Over many years the teams of volunteers who organise and manage the local cultural festivals and events have built up vast reservoirs of knowledge that is invaluable to their communities. While much of this knowledge is explicit and easily transmitted a significant proportion of it is tacit, based on know-how. Tacit knowledge is impossible to transmit through central media but it can be transmitted by lateral media. Social media are excellent lateral media tools and can easily be designed to support the codification of tacit knowledge into explicit knowledge. This can greatly facilitate knowledge transfer. Preventing any loss of knowledge within the communities in question and safeguarding tacit knowledge for all communities is a key priority for partners that this project will address.Based on the knowledge elements identified as critical by the senior volunteers to the role of cultural festival or event manager, partners have defined a bespoke curriculum framework complete with all required learning outcomes.Partners developed an intergenerational mentoring programme to encourage the development of the next generation of cultural festival and event managers. They designed a mentor training programme for older volunteers and an induction to mentoring for potential mentees. Subsequently partners have organised and managed a range of volunteer shadowing opportunities during the local events and festivals.The validation of prior learning was another turning point of VAL.oR project, facing the practical difficulties still present for the full application of this citizens’ right.Beyond the EU guidelines for validating non-formal and informal learning produced by Cedefop in 2009, we developed national/regional Step-by-Step Guides, with the possibility to make just an exercise in style, because by now this procedure seems to be still far for its full application in all countries involved.VAL.oR envisages 3 specific primary target groups (a) adult education staff and management especially those interested in the validation of non-formal and informal learning; (b) senior volunteers who are members of local cultural festival and event management committees; (c) next generation volunteers who support the running of local cultural festivals and events.The partnership is composed by a VET centre, an AE public centre and a national association engaged in the safeguard of cultural and natural heritage in IT, in BG one HE institution, in RO an AE association, in IE a county body and an enterprise expert in multimedia, in FI an IT company, and in PT one Municipality.The work programme comprised:(1) A research and needs analysis process to identify the learning outcomes for the curriculum, accreditation of prior learning models, tacit knowledge management models(2) The design, development and testing of the bespoke induction to pedagogy training for senior volunteers(3) The design, development and testing of the new accredited cultural festival and event manager curriculum(4) The development of the step-by-step guide to support the accreditation of prior learning for the senior volunteers, and not only(5) The design, development and testing of the on-line tacit knowledge codification tools(6) The design, development and testing of the on-line observatory of local cultural festivals and events(7) The new induction to pedagogy training will comprise approximately 30 hours of learning for seniors and the curriculum for youngsters will comprise 150 hours of study (40h. face-to-face and 110h. on-line self-study).(8) Validating project outputs with all target groups was one of the key activities where partners invested time and resources in throughout the project life-cycle.Pilots were run in 5 countries: Bulgaria, Ireland, Romania, Portugal and Italy (Abruzzo and Lazio), cooperating with the established local working groups throughout the project life-cycle. VAL.oR proposes a new approach to sustaining local and regional cultural heritage and the economic benefits that accrue to communities from well managed and organised festivals and events. The new pedagogic resources and on-line environments developed will be inexpensive to use; will require little in terms of on-going investment to maintain; and the course-ware developed are available as an OER to all interested training providers or service providers. For all partners, both within the consortium and those institutional and community based partners who participate in the local working groups, the tools and resources developed are incorporated into their core service provision and form an integral part of service delivery into the future.The final IOs were diffused to an audience of more than 16,400 indirect users, including the 700 associations members of the silent partner, the Swiss Federation of Continuing Training. We expect to have long term impacts, keeping our commitment beyond the EY of Cultural Heritage in 2018.

