GARDENS as inclusive Green Learning placesUrban gardening has the potential to turn the growing number of consumers into conscious producers by raising awareness of natural resource cycles, contributing to environmental conservation and climate change mitigation. A study conducted by Bendt et al. on the effects of public-access community gardens indicated that those gardens did not only contribute to learning about local ecological conditions, but also about urban politics and social entrepreneurship. Urban gardening, and particularly community activities, can also encourage lifelong learning among adults, especially low-skilled unemployed, persons with disabilities, socially excluded or jobless individuals, who risk being marginalized by society.According to the Lisbon Strategy, education and training are critical factors for increasing the economic growth, competitiveness, and social inclusion of Europe. Lifelong learning is a priority for the European Union, and together with mobility, it is one of the long-term strategic objectives of EU education and training policy, as it is considered a key aspect for enhancing employment and economic success while allowing individuals to fully participate in society.The project will start with a needs assessment within each consortium member, identifying strength and weaknesses in their practices to implement inclusive and integrative green education in community gardens. Based on the needs, the partnership will develop indicators and create a self-assessment grid on the practices used by the partners on inclusion and integration. Based on the resulting SWOT the partnership will seek and present smart practices, addressing specifically the weaknesses commonly identified by the partnership. At the same time there will be a common Input training, where the staff of the organisations will learn some of the most current practices and methods.Based on the input and the collected practices, but as well the self-assessment, there will be an open EduLab, in which the participants will respond to challenges, given by the partnership, to create prototypes and action plans for methods, tools and campaigns, which can be actually used and implemented by the partnership. The process, the practices and the assessment grid will be published in an eBook and can be the basis for a future training plan on target audience communication, not just for the partners themselves, but for any other interested organisation.GARDENS results will be:•Elaborating at least 12 smart practices on green education and implemented community garden methods•Organising 2 Training, where the techniques and methods will be discussed and put into practice.•Creating an interactive map visualising the smart practices•A process to assess needs and practices and implement them in action plans•Two learning activities, which will transfer and create skills towards facilitators of the participating organisationsGARDENS expects all participants to be more conscious about the role community gardens have for teaching and engagement of socially marginalised adult learners (migrants, people with disabilities, people with lower education, elderly) in an inclusive setting. We expect them to be ready to share their new knowledge, to teach and encourage others and to get involved. In identifying new methods we expect the participants to become curious and to be motivated to enroll in lifelong learning. Lifelong learning in general strengthens the feeling that everybody can succeed and everybody is worthy and capable. It also helps the staff of the partner organisation to motivate the marginalised target audience to do so, since making learning fun with new tools and methods motivates and encourages involvement.The project will stimulate an active participation of community gardens and similar initiatives in inclusive adult education. In this way many local initiatives might for the first time realise and be motivated to review, describe and formalise their educational offer, as it is in many cases understood rather as a side activity. The impact on local level will be magnified by the extensive local networks of all partners and on policy level by the participation of the city administration of Krakow. This will strengthen local community gardens, but as well marginalised groups by providing a more structured and improved educational offer, opening more gardens to those groups.We will bring the results and achievements to the attention of European policy makers with a view to create recommendations on how to foster inclusion through green education in garden based settings. GARDENS open access interactive map will allow a wide diffusion of produced contents and formats at the European level as well as ensure a European-wide networking and coordination among stakeholders. The final eBook will help to make the collected practices visible and open for peer-review and adaptation across Europe.

