Origin is future (HerZu)takes up the topic of the European Year 2018: “Cultural Heritage”. With a small group of committed colleagues from institutions of adult and further education we are going to develop modules which will inspire, guide and support lecturers of adult education to work on objects and subjects of our cultural heritage in a region and a country. For this purpose, we will prepare a folder with material and we will offer a further training course during the term of the project (spring 2020).We will also contribute to the concept of the European Capital of Culture in the course of the project. In 2020, the European Capital of Culture is Galway (IR), which is the regional centre of the country where our partner institution has its place, and it is part of our programme to present the results of our project work there.With regards to content this project deals with historical matter, such as “important persons” and “memorials” in our own towns / countries, “place names” (streets, schools, squares, districts, etc.) which show that the people who have lent their names to those places played an important part in the past (as persons themselves or because of some research or initiatives connected with them). This approach also includes any involvement of the towns / the regions in historical “networks” (e. g. economic: Hanseatic League / architectural: Gothic / artistic: Arts and Craft movement, Bauhaus). Such phenomena, for that matter, show that cultural exchange and intensive communication – borne by the spirit of the respective time and its dynamics – worked well, even in pre-digital times. First of all, profound research work is necessary in order to reveal these connections between past – present – future and thus to conceive an approach to processes of learning in the field of adult education. This work will be the basis for the preparation of innovative material, the development of a further training course, of a model presentation / exhibition. The single stages of the work will be collected in a folder documenting the “step by step” method and they will be visualized using special patterns.Based on the various historical contexts which our research work has eventually brought forth the project work will mainly focus on presenting an example of a “journey through time and space” to our addressees. For this “journey”, we will draft short scenes which our project partners can then put into practice as “work stations” or “stage scenes” or, even, as literary examples to be supported by music. All the participating institutions have eagerly accepted that aim when the general project was conceived. Each institution is going to contribute concrete work based on persons, events, or memorable moments and mementos. However, at the same time, all the partners agreed that they might likely develop only one concept of such a “journey through time and space” during the project’s course. This will eventually be decided in view of our common work, as the basic data, i.e. all relevant research results and connections have to be collected, revised and adapted by the project partners before such a “kaleidoscope” can be worked out.“Origin is future” allows people to approach issues of our European cultural heritage based on contents as well as on developing methodical elements (digitalization, networking, gaining new competencies through comparative studies). Thus, the project work is closely related to the issues of the “European Cultural Heritage” (2018) and beyond we will develop modules which will also help people in future to identify their individual places (of themselves, their institutions, their homes) within the European network of science, art and culture.If we take seriously Europe’s current inner conflicts and insecurity, and if we find it important to point out perspectives which lend sense to a broad transnational community, then we can only justify that convincingly when we refer to our roots, when we remember and realize the experiences and the knowledge of many generations. In doing so we may eventually gain perspectives to form our future responsibly. Particularly against the background of immigration, populism and increasing nationalism identifying one’s own position carefully seems to be important. It is important not only to reassure ourselves but also to show the continuities and cultural achievements Europe has to those who come here and to demonstrate why it is important to continue along those lines. You cannot do so without having communicative and mediating strategies as well as means of a convincing presentation. Therefore, disregarding borders, such elements should certainly be developed in a form of transnational cooperation.

