At the time when European societies are facing dramatic changes and dealing with complex inter-linked global problems, leading to an unpredictable future with conflicting visions of better society greater attention must be given to the insights Social Sciences and Humanities (SSH) could offer, to promote social innovative solutions addressing societal challenges.Insights coming from SSH disciplines/professionals are critical for better and informed practice, especially when talking about sustainable innovations/transformations, or when trying to understand social disruption processes on broader socio-economic environment. The effects of social disruption, brought by the technological innovation, has dramatically affected economy, culture of institutions and changed people’s lives. Being on the verge of 4th industrial revolution, bringing more disruption in our economy, institutions and lives, there is an urgent need for greater attention to be given to SSH-based research which will encourage moving towards sustainable innovations and brighter future.The SHOUT consortium aims to strengthen SSH students and professionals innovation capacity and transformational role of HEIs, SMEs and NGOs when dealing with complex problems presented in Sustainable Development Goals (SDGs) and developing innovative sustainable solutions. To reach this objective, SHOUT alliance will deliver the following results: • three innovative educational programmes (educational materials and webinars) for SSH academics, research support staff, SSH students and SSH professionals.• a replicable research mission-based traineeship scheme and problem-focused learning approach.• a self-sustaining SSH research and innovation HUB for students and professionals.• improve visibility of SSH research and strengthen its impact on broader socio-economic environment.• strengthen collaboration among different sectors, improve networking channels bridging the gap between research and practice.

The concept of community urban gardens originated in New York (Chitnov, 2006, and the term describes a garden operated by a community (Rosol, 2006). Rosol, (2006) defined community urban gardens as gardens which operate jointly and through volunteer commitment. They are not owned privately but are focused on the public. The garden will often have rules. The growing areas are usually cultivated collectively or individually. The garden is often open to the public for an appointed time although some gardens work with youth and vulnerable people.Community urban gardens are an inclusive environment as they accept people from all social strata (Draper and Freedman, 2010; Corcoran and Kettle, 2015), which includes people with addictions, vulnerable youths or in danger of marginalization, people with disabilities, or a refugee background (Augustina and Beilin, 2012; Shan and Walter, 2014; Chan et al., 2015; Christensen, 2017). According to Müller (2007), intercultural gardens bring together youth local people. The gardens are open to people from all sections of society, who would like to cultivate fresh produce or flowers. Ideals such as a concern for others, strengthening diversity, and participation are practiced in these gardens (Moulin-Doos, 2014). Inside the gardens an exchange of produce, seeds and recipes takes place. The activities can include the construction of garden sheds, community rooms, small green houses, polytunnels, playgrounds and communal ovens. Community gardens are proven to reinforce ties to one’s environment (Comstock et al., 2010) and increase food access and food security.Community gardens provide an opportunity for people to grow their own food with greater control over the environment and inputs used in the growing process. This empowers individuals to change their own lives and physical environments while increasing their access to fresh produce and open space.The URBANITE project will encourage active participation and education the local community members, through setting up and maintaining the urban gardens. The main aim of the project is encouraging active participation and education of the local community members, including disfavored and threatened of exclusion youth people and local youth eg. migrants, seniors, long-term unemployed people, through setting up and maintaining the urban gardens and working in this common garden space. In the same time, through the workshop designed youth will operate an urban organic garden naturally, growing produce for the local community while developing leadership and job skills.Additionally, the project aims to elaborate an innovative educational method to teach soft skills by garden working to future youth farmers, e.g. interpersonal communication, team work, management, planning. We believe that urban gardens are places where social cohesion and learning could be strengthened.The set goal will be achieved by creating a training approach, an adaptable method; and developing an experimental garden as innovative space of the active pedagogy that encourage the combination of skills and knowledge, sharing of reflection, learning process and collective creation in favor of social intergenerational and intercultural links. Partners will develop the training modules for practitioners with the aim of increasing their skills in supporting vulnerable and threatened of exclusion youth.In the project, we also foresee the training for trainers from partner institutions to test and embed the elaborated training method and ensure the efficient implementation of its testing phase in the experimental gardens in partner countries locally, in the work with project’s target group - disfavored and threatened of exclusion youth people.Project’s consortium believes in investing in young people to support community development, and recognizes the relevance of youth work to mitigate social exclusion among young people.We will try to show that establishing and working in the urban gardens is a way to social inclusion, dialogue, sustainable lifestyle, collective knowledge, community spirit and solidarity. Within the project will be developed a web-based Training and an App compatible both with desktop and mobile devices, which will include case studies and training modules providing the nowledge needed to create and urban garden, offered spaces, how to turn an urban garden into a meeting point for social integration and a career guidance for future youth urban gardeners handbook.The objectives of the URBAN project:• To develop training and learning resources which support the professional development of new and existing Practitioners and Educators in the field of adult teaching.• To actively involve local milieu youth people threatened of marginalization.• To develop a training method, programme and methodology, including the training module, based on activities connected with setting up and maintaining the garden