"EUROSPECTIVES 2.0, the follow up of the finalized strategic partnership “We are all digital natives”, stands for training and encouraging European learners in telling their stories, their perspectives. Digital Storytelling is a way to engage and empower learners and teachers. By telling and sharing stories in the digital era, they can intervene, interact and change with their everyday environment, by fostering their feeling of public ownership and citizenship. ""Digital storytelling,"" combines the longstanding art of storytelling with the use of a variety of multimedia tools. This type of activity can generate interest, attention and motivation for ""digital education”. The process capitalizes on the creative talents of learners who will develop their communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. Since the digital aspect of storytelling is including non-verbal communication and expression, it is an inclusive approach, which can be facilitated especially by disadvantaged learners such as refugee, handicapped, poorly educated and long-term unemployed. The approach enables learners to discover their creativity and to improve their position on the job market through their new skills. The EUROSPECTIVES 2.0 project identifies smart practice methods and turn them into a state-of-the-art training module curriculum, integrating digital storytelling into lifelong learning experience. EUROSPECTIVES 2.0 was 30 month long project with one month extension. The outcomes are delivered through the following main activities: 1. Evaluation of 12 smart practices of using digital storytelling for educational purposes. 2. Development of the training module curriculum based on the smart practices. 3. Testing of the curriculum in different teaching environments provided by three training courses. 4. Dissemination of the results and outputs following the project dissemination matrix. The project’s web site and two multiplier events as the core of this activity. The main results and outputs of the project are: 1. Development of a sustainable strategic partnership for ongoing collaboration and sharing of smart practice. 2. A website to support digital storytellers, digital community reporters, organisations and facilitators. 3. Policy recommendations for implementing digital storytelling as method for teaching 21st century literacy. 4. An eBook of the digital storytelling training curriculum and its summary in all project languages Additional result: 5. Interactive online multinodular training and curriculum with an open access on genial.ly platform (https://view.genial.ly/604fb1b3bde3430d89980f92/interactive-content-eurospectives-storylines). Within EUROSPECTIVES 2.0 each partner shared its specific experiences and skills: Crossing Borders – coordinator, active in youth and adult education. Sharing expertise in dissemination, and youth work, qualifying trainer and volunteers;Comparative Research Network e.V. - active in adult education, sharing expertise in curriculum building, digital storytelling methods and evaluation systems; Ellinogermaniki Agogi – active in ‘teaching teachers’ – vocational, primary and secondary education. Sharing expertise in digital curriculum building, digital classrooms and dissemination; People's Voice Media – active in qualifying community reporter, sharing expertise in curriculum building, certification and qualification of trainer; COSV Italy – active in training trainers and project manager, working with migrants. Sharing expertise in media methodology, dissemination and qualification in non-formal education; CFR Vigo -is working on the digitalization of classrooms in primary and secondary education, by supporting teacher who want to initiate projects; Institut Cultura 21 - is a provider of non-formal participatory education. The partner has experience in civic education and has a deep knowledge on using storytelling and media literacy methods with various age groups.EUROSPECTIVES 2.0 plays a direct effect on approximately 4000 people through the meetings, trainings, dissemination activities and the two multiplier events. The long term benefits of the project are the integration of digital storytelling tool in teaching curriculum especially tailored for disadvantaged learners: persons with disabilities, coming from marginal groups and/or suffering from communication problems. Indirect long term impact is the increase of digital literacy and active citizenship among people living in marginal situation."

<< Background >>RECULT wants to intervene to support two sectors that are being particularly hit by the social and economic restrictions due to COVID 19: the creative art sector and social care services. In order to support these two sectors, RECULT will Work on new methods and solutions for linking them and using creativity for enhancing social inclusion; and by providing digital know how and tools facilitating for a smoother switch between offline and online teaching.We want to contribute to the resilience of creative and cultural training by providing new tools, new functions and new ways for staying connected, while increasing the access for all.Being aware of the importance of face to face connections and co-creation possibilities, RECULT will suggest a method that will join community based art creation with transnational exchange and co-creation (in offline and online modes). In this way we contribute to create common values and increase civic engagement, understanding and participation.We want to address the needs for new knowledge, educational tools, and ideas on how to engage again with learners with migration background. We want to regain professional and artistic intercultural potential of associating locals with migrant communities.We want to develop and extend visual