Educarte is a 24-month project, with 9 partners from 5 countries. The project explores how to promote European identity and intercultural dialogue in 8 European public schools through Art in order to strengthen the creativity of minors (the vast majority of them of immigrant origin and at risk of exclusion) and develop digital competence and their empowerment.The 8 schools are characterized by being located in areas with a high% of population of immigrant origin in Madrid, Turin, Terni, Évora, Budapest and Brussels. We include an integrated gender approach, analyzing the role of women, invisible in the past, within the framework of the European Defense of Human Rights and Memory.Beneficiaries1,500 minors, adolescents and young people who lack a European cultural identity, plus 300 family members (80% of them of immigrant origin and at risk of exclusion)700 educational and artistic professionals trained in national training spaces and international meetings100 volunteers1,200 people participate indirectly in dissemination events through Art, reaching 3,800 direct and indirect beneficiaries Activities6 meetings in Madrid, Terni, Ghent, Turin, Évora and Budapest, that include coordination and follow-up meetings (economic, logistical, pedagogical, organizational, evaluation, IT and methodological), and meetings for the exchange of good practices.1,280 theoretical-practical laboratories (160 per school) implemented in schools during school hours by experts in European identity and intercultural dialogue (theoretical part - 15%) and by artists (practical part of internalization through Arts - 85%) in the 8 centers in 5 countries.+30 micro-videos created by minors to develop their digital competence and be protagonists of the project.5 training actions with educational and artistic professionals on creativity and art for the development of skills with minorsMethodologyA participatory methodology will be implemented, based on art and creativity, incorporating specific tools from the artistic world and non-formal educational pedagogy - conducting laboratories and practical workshops with an integrated gender approach - into the formal education in European identity.GoalsPromote equal opportunities for minors and families at risk of exclusion through the creation of a NETWORK of schools.Train in new pedagogies and learning models favoring the development and digital skills, based on creativity and art and European identity, active citizenship and intercultural dialogue.Train teachers and educational professionals by an international team of artists and experts in European identity through Arts.Develop digital skills with minors following a practical modelWeave networks between institutions and administrations with competences in the educational framework of public schoolsPrepare support materials and videos to allow the implementation and replication of resources and tools in other schools and entities.Disseminate good practices and work carried out through websites and social networks.Involve families, minors and teachers in order to take action.Conduct an evaluation.Get the involvement of volunteers.ResultsAn innovative project is carried out promoting equal opportunities.An intervention NETWORK is created, with the participation of 8 schools and 5 universities and +50 administrations and entities.The participants are provided with tools to find creative solutions that will allow them to face new challenges.Digital skills are favored trough creativity, enhancing a creative development.The European identity as a common space is worked through arts, an active citizenship approach, and through tangible and intangible heritage and intercultural dialogue.An international team is created specifically made up of artists and multidisciplinary experts from 5 countries.6 international meetings are held to exchange good practices.Professionals from the educational and artistic world are trained in the project methodology.Exchange is encouraged and experiences are shared between 8 schools.At least 40 collaboration agreements are signed on the matter of European Identity & Arts between NGOs, foundations, universities, schools and other entities.Didactic materials are elaborated with methodological and didactic recommendationsCommunication and dissemination work is carried out. There is a specific EDUCARTE website, available to the general public, allowing dissemination and exchange. It works as a virtual resource center.Two dissemination events are held about European Identity and Arts in Brussels (European Parliament or Embassy of Spain) and Madrid (European Parliament Headquarters).Evaluation is done.At least 100 volunteers have participated.

CREATING BRIDGES is a project to exchange successful practices among entities from Spain, Portugal, Germany, Belgium and Italy that are linked by their work around our common European heritage. A close work between schools and museums in 8 European municipalities will help CREATING BRIDGES to promote social inclusion and improve the acquisition of key skills and competences in minors.Schools with high percentages of students at risk of social exclusion (mainly minors of immigrant and gypsy origin) - and their families - will be active participants in CREATING BRIDGES. The profile of our beneficiaries is very little linked to a European sentiment and has almost no access to culture.Museums, NGOs, universities, public educational and cultural entities, and schools will work together during 30 months. The project combines guided visits to museums with more than 1,500 children at risk of social exclusion (and their families). We will implement artistic workshops during school hours before the guided visits to ease the guided tours and implement artistic workshops after the guided visits to internalize the concepts and promote awareness of a Common European heritage. Minors get involved, improve their analytical, critical and interpretive skills, reducing learning problems and demotivation levels. The work is developed from a gender, intercultural, equity and citizenship perspective. Parents associations will also be trained to achieve the future sustainability of the project in schools.The outputs of the artistic work will be translated into shows, exhibitions and murals (to empower our beneficiaries) which will be shown in all participating countries. The project also involves the production of a documentary that summarizes the European experience of CREATING BRIDGES in museums and classrooms.CREANDO PUENTES wants to identify successful educational activities implemented between European schools and museums. More than 300 education professionals actively participate and exchange their experiences. It reaches more than 1,500 children and their families. +100 artists, volunteers and students in higher education practices associated with the world of education (psychology, pedagogy, social education, sociology ...) will collaborate and receive specific training. The project will improve national methodologies of socio-educational intervention in museums, which will encourage exchange and good practices.CREANDO PUENTES will be disseminated among educational administrations related to each participating partners, among non-partner collaborating entities, and will be spread in the environments of participating schools. We want to disseminate the project at the headquarters of the European Parliament in Madrid and/or Brussels, in order to give visibility to our achievements in the presence of all interested partners, journalists, and delegates from Embassies and European institutions. The ideal place would be the Yehudi Menuhin Hall at the European Parliament.Activities:01. Intervention with minors in participating schools and participating museums/universities during the three school years.02. Work with families. We also want to involve families in the project, and we want them to carry out a parallel work to the one implemented by their children (specific work with families or joined work with children and families).03. Work with teachers. We will train teachers of participating schools in the contents of the project, since we need their active participation in our activities with families and minors, a key element if we want our project to be successful.04. Entities with experience in non-formal education will disseminate the project's activities and methodology in their local, regional, national and/or international training meetings.05. Each school carries out each school year a CREATING BRIDGES day of open doors, a show, an exhibition or a collective mural of dissemination of the contents of the project (through theater, dance and plastic and visual arts).06. Preparation and editing of documentaries in which the experiences lived in museums and schools are collected and disseminated in social networks.07. The project includes an evaluation report. We do not want our project to simply entertain, we want it to transform.08. We will elaborate a didactic document (didactic units complemented with images of the theoretical and practical workshops) that includes all key and successful educational actions.The project also includes the creation of an open access web page in order to disseminate all actions. At the end of the project we will create a networking methodology between schools and museums, which we will initially export to other municipalities of all 5 participating countries and later on to municipalities in other European countries.