The Sustainable Development Goals (SDGs), Global Goal present a universal call to action to end poverty, protect the planet and ensure that all people enjoy inclusion, peace and prosperity. The strategic partnership of the project SociSDG has worked 24 months to develop a SociSDG Handbook and 9 webinars in order to create more understanding and give inspiring guidance for achieving SDGs. The SociSDGs Handbook and webinars represent a distillation of knowledge gained during the projects by various partners, and also a concrete artefact that is a result of collaboration, discussions and negotiations between various approaches and views. At the same time the handbook should be useful not just for internal stakeholders, workers of project partners, but also for external stakeholders who focus on social aspects of SDGs, good practice examples, and ways how to combine them. Today, technology analyzes unstructured “abstract” data, such as social performance, as the most important one. In the end, it helps companies see the tangible contribution in achieving SDGs - precisely this was in the focus when it comes to exchanging the best practices of companies in MS, in order to educate European adults; companies and decision makers. In that sense, partnership with Datamaran provided a strategic partnership a use of artificial intelligence (AI) tool in order to make a state of the art of SDGs. For strategic partnership, AI presents multiplier for human ungenuity, opening up entirely new areas to realise full potential of humanity. The main objectives of SociSDGs were successfully accomplished: • Increased capacity of all project parrtners in the consortium to work at a transeuropean level, as some organisations never participated in EU projects. With the successful strategic collaboration, partners have successfully submitted project proposals on SDGs and got granted in 2019. • Increased knowledge and awareness of the target groups about the importance of SDGs, their social component, impacts and integration as a part of the measurement of the SDGs,because of transferred knowledge of the lecturers (project partners) from Learning activities (LA). Number of target groups through dissemination has been accomplished (even higher). • The creation of:-a collaborative online and offline platform form for companies, decision makers and society - socisdg.com-9 webinars-SociSDG Handbook in .pdf format that summaries the webinars.-20+ sustainability experts connected in FB group The project SociSDGs include several types of activities but the most productive were 5 five-day LA, a five short-term joint staff training events were for exchanging practices when it comes to measuring companies social impact and inclusion, and measuring the integration of socially-oriented SDGs in their business models that are build upon the UN guidelines, in order to achieve better understanding of this issue and help companies improve their work and active participation in the sustainable development. Methodology used during five LAs was twofold: presentation of examples of practical activities by decision makers and enterprises were followed by a discussion and interactive workshop between partners, decision makers and enterprises. In that way the consortium ensured active learning focused on participants. The learning principles of the learning provided HomoEminens. Because of that, project consortium and educators need to develop competences required to understand SDG like: open-minded, critical or out-of-the-box thinking, team work, collaboration, innovation and listening. Those competences are especially important in a lifelong learning perspective, because they are helping participants in achieving greater employability and competitive advantage on the open labour market. During 5 LAs, 32 enterprise and NGO representatives have shared with the consortium best practices on project topics, and 9 decision makers shared their expertise regarding SDGs. The project contributed to the realization of strategy Europe 2020 on EU level because it resulted with SDG educational material, increased adult, companies and decision makers who participated at LA, as well as target groups which participated in local educational events, seminars and lectures of the lecturers (project partners). Participants and their organizations through exchange of practices increase the knowledge of the mentioned topics, meaning that they gained precious knowledge of trends in sustainability that facilitated the development of their work and educational competences, as well as adaption to current and future working conditions. Participants of the project now understand the importance on non-formal education that enhances their abilities as adult educators, as it enabled them to create educational deliverable that are needed in their future educational, consulting and collaborative work.

Cultural administration and sustainable development constitute one of the priorities in EU 2020 Agenda, in the European Commission’s Technical Co-operation and Consultancy Program for the promotion of cultural heritage and its sustainable development, in the UN 2030 Agenda for Sustainable Development with the recognition of culture and its administration in the majority of Sustainable Development Goals (SDGs), and in the UNESCOs Conventions.The project CUBES- ‘CUltural administration Boosting with the Engagement of Sustainability for local communities’- includes 9 partners (Homo Eminens-HE, MINDSHIFT, Sarajevo Meeting of Culture-SMOC, Xenios Polis, Culture, Science & Action-XPCSA, Center for Social Innovation-CSI, GRIPEN, NGOSC, University of Peloponnese, Department of History, Archaeology and Cultural Resources Management-UOP, Assembly of European Regions-AER) from 7 countries (Lithuania, Portugal, Bosnia & Herzegovina, Greece, Cyprus, Romania, and France). CUBES derives from the need to create and disseminate know-how regarding the sustainable administration of tangible and intangible cultural resources in order to really empower all sectors of society to own and administer their cultural resources in sustainable ways, aiming at both cultural democracy and cultural sustainability. The empowerment and actual involvement of different sectors in the governance of culture is still largely undeveloped; one reason for this is the lack of know-how that would enable the more active and knowledgeable involvement of local communities members in the sustainable administration of their heritage and cultural resources. This kind of empowerment of various sectors of society could further foster grassroots ownership of cultural assets, gradually enabling the administration of cultural heritage within a sustainability framework. In this context, CUBES targets the local communities members, local authorities leaders & representatives, public staff, NGOs & CSOs, private & public key-players in the cultural sector; its objectives are: a) to empower local communities in the participating countries with knowledge and awareness on significant aspects of cultural administration and sustainable developmentb) to provide target groups with all the necessary knowledge so that they can act as access point-role mentors in the local communities, taking up the responsibility of informing, guiding, mentoring (as Boosters, now) the other members of the communities in a series of cultural management & sustainability frameworkc) to give the chance to youth & women of these local communities to be in the leading and take the opportunity to be also these ‘boosters’ in their communities c) to take advantage of the opportunities offered by ICT and digitize the quality of learning content as a driver for systematic change in cultural administration & sustainability and for an increase in the quality of trainingd) to create and deliver innovative products and training digital tools- as tailored needs learning resources – based on differentiation methodologies and adult education approachesThe activities include respective intellectual outputs and multipliers events (National Seminars/Workshops, Final Conference); the CUBES IOs comprise of Review Paper on Parameters Mapping-IO1, Cultural Administration & Sustainability Boosters Curriculum-IO2, Digital Toolbox & Resources-IO3, Methodological Approaches Guide for Educators-IO4, Policy Paper-IO5.