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.

European Biographies of Learning and Living => EuLeStages of learning are stages of living. In the course of their lives, people experience a lot of different situations of learning – formal and informal ones, either by choice or of necessity. Sometimes people will succeed, sometimes they will fail. They may start once more, but even then, they may fail again. On close examination, peoples’ processes and experiences of learning often show many ruptures.Particularly in the field of adult education it is important to offer a new chance to people who have previously failed. Very often they need help to organise their everyday lives, to define possible aims and establish a set of rules in order to assess their respective achievements. This project will mobilise partners from different educational institutions for adult education who want to improve the tools and devices which support and motivate “educationally frustrated” people. Examining and revising the conditions which impede or even seem to prevent peoples’ processes of learning will be at the centre of the project work.Against this background the focus will be on: family backgrounds previous educational experiences conclusive career planningtraditional role modelsconstant self-determination In the context of formal and informal adult education we meet students who have so far made various experiences and who now try to build a career based on circumstances which are very different in each case. Students who once tried and failed to pass their A levels sit next to those with A level certificates or proper vocational qualifications who want to improve their opportunities. And both groups are joined by students from abroad whose school systems and qualifications are not always compatible with their present lives.Some of those students aim straight at a professional career, some want better qualifications to find a new career and others do not know what they want and / or what they have to offer. In a multicultural society, we find divers concepts of living existing side by side. Students at our institutions live different everyday lives: They are single parents – mothers or fathersworking mothers and fathers – some of them do shift workwomen and men who, because of their migration backgrounds, have family ties as well as religious and social bonds which are rather foreign to uswomen and men who are just going through a radical change in their livespeople who formerly have dropped out of school or college because of psychological strain.Many of our students are often afflicted by self-doubt, they try to change their lives, to find new openings. They have dropped out of school, they have given up working. Growing up they have had many frustrating experiences so that when they make another attempt the students have accepted other people’s ideas of them as their own and therefore often have little or no confidence in their own gifts and abilities.Working successfully in the field of adult education means that teachers have to know what kind of students they encounter. Often, however, teachers do not know who the persons are with whom they are working, whom they are trying to teach. For in their everyday work teachers often believe that they are facing a homogeneous group, which in fact is not true. They believe that the students in front of them have a positive attitude towards learning and have taken a conscious decision of their own to come, but then again, this is often not true either.When we look at the students’ biographies of learning we will recognize that there arebiographies of learning which are controlled by outside influence, here the details will be enlighteningfragmented biographies of learning, here we should find out about the different sets of circumstancesbroken biographies of learning, here we have to explore the tangled and multifaceted causesgender-related biographies of learning, here we have to examine decisions determined by social roles.At first biographies of learning will be re-constructed and compared in order to determine backgrounds and effects more exactly. Then we will analyse their relevant factors and finally we will provide tools and devices to be used by teachers and lecturers. These will involve tools used for communication as well as specific training material to improve individual circumstances and to teach strategies of “learning to learn”.

MOKKA => MOdellentwicklung: Kunst und Kreativität als AlternativeDevelopment of Models: Art and Creativity as AlternativesThe institutions participating in the project have aimed at collecting and documenting material which will enable learners in various fields of adult education to be open-minded and to offer mutual esteem and respect when meeting others. Thus, they are then prepared to exchange ideas and work on them together.This project work has not only been about better integrating people into processes of learning and about optimising their performances, but we report on possibilities – and illustrate them with the help of case studies – how people who are responsible in the fields of work and education are able to better adjust themselves and their professional focus as they are confronted with vastly heterogenous situations and with challenges like the integration of refugees and people with migration backgrounds, which is why they then need access to corresponding individual measures of support, of enculturation, of mutual acceptance.The project MOKKA has tested and documented ways to improve people’s skills and abilities to make contacts und become integrated. Creative talents of people, their eagerness to experiment and ideas how to use their own knowledge were confirmed and widened in order to help children and young people develop and stabilize some profound self-confidence. Teachers / lecturers / social workers see their professional work more and more as being supportive and innovative. The project MOKKA has generated and provides small work samples; concrete creative ideas and their implementation are presented on the homepage of the project. The products are meant as basis for an ADD-ON-programme which focuses on social and cultural issues in diverse forms and situations of learning. => http://www.westfaelisches-forum.de/unsere-projekte/mokka/mokka.htmlIn the course of the project MOKKA best practise cases have been found (1), documented and explained (2), newly developed and tested (3), as well as collected in a pool for further training courses (4):1) collecting small work samples which reflect creative ideas in individual partner institutions;2) pooling and explaining of materials that have been generated by working on the samples (1);3) developing and implementing new materials and small modules within the participating institutes as well as in similarly structured institutions in the vicinity;4) conceiving and testing a module / a course as a competence course ‘MOKKA’, which is offered as a course of further training within the European context. (2 offers in 2018, s. https://www.schooleducationgateway.eu))The milieu of encouragement in which immigrants and persons with a tendency towards deficits in education live, is often not suited to motivate young adults and to encourage them to trust their own talents. Therefore, we here present concrete examples of such forms of support. We pursue our aim to improve, expand and develop the preconditions by offering suggestions and commentaries on suitable methods as well as specific materials. The capabilities and talents of young people are manifold and differentiated; as, however, an early emphasis on achievement – mainly concerning very basic competences – implies a narrow perspective in our competitive society, they often remain undetected. We have seen ourselves as “treasure hunters” and we now offer some choice examples of those treasures. We aim at focussing teachers’ / lecturers’ / social workers’ attention in such a way that they may resort to competencies and skills in order to prevent the alienation or exclusion of young people. Thus, the integration and possibly even inclusion of students who approach processes of learning in a rather more associative than cognitive way will be supported more successfully. The project partners are largely extra-curricular institutions (museums, art and music academies, educational associations) in which pedagogical programmes have been developed and are employed successfully. The proposed competence-course was successfully organized twice in 2018. Lectures were trained to apply an ADD-ON-programme successfully and to understand and accept that people will learn by making detours, sometimes even more successfully. More over the results have been presented in a congress in November 2018.