art methodology towards migrant groups and embed green education into the artistic methodology. We want to address the need to guidecareers, especially for groups which will be faced to innovate their career paths after the pandemic. We address the need for a more fruitful communication between generations and culture, as there are not many digital/blended resources and tools developed for educators to effectively approach families with refugee, migrant and cultural minority backgrounds. RECULT wants to develop hybrid or blended methods in order to stay connected with learners with migrant backgrounds and to become flexible switching between online and offline if needed. We learned during our previous work that art is a great container to work non-verbal in intercultural settings, however there is a lack of digital tools and methods to do this from a distance. The pandemic also demonstrated that many migrants had no or little technical expertise to use digital tools effectively for educational purposes or had language/cultural difficulties to effectively communicate with supporting organisations. Therefore, there is a need to fill this gap by creating collaborative spaces to facilitate and support the process of coming back to “normality” of an after-pandemic environment via cultural workshops and positive interactions. Our interest lies in development of methodology based on art and creativity that would facilitate communication between educators, artists and people with different cultural backgrounds.<< Objectives >>The main objective of RECULT is to use the power of art, creativity and visual education to support the (re)integration of people with refugee, migrant, or cultural minority backgrounds into their local communities and to find new opportunities for reinforcing the resilience of the creative sector. RECULT will focus on teaching visual art creation. While each form of artistic creation is exposed to crisis for different reasons, visual art creation are facing the contradiction between staying connected to society and to the physical environment to find inspirations for creativity. To obtain this goal, new tools, new activities are needed. RECULT will thus improve the competencies of adult educator working in cultural/creative trainings. RECULT will support the social inclusion of one of the most vulnerable groups touched by social restrictions, people with refugee, migrant and cultural minority backgrounds and will help to lower barriers and support inclusion and diversity in education.The RECULT method will include a complex blended learning process that will use visual creativity for understanding the complexity of someone’s cultural identity and allow the participants to communicate with each other through the creation of images and art objects by reusing and re-imagining the images, techniques and materials linked to home and host cultures, forming their complex cultural backgrounds.Being aware of the importance of face to face connections and co-creation possibilities, RECULT will suggest a method that will join community based art creation with transnational exchange and co-creation (in offline and online modes). In this way we contribute to create common values and increase civic engagement, understanding and participation. When the project is over, we want that people with refugee, migrant and minority backgrounds assistance for increasing their social integration and lowering the barriers for active participation, that the groups gain experience in co-creation through digital education,reinforce their active citizenship, and contribution to local cultural and social life.We want them to rediscover their cultural backgrounds, learn critical thinking and visual creativity skills and in this way obtain new professional opportunities.We want artists, teachers, educators, trainers, and social workers to learn new teaching skills and methods linked to visual and digital education, blended learning, experimental learning, visual and digital storytelling, but as well outreach to learners and message building- We want to increase the teaching with co-creation and design thinking approaches and keep lifelong learning innovative and attractive.<< Implementation >>RECULT will consist out of input, reflection, creation and a sharing phase based on the principles of creation of innovative tools for enhancing the role of visual creativity and education in social cohesion;(Re)connecting social, cultural and environmental sustainability and integration for enhancing social integration and implementing innovative forms of online learning including video tutorials and blended learning.The whole project cycle is oriented on work packages, milestones, staff trainings, intellectual outputs, transnational meetings and multiplier events. The PMI activities are structured by the work packages and specific milestones.The workpackages are:A1: Project Management and ImplementationTask 1. Project Management - CRNTask 2: Impact and Needs Assessment - Stando, ARM-BGTask 3: Quality Control and Evaluation ASNOR, KoopkulturA2: Extracting and sharing skills and knowledge: COTA and ARM-BGA3: Video Course Building: COTA and ASNORA4: RECULT Blended Method and Curriculum: CRN and KoopkulturA5: Dissemination: Stando and KoopkulturMilestones are:November 2021: Start of the project, kick off meeting in Berlin. Start of A1, A2, A5, Jan 2022: Online SC meeting; 1st blended workshopMarch 2022: 2nd blended workshop - onlineApril 2022: 2nd TPM meeting NicosiaMai 2022: 3rd blended workshop, - onlineOct 2022: 3rd TPM, Paris, 1st progress reportSep2022: Online transnational seminar - dissemination event, end of A2Oct2022 Online SC meeting, start A32022 Dec2022: Joint staff training in Bari2022 Jan 2023: SC online meeting, Start A4March 