project we will realise five intellectual outputs:1. handbook for scenario writing including 5 screenplays2. set of videos including the theatre performances and the discussions afterwards3. two discussion movies4. methodology working with theatre for youth work5. guidelines for a dialogue with the audienceAt the end of the project there will be 5 multiplier events, in each partner country one, to show the results to a wider audience and for further dissemination. After the completion of the project, the stage performances can also be performed at various locations at a later date. The videos and movies will find an audience on YouTube. The methodology developed can be used in youth work and within youth organisations.

PROMOTING DIVERSITY ORIENTATION IN ADULT EDUCATIONAdult education institutions offer their services in a changing and diverse society. Therefore, students and employees in adult education organisations come from heterogeneous groups. The goal of DivCap was to promote inclusion and diversity in adult education (AE) at two levels: at the personal and organisational level. Support structures were established in AE institutions to enable them to successfully deal with the diversity within their organisations. In this way, a contribution to anti-discrimination and inclusion was made, and equal access to AE offerings was promoted. DIRECT TARGET GROUPS and participants were staff and managers of AE organisations. During workshops, case studies and pilot projects, in each of the 7 partner countries two organisations and their staff were involved. INDIRECT TARGET GROUPS were disadvantaged learners, in particular adult migrant, who were the final users benefiting from the more inclusive access. Furthermore, through a variety of dissemination activities, involvement of stakeholders and key persons in the field of AE and related areas, in total more than 43.600 persons could be reached.Undertaken ACTIVITIES and RESULTSKnowledge of and awareness for diversity issues was enhanced at two levels. At the level of staff in the involved organisations, the goal was to improve the personal competencies of the employees in dealing with diversity. Here, an “Applied Diversity Awareness (ADA)” workshop was tested in three pilot workshops. This ultimately resulted in a modular curriculum. The modular design aimed to meet needs in different settings. The approach of the workshop design is to deepen the cognitive understanding of diversity through concrete personal experiences; learning was initiated through different exercises, the “Diversity Walk” (a field visit) and reflection sessions. Profound work was furthermore completed at the level of the organisation. Here concrete measures to promote inclusion and diversity at an institutional scope were implement. In each country, the partner organisations worked together with a second educational institution that was committed to making concrete progress in enhancing diversity. This means that across Europe 14 educational institutions were involved in total. In the first phase, a special questionnaire was developed to analyse the organisations in terms of their diversity orientation. The questionnaire consisted of several subsections, which cover relevant areas for determining the diversity status. Additional to the English version, the questionnaire is available in Croatian, Dutch, German, Greek, Italian, and Spanish.The questionnaire and further models were used to conduct case studies to analyse the organisations in terms of their diversity orientation. The reports contained the findings of the analysis and recommendations for the implementation of concrete measures. These recommendations addressed different areas such as mission statement, human resource development, employee competences, or public relations. The most important results were summarised and used to create a tool kit for the analysis of an organisation and initiation of change processes. The tool is available in the form of an online tutorial on the website.In the second phase, concrete measures were implemented in pilot projects. The results of the change and learning processes in the 14 AE organisations were documented in reports. In the documentations, the processes were described as well as good practice examples, developed tools, lessons learnt and statements of persons involved. Different categories were pointing to areas where concrete measures were implemented: Human Resources, Structural change, Diversity competences of trainers, Diversity sensitive public relations and Adaption of educational offers. Furthermore, a video series was created, portraying 7 institutions and showcasing how each of them addressed the respective topics and the experiences they gathered on their way to becoming more diverse and inclusive. The experiences and findings in the 14 institutions were then distilled into overarching principles for the implementation and design of diversity processes in educational institutions. Guidelines for diversity processes were developed, as well as recommendations of managers and staff. All reports and handbooks can be found on the DivCap website. The video series was published on the DivCap YouTube channel. This will ensure that AE institutions across Europe, that are interested in introducing diversity orientation, can profit from the experiences gained. All tools and checklist, generalizable recommendations and guidelines as well as the curriculum of the ADA Workshop, were tested and are available for other organisations for transnational use. Furthermore, the structured documentation of the workshops, case studies and pilot projects serve as inspiring examples for other organisations.

CONTEXT AND BACKGROUND. In 2015/16 high numbers of asylum seekers entered the European Union. This challenge requires different instruments for fostering their long-term integration. Mainly instruments are focused on the satisfaction of basic needs. But for a long-term and sustainable way of integration and for reducing the risk of exclusion and the related social problems on one hand and using these resources for reducing the lack of qualified employees on the other an early access to preparation and training for the job-market is essential. Frameworks for the process of recognition as refugee and integration are compulsory in the European Union. Based on those standards transfer of experience and knowledge about appropriate methods of integration in the CVET should be a benefit for all: the participating and involved organizations as for the refugees as well. The European Union tried to establish obligatory rules for the distribution of asylum seekers but in reality some European countries do not accept them. Showing in the good practices that integration in the job-market works also in countries with economic problems is a benefit for Europe.The main OBJECTIVES have been the collection of good practices showing appropriate measures for the integration of asylum seekers/refugees in the CVET and at least in the job-market. It based on an exchange of good practice in study visits and in written documents. They have been evaluated in terms of efficiency, sustainability, transferability and quality. For having comparable results and facilitating the reading of the booklet common templates are used. For understanding the good practices in the national and regional context country analysis of all partners’ countries have been provided also.For facilitating the access to the booklet general information has been translated in all partners’ languages.Beside of this main objective regional and European networks of organizations dealing with the integration of refugees have been established.All of these activities have one common aim: to expand and to improve the activities undertaken for the integration of asylumseekers/refugees in the further education and finally into the job-market. THE PARTICIPATING ORGANIZATIONS: We chose 7 partners out of 7 countries presenting a range of different kind of VET/CVET providers, adult education centers, NGOs and university dealing with the integration of refugees in the job-market. The partners’ countries are those which receive numerous refugees and which are meeting the challenge to integrate them. Some of the partners collaborated in former European projects others are new. All partners are experienced in projects and are well integrated in networks. This made way to a very balanced approach and allow for a maximum possible target group.The MAIN ACTIVITIES of the project have been(o) Collection of Good practices: The partners visited different organizations and gathered all the information about the good practice in a common template. The good practices have been evaluated by the whole partnership and 40 of them have been chosen for being published. Some of the good practices have been visited by the whole partnership in study visits.(o) Development of country analysis: An overview on the situation of refugees, the legal frameworks and the offered measures for their integration in the participating countries has been compiled using a questionnaire for getting comparable results (resources: national reports and UNHCR).(o) Development of booklet and accompanying information In the overview of GP we recognized the very different approaches. Considering that later users may be interesting in specific ones we decided to organize the GPs not per country but per category. We identified 7 relevant categories. Overview by country, editorial and closing words completed the content of the booklet. To facilitate reading and understanding of booklet one page of general information and overview has been translated in all partners’ languages.RESULTS AND IMPACT:Finally 40 good practices out of the 7 countries have been selected concerning the different categories. These categories show that for different steps in the process of integration different approaches are available and useful. The good practices organized in these categories and the country analysis have been published as a booklet on the website and distributed to good practice providers and stakeholders. The booklet is accompanied by general information translated in the partners’ languages for facilitating the access.This collection of best practices fosters the efforts and identify possible barriers to educate and train refugees and to integrate them in the job-market. It helps to network under the aim to develop successful measures in a good quality and to make possible the transition between different stages of guidance, training and job.