"3K*3M Partner from: School / university / teacher training / museum / music school / adult education work together. The common goal is the review of already existing and the creation and presentation of new creative approaches to digitization, including previous project results.Due to the forced lockdown during the corona phase, both educational and cultural institutions have been forced to find new ways of presentation, mediation and communication. When personal encounters - whether temporary or long-term - become restricted or impossible, it is important that pupils, students, museum and concert visitors, artists and the interested public remain in contact without breaking off the dialogue.This challenge is linked to technical possibilities and the ability to handle the corresponding software, but also to the digitization and preparation of content that can be worked on and discussed online. Neither of these is a matter of course. In many places, technical equipment has been upgraded, but the people who will use it in the future are not always up to the newly created possibilities. At the same time, it is important to prepare content in such a way that personal encounters, individual contact and feedback, and lively exchanges can be transferred to the virtual space. This also requires preparation, competence and the willingness to take such digital paths in the first place. Creating such modules is our goal.A presentation of already existing examples and the joint creation of new digital tools is the focus of the project work. Contents cannot be transferred 1:1, which is why the exchange between experienced partners is important. It is also intended that the project work will simultaneously result in a further training course, but this is not the first priority.If we want to remain in contact with the various target groups, if learning, study, training and teaching processes are not to be abruptly terminated, then we must be prepared to be digitally prepared enough to be able to digitally convey individual modules, presentations and possibly even entire seminars and teaching units. If culture is not to fall into a deep slumber, then art, music and literature (theater) must find ways of digital presentation and presence. Individual digital passages can be incorporated into analog processes - for example, when it comes to vocal passages or dialogues. Here, various stages and concert halls have developed excellent examples in recent months.The project team is broadly based with experts from the fields of education and culture in order to respond appropriately to the challenge. We work together in a partner group that has a good foundation in blended learning, modularization and digitalization. Our aim is to create common digital formats that can be used in the different institutions - and beyond. The Kadriorg Museum in Tallinn not only wants to present objects and provide information about them, but here the virtual museum visit should also be a ""visual experience"". The Music and Art School in Liepaja will not only present individual concert pieces, but also create first steps for music workshops online. The methodological-didactic center in Bratislava has already developed digital formats in the summer of 2020 to continue teacher training online and to offer teachers support for their own online lessons. The Westfälisches Forum works closely with the Westfalen-Kolleg Paderborn, which has been offering the ""Abitur Online"" course for over 15 years. Here 50% of the lessons are digital. The platform work is constantly maintained and expanded, so that a good pool for development and adaptation can be used. The Foreign Language Institute of the University of Kaunas supports the group by using different language modules and the participating schools in Ghent, Gothenburg, Liepaja and Paderborn test and try out the different new modules,. The University of Liepaja participates indirectly, as the Department of Pedagogy cooperates with School No. 7 and the Art and Music School. Teachers work as lecturers at the university. Our co-opted partner in Moscow, the State Linguistic University with a propaedeutic program, will also develop and translate modules. This makes sense and is helpful because Liepaja and Tallinn have a relatively large Russian population, and students with a migration background also study at the Westfalen-Kolleg. With the developed, documented and commented materials, a further education course is to be designed. Presentations of the results will take place in May 2022 /2023."

In the three years since this project started Europe and the world has seen a marked increase and mainstream visibility of what is increasingly termed 'populism' and acceptance of right-wing extremist values and views. The application for this project was submitted before the UK referendum to leave the EU in June 2016. It is argued that many people's decision to vote leave was influenced by intolerance of people that are different to oneself decision some believe he application ndeed in various elections in member states since 2014 the radical right was able to secure between 10% and 25% of votes. According to the EU document 'The European Union and the Challenge of Extremism and Populism' as a result of various European strategies and political 'opportunism' , right-wing politics has 'spread into the public space and pervaded traditionally moderate political discourses in Europe'. These issues are being discussed in the media, within communities and at home, impacting on the views and opinions of our children.These themes have to be handled carefully and sensitively in our multicultural societies hence why the planning for this project has been extensive and the workplan will be conducted by experts in this field and involves young people, parents and members of the wider community in all regions. This project cannot be carried out by one country in isolation. We need a collaborative approach bringing in expertise from across Europe to inform and contribute to this complex issue. Although we are including partners from only 3 countries they are linking to ELAN the European Local Authority Network established by Cardiff Council in 2015. Partners from this network will join partners in this project in a series of planned events thus broadening access to wider base of expertise. The first planned project meeting will coincide with an event in Cardiff aimed at bringing professionals from a extensive number of European countries together to discuss a wide number of essential themes, this being one of them. Our objective is to develop materials for use in primary schools following extensive and detailed teacher training. We recognise that due to the sensitive nature of this project all participating staff need to be highly trained prior to introducing any of these themes in the classroom. Once trained these individuals will work with experts to begin designing lesson plans utilising the collaborative and extensive knowledge and experience available in all countries. All teaching materials will be supported by a series of short films created for and designed by experts, teachers and the wider community. These films will be used as part of the resources developed during the life of this project.The materials will be thoroughly piloted in participating schools before publication and extensive teacher training opportunities for other professionals not involved in this project will be available throughout to widen participation in all regions. Cardiff Council has invited The European Local Authority Network (ELAN) partners from across Europe to the first multiplier event highlighted in this application. This network was established by Cardiff Council in 2015 to bring local authorities together in partnership and collaboration.