2023: 4th TPM, Bari, 2nd Progress reportMay 2023 SC online meetingJune 2023: Blended joint staff training - online + ParisSept2023: SC online meeting,Nov 2023: SC online meeting, end A3Jan/Feb 2024: local multiplier events, end A4Feb 2024: Final transnational dissemination event and Final TPM, Sofia, Final ReportRECULT will have 5 Transnational meetings offline and further meeting online.Each meeting will deal with:- project management,- evaluation and impact measurement results and indicators,- revision of the RECULT online platform and discussion about the smart practices gathered- the target groups, activities and practices of the hosting partner and of local associated partnersRECULT will have additionally learning and teaching activities based on three elements:1- a series of online blended workshops (supporting knowledge and community building at the beginning of the project, and part of the co-creation of the online platform)2- a Co-design video tutorials training, which will help to co-create some of the elements of the video micro-sessions.3-a blended review training, lasting one month, with a 3-day LTTA embedded. The aim of the learning process is to test the RECULT curriculum- It will consist out of 5 phases, an online joint training, offline local peer-workshops, the LTTA, an offline local piloting and a final online workshop.The project will end with a series of 3 local and 1 transnational muliplier events.<< Results >>RECULT 's methodology is responding by elaborating innovative online and blended learning tools for teaching social inclusion through art creation.As a result, we will create a learning tool that will support the organisations facilitating the integration of third country nationals, refugees, minorities or people of multiple identities even when social distancing is imposed.The workshops, the platform and the trainings will reinforce awareness of environmental issues, and will provide a global vision on the connectivity between people, cultures andenvironment.The RECULT online blended method will be be based on three main project results that will be prepared during the project cycle.a) RECULT interactive platform, and tool mapping the experiences used for visual b) a set of video micro-lessons to be used as learning tools or independent DIY videosc) the RECULT blended learning curriculum, published as a handbook.We want to create a strong central community around the RECULT method, thus 50 people with migrant, refugee and minority backgrounds, 20 trainers, educators, artists and social workers trained during the workshops and the joint staff trainings will become our ambassadors.Last but not least, we want to create a set of recommendations for policy makers and teachers on the use of visual education and innovative online tools and methods for reinforcing social inclusion.

People's stories about their experiences provide useful insights into what is happening in their lives and communities. These stories are a valuable source of qualitative data that can be used to inform the findings of research projects, provide intricate understandings of issues pertinent to communities, be catalysts of change in service design, advise local and national agendas and policies, and much more. The Our Voices project found innovative ways of curating people’s stories so that the ideas, messages and knowledge within them can be better shared with the people, groups and organisations in a position to use them to create positive change in communities across Europe.A transnational partnership of organisations from the UK, Germany, Sweden, Spain, Italy and Poland worked together to better understand story curation through researching existing approaches to analysing stories and how the findings from this analysis is presented. With this knowledge, the partners designed a pan-European approach to curation that enables communities to use stories of their lived experience to pinpoint local, regional, national and international trends, needs and issues. The partners involved in the project are:•People’s Voice Media (PVM), United Kingdom: A charity committed to supporting people to bottom-up social change processes.•Comparative Research Network (CRN), Germany: An organization that pecialised in training activities within the fields of intercultural competences, intergenerational learning, mobilities and migration.•COSV, Italy: An NGO active in the field of the International Cooperation to Development.•CRSMP, Poland: This association engages locally and regionally, primarily on rural development and rural development community.•Foundation Intras (Intras), Spain: A non-profit organization dedicated to high quality research and intervention in the psycho-educational field.•Changemaker AB, Sweden: A change agency who are an experienced actor concerning cooperation and education with Swedish Folk High Schools and Higher Vocational Training programmes.As part of the project we have produced the following intellectual outputs:•a Digital Curation training programme/curriculum•a Digital Curation toolkit/learner book •An online Digital Curation resource bank Using these outputs on a 5-Day training programme in Berlin, we trained 15 Digital Curators across the participating countries. These Digital Curators have used the skills they developed on this training and the resources produced as part of the intellectual outputs to deliver curation activities in the settings in which they work. Through this work the emergence of a pan-European digital curation network has begun, which is supporting communities, particularly those that are marginalised or excluded, to use their voice to create social change. Learning from the project has been shared widely as part of successful multiplier events in the UK and Germany.