Final Report (abstract) CLOU1.BackgroundThe project has been conceived against the background of more and more young people who fail taking their final exams at school or in their vocational training programmes, who drop out of school and thus contribute to a growing number of young adults without any qualifying graduation. While the project was running a new educational objective arose caused by the current influx of fugitives. The project group has reacted immediately and managed to include this target group into their general work concept at short notice.Furthermore, we observe that the teaching staff often feels left alone and overburdened in such difficult and demanding situations, which results in the fact that little happens to effectively improve the learners’ conditions.2.AimsTaken as a whole the project dealt with general educational aims – including most recent ones which focus on improving the structural possibilities of educational institutions and on optimizing the success of the individual learner. Suggestions on specific actions to provide support are meant to develop the resource “education” and to increase young adults’ chances to find employment. It was agreed that there is a great need to support students in developing their individual talents, in improving their key competencies and in outlining personalized teaching concepts. Therefore the project partners found it expedient to share, compare and jointly develop innovative concepts in a transnational project in order to devise suitable arrangements which will satisfy the needs mentioned above. This resulted in a further aim, namely to awake and to improve the fundamental understanding of all people involved because as many teachers as possible were meant to be included by such an educational initiative into a discussion and reflection of the topic with the intention to make them realize and interested in further training programmes. The intention was to clarify the relevance of individual offers of support and learning arrangements and to take up catchphrases, like ‘equal opportunities’ and ‘inclusion’, which are discussed emphatically, but which are not always adequately realized. In our project we focussed on counteracting, on using and further developing existing patterns, for these patterns are based on past experiences which were shared, evaluated and put into context in the course of the project. Additionally it was important for the project group to discuss the promotion of examples of mentoring, of individual support and of modifying curricula, as EU countries differ considerably in furthering such processes. Therefore sharing their respective experiences and opinions is particularly attractive among transnational partners. While pursuing our aims we have reverted to results of a ten-year-old project which was realized in the context of a Grundtvig strategic partnership (“Aller Anfang ist leicht”), for the partners of this project had already dealt with topics like support, encouragement and with developing individual structures of support and mentoring. 3.Participating organisations Seven partners were involved in this project thus representing various forms of schools and ways of learning: the partners in Gothenburg (SE) and in Bartin (TK) represented schools teaching young people (secondary schools / grammar schools), the partners in Amsterdam (NL), Tallinn (EE) and the associated institution in Paderborn (DE) represented adult education / second-chance education; and educational associations or institutions of popular education were represented by the partners in Leitir Moir (IR) and Pleven (BG). Thus it was possible to cover, to analyze and systematically take into consideration the problems of learners (and teachers) independent of a specific school form and across all age-groups.4.Main activitiesThe work schedule outlined in the application of the project was implemented: there were three obligatory “transnational conferences” (kick-off Oct. 2014 / May 2015 and May 2016), in addition there were – as proposed in the application – further meetings when the project partners were focussed on working intensively, i. e. on compiling material, and on developing and outlining steps and activities for counselling and support. Each partner institution sent two to four representatives, who participated in the obligatory “transnational conferences”. Additionally all partner institutions again sent two participants each to two major meetings in The Netherlands (spring 2015) and in Estonia (autumn 2015), and furthermore there were two meetings on a lower scale in spring and summer 2016 when the partners from The Netherlands (NL) and Bulgaria (BG) were represented by one participant each. These meetings were mainly concerned with outlining and designing the homepage, therefore it was important to have a small group of workers committed to their task. The partners’ interests and activities were guided by their agreemen

<< Objectives >>We would like to provide low-threshold access to language learning - German as a starting language - later on other languages if necessary. The cooperation of the different partners is to illustrate the relevance of language skills in everyday life for learners of all ages at extracurricular learning places (museums), at the same time the support of the learners serves the museums in offering information in German (for tourists). Students can accompany, analyse and evaluate real case studies.<< Implementation >>Encounters between learners and cultural institutions (face-to-face and virtual) provide an approach to language acquisition that is relevant to everyday life. Learning materials (word field lists, text materials, videos) are produced and learners are encouraged to use their language skills in real situations. The texts gradually become more demanding (sentences, explanations, stories). The homepage shows the results, which are also used for a methodological-didactic training course.<< Results >>There will be German information materials in the museums (flyers, object descriptions, short videos, information in the museum shop), newly created language material in the schools/clubs. For the learners, one / two competitions (museum stories, virtual tour) will be offered, the students of the university will do intensive research on methodology and didactics based on case studies (MA theses can be written here). New impulses for people with few opportunities (BE).