"The project ""School of Children - School of Families"" was an effective tool to: 1. reduce school absenteeism. 2. Address situations of disadvantage with minors and their families through the work of the Schools of Mothers and Fathers. 3. And improve the skills of educational professionals to overcome situations of absenteeism and disadvantage. During 30 months an intense work in Network was done, and created open educational resources, which are already being references of good practices in both municipalities. The project consisted of 11 members, a heterogeneous, complementary and very well-matched group. We assumed from the first day the complexity of being 11 partners, but a posteriori the previous experience of joint work of some of the members in European projects and the attitude of commitment and enthusiasm shown by all the partners was the key to the success of EdF. The project was developed in the industrial cities of Fuenlabrada and Fermo, and continuously in 4 educational centers with a high percentage of students at risk of social exclusion. The project involved 236 teachers from the 2 countries and 753 students. Twenty-two artists and 277 technicians from educational administrations, educational representatives, volunteers and university interns collaborated. The key of the project was the joint work with the minors, their families (about 337 people) and with the community in general. 4,632 direct and indirect beneficiaries participated. The open educational resources that will serve to implement the project in other centers were developed and a WEB page http: //erasmusplus-fuenlabrada-fermo.eu/ was developed for dissemination. The guiding thread for addressing the objectives of the work was materialized in the production of short films about the memory, the present and the future of children and their families (dance, music and theater shows, exhibitions ...), a space for exchange based on research about our realities on a personal and cultural level (traditions, stories, interculturality, other capacities ...) The final products were done by the children themselves.Each municipality held 2 transnational meetings (we held 2 additional coordination meetings) that involved 55 mobilities (11 more than those subsidized by the project). All the partners attended, and we were able to know in situ the differentiated and specific good practices of each partner. These meetings were attended by partners and representatives of the educational communities of each municipality.The project included 6 state trainings. The trained people will revert their learning to the community in exchange.The project includes a start, process and final evaluation work, and an external evaluation report.Differentiating element of the work carried out was developed in a high percentage during school hours, working with the entire educational community as an element of normalization. EdF has been a practical and participatory program in which we have not concentrated on the work in theoretical contents but the internalization of them and their implementation in order to facilitate social cohesion, reducing absenteeism and improving motivation for student learning.EdF had 22 artists who showed other views of reality.The results obtained were:01 We created a permanent collaborative NETWORK over time to improve teachers professional competences, through the development of a socio-educational intervention methodology based on art and the development of emotional intelligence.02 We train 236 teachers from 2 countries, who now know and participate in the project and exchange previous experiences.03 We created schools for Mothers and Fathers in both municipalities (in Fermo the process has been slower due to complexities beyond the control of the Comune) Families become co-trainers in different areas: establishment of guidelines and limits, use of technologies, and address cultural and generational diversity.04 753 students improved their skills, their motivation for learning and social cohesion.05 We elaborated materials that allow the improvement of national methodologies. 1- Methodological documents 2- Evaluation model 3- Good practices DVD.06 Absenteeism, learning problems and des-motivation levels were reduced.07 A website was created to disseminate the work carried out.08 We trained 22 artists in the field of education, as well as volunteers and interns09 We work with the community, from a gender, intercultural, equity and citizenship perspective.10 We disseminated the project among the educational administrations of both municipalities and other municipalities.11 The participants are satisfied with the training and exchange received (see evaluation)"