"Gastro-tourism, culinary tourism or food and beverage tourism is the exploration of food/beverage as the purpose of tourism. It is now considered a vital component of the tourism experience. Dining out is common among tourists and ""food is believed to rank alongside climate, accommodation, and scenery"" in importance to tourists.Food/Beverage Tourism is ‘the act of travelling for a taste of place to get a sense of place’ Erik Wolf, Executive Director World Food Travel Association. Gastro-tourism, a niche that attracts billions in revenue worldwide, involves intentional pursuits of authentic memorable culinary experiences while travelling internationally, regionally or locally. For gastro-tourists, food/beverage is the motivation for travel; the locations merely functions as vehicles for gastronomic experiences (food-related-activities that involve behind-the-scenes observations, cultural/regional illuminations and often hands-on participation, culminating in partaking food or drink.) •7.2 travellers choose a destination by its food and drink*•53% of all travellers are ‘culinary’ travellers*•49% of all travellers are beverage travellers*• 80% of travellers research food and drink while they are visiting a destination*(* source World Food Travel Association)The fact that Food and Beverage helps to underline and strengthen local and regional identity is an important point for tourism development. Tourists are often in search of some kind of regional specificity or 'authenticity. Top Tourism Industry Benefits include sustainable, respectful, and educated visitors. Increased media coverage including social media influencers and food and travel bloggers. Increase in tax revenue allocated to government authorities. Increased community awareness and pride in local culinary cultures. Increased benefits to local economy in terms of tourism spend, local agriculture and employment. The BevTOUR project results will help food and beverage producers, and the support organisations and intermediaries in this sector all over Europe to understand the potential benefits of Food and Beverage Tourism to their own business, and to the wider region. It will help them to understand what is possible in terms of developing their tourism potential through best practice cases from around Europe.The results include;•Project Platform (website/app) •A handbook detailing best practices case studies in Food and Beverage Tourism from around Europe, and tools and templates to develop and promote a gastro-tourism destination.•A Tourists Guidebook of Food/Beverage Tourism projects in each partner country, a minimum of 33 projects covering a range of categories of food and beverage including suggested itineraries, recommended stop off points.The main aims and objectives (impact) of BevTOUR are; •To increase awareness among artisan food and beverage producers of the economic opportunity presented•To provide producers and regional intermediaries with the tools to develop their tourism product and marketing strategyProject partners have the requisite range or skills, experience, expertise and reach to deliver on this important project;•Strode College United Kingdom •Mullingar Employment Action Group Ireland •Inn Training Ltd, United Kingdom •Dramblys Social Creative Lab, Spain •Agency for Territorial Marketing, Slovenia •E-Code,Slovakia •Eurotracks France •Med.O.R.O. scarl Italy•Institute Of Entrepreneurship Development Greece •Sihtasutus Noored Teaduses Ja Ettevotluses Estonia•Comparative Research Network EV Germany•ESE, Ensino Superior Empresarial, LDA (European Business School), PortugalThe management and coordination will be based on the Institute of Project Management system and tools that will ensure the correct information processing and will present clearly the decision making responsibilities and tasks by partner. Project management will be closely interlinked with Quality Assurance, Monitoring & Control and Evaluation processes.The milestones of the project are summarized as follows;•Delivery of national reports from all partner jurisdictions, which will be compiled and reviewed with a view to inform the content of the intellectual outputs going forward. These reports will include a minimum 3 best practice case studies from each jurisdiction, minimum 33 in total.•Shortlisting of the case studies and selection of minimum 11 for the BevTOUR Handbook.•Compilation, testing, translations and release of the BevTOUR Guidebook, with minimum 33 BevTOUR destinations, itineraries and maps.•Development of tools, templates and campaign materials for BevTOUR campaigns•Revision and pilot testing of the intellectual outputs•Final revision and translation of intellectual outputs followed by publication and 'official launch'•Official Launch of the Project Web Platform, the BevTOUR Handbook which will include all project outputs, in 10 languages.•A series of Multiplier Events"