"We expected 8 organizations to learn and implement at least 1-2 new approaches to the inclusion of people at risk of social exclusion from partner organizations, suitable for implementation in their daily work and for the benefit of their beneficiaries. We have written a ""Good Practice Guide"" according to our project achievements and shared the results of the project. Where possible, due to the pandemic situation, we made a short film to present implementation stories. We also created photos of the implementation sessions via ZOOM and recorded the, Yes We Can project coordinator meetings there. The videos and photos were posted on the DOM Foundation's YouTube channel as well as the project website and the websites of individual partners. The project involved 84 repeated individuals. The result of the project is the active cooperation of the participating organizations after the end of the project. The products of the project are reports, all the materials collected for the ""Good Practice Guide"", videos of the events and videos of our classes. Going back to the memories of the TPMs during the project, we recall all the knowledge we gained. In Cagliari, it was the laughter yoga classes, even though this doesn't seem like a common way to interact with vulnerable people it was a lesson that changed our theories as we observed how much it made people feel better and how it opens them up to the world. In the Nuoro area, when we saw how local women make bread in a small village because they didn't know how else to make a living and then send it to the rest of Sardinia to have something to live on was also very inspiring and made us think about how you can turn your limitations into an advantage. In Poland, we were educated in a craft that helped people over 70 to keep their minds active. In Cyprus, we learned about single parents who make a living by expressing themselves, writing articles in local media, painting, playing football, practising Aqua aerobic. Back in Luxembourg, we attended the annual Festival of Cultures, which was a very interesting, inspiring experience for us that all the immigrants living in Luxembourg can use their culture to create great festivals that attract the whole world. In Bucharest we took part in culinary workshops - we worked in international groups cooking dishes from our countries. We learned how to make fine pasta or curry. We learned about the methods used by an organization from Romania to preserve the culture, art and language of the Arumun people and how to adapt music and art to bring people together and stay active. In Sardinia, we were also able to visit our partners' workplace, a prison for long-lived inmates who, as you might expect, are less accepted in society, but we were lucky enough to see how they teach them so many different skills, such as computers, languages, math, and even how to produce milk from animals, care for them, and then make cheese. That way, when they eventually return to freedom, they will have the skills to take on legal work. London coordinators working with African women who have been victims of violence have taught us that digital or language lessons are also great tools in today's world. These are just a few of the many skills we discovered through this challenging but wonderful program. Its multicultural experience proved to be a great asset for people who are on the brink of exclusion to take on challenges and show flexibility and readiness for new situations in challenging circumstances. This is what our work was about, to find ways to educate, create or find their skills to create opportunities for them to be part of society.This was not only educational for the excluded people, but also for all of us, as it gave us international adaptability and intercultural sensitivity and developed our ability to maintain effective relationships with people from different national backgrounds while remaining impartial and demonstrating cultural awareness and excellent communication skills. Learning to share our ideas, doubts, concerns and ways of education was very inspiring and a unique contribution to building an effective team. We tested our skills, ideas and abilities in a multinational work environment that proved more effective than distant theories.It was not an easy program and did not go as we had originally hoped due to Covid 19 and the year-long hiatus from meetings. The technology age was a gift to the coordinators because if they needed to communicate with each other on some urgent matter, we had Whatsapp, messenger and emails and Zoom as a substitute for real-world meetings"

<< Objectives >>By implementing the project we want to achieve cooperation between Polish, Estonian and Finnish museums supported by common work with Polish and Romanian NGOs on the preservation, exposure, and exchange of know how concerning patterns, history of their development, and their role in the modern world as carriers of memory about the history of the twentieth century, people of the factories in which they were created, and handicrafts as a carrier of national identity.<< Implementation >>Except for the kick-off meeting, we will conduct five TPMs in two years. We will organize them in Romania, Estonia, Finland and twice in Poland. During TPMs we will learn about the history of textile design from the second half of the 20th century in Poland, Finland, Estonia and Romania, look for differences and common European roots, and learn how to create an educational offer based on this tradition for adults.We will share our experiences, workshop methods and techniques.<< Results >>Improving the quality of educational activities: during TPM we will see partners institutions offer. Enriching the offer of institutions and organizations, we will implement at least one method in our institution/organization. Increasing the knowledge of design in the second half of the 20th century - we will compare the methods of presenting and preserving the exhibits.Establishing cooperation with organizations and institutions that deal with the textile heritage.The exchange of experiences.

"Five organizations from Poland, the Netherlands, Italy, Romania and Portugal take part in the ""Culture of Solidarity"" project. The essence of the project is the exchange of good practices and mutual learning. All partners have long been conducting non-standard educational activities based on the use of creative methods in combination with art and cultural heritage. The partners are very different in terms of target groups and methods of operation. The confrontation of various experiences will allow to gain a different perspective on their current activity, adopt new solutions and reflect on what features and skills of educators are universal in the work of all project partners. The difference of the project consists in departing from narrow specialization in order to increase the ability to respond to the changing reality and new challenges resulting from unpredictable phenomena (pandemic, mass migration, climate change). The partners' experiences show that traditional adult education consisting in preparing an educational offer and then recruiting is becoming less and less effective. It is more and more difficult to attract new participants, especially outside large cities and in groups at risk of social exclusion. Therefore, it seems necessary to develop a different approach to non-formal adult education (including young people). The educator should also be an animator working ""from the inside"" and professional artists should work with the local community to create joint works. The role of such an educator is to stimulate selected communities to cultural activity and artistic creativity that arise from the needs and cultural heritage of these communities: discover interesting phenomena, find individualities, build a community within diverse environments. Such activities should be directed primarily to the inhabitants of the borderland, national, ethnic and cultural minorities, migrants and refugees, seniors, the so-called troubled youth.Educational and animation activities should bring lasting, long-term effects, as well as combine many different fields of art and cultural activity. It should also cover human rights and anti-discrimination issues. It should be a culture of solidarity. This can be, for example, the preparation of a theater team working on a play based on local history, organizing literary and photo competitions, etc., combined with workshops, an exhibition, and the publication of works; work on a film about local issues combined with a ceremonial screening, creating a website devoted to local issues, etc. The ability to cooperate with local partners: local authorities, cultural institutions, informal groups of residents is also of great value.The project assumes a departure from excessive specialization, which limits the possibilities of adapting to the changing reality. Organizers and educators should be prepared to work in various environments (age, nationality, religion, cultural heritage). The educator should have unique qualifications: knowledge about the environment, empathy, organizational skills, team building and teamwork skills, etc. The ability to create communities based on shared values is also important. The project involves the exchange of experience in this field among partners very diverse in terms of educational methods and tools, environments in which they work, organizational forms (ngo, public institutions, schools). The aim of the project is to prepare a new type of educators and to enrich the educational offer of the project participants."