"<< Background >>The results of the Europe Engage project, in which consortium partners participated, showed SL as a pedagogical approach that offers students academic credit for the learning that derives from active engagement within the local community working on a real-world problem, yet in an urban context. Rural 3.0 project will implement the SL approach, not in an urban context but in rural communities, that make up over 90 % of the territory and are home to more than 56 % of the population.<< Objectives >>Analyse in which way rural communities can be given access to services that students can provide; Evaluate the extent to which SL occurs in rural areas,in which forms and how effective it is; Establish a structure of rural SL education shared and developed by HEIs and rural partners; Promote education that improves lives of people in rural areas and their communities; Strengthen skills and innovative capacity of adult rural SE;Provide practical SL and SE experiences to students in rural settings<< Implementation >>RURASL consortium involves 16 partners from 8EU countries (Croatia, Germany, Austria, Spain, Portugal, Netherlands, Italy, Lithuania) where HEIs and community organisations are equally represented. Academic students will engage in SL in rural communities, with appropriate educational content and tools that promote education that improves lives of people in rural areas and their communities.The 3-year project will build on the knowledge of existing SL models to support their rural implementation.<< Results >>Report on the needs and the gaps of the main target groups from 8 participating countries; Final report on the ""State-of-the-art of rural SL education”; Module with courses on rural SL and rural SE; OER and MOOC for HE teachers on rural SL; best practices; case-based learning materials; Digital Collaborative and Learning tools (HUB, Online World Café); Hackathon; e-book; newsletters; Community Organization Guide on SL and SE; Exploitation Strategy Plan."

Our claim is that a detailed analysis of what constitutes a cultural history of capitalism is indispensable for a grasp of recent Croatian cultural and political history, and of the current positioning of Croatia in Europe and the world. We start from the observation that the scholarly discourses in Croatia have so far not sufficiently acknowledged the cultural complexity of the economic sphere, especially the seminal significance of histories of Britain and America in that regard. Our methodological point of departure is therefore the assertion that the economic sphere can be understood only in reference to the entirety of culture. We intend to explore the complexity of this totality as refracted through cultural histories of Britain and America, as a horizon necessary for understanding Croatian cultural history. Our intent is to investigate complex interrelations of the sophisticated Victorian variant of capitalism and its American mutations, in the 19th and the 20th centuries. This applies primarily to Cold-War America, when capitalism contrasted to socialism becomes a totalizing formula to regulate various economic and political structures, but also the sphere of culture where public vs private is defined. Thus caught in relation to socialism, capitalism is definitive to life in the former Yugoslavia as well; this then sediments into a difficult genealogy which burdens capitalism when, after the fall of the Berlin Wall, it enters formerly socialist countries, now as a platform for understanding and regulating postsocialism. Our approach is anchored in the assumption that research based only in economy or political theory fails to shed light on the logic of capitalism. This defines our methodology: we maintain that a truly functional analysis of the impact of capitalism demands a confluence of literary history, film studies, psychoanalysis, philosophy, cultural theory and, especially, the knowledge specific to English and American Studies.