"The context of the project was the initiative of the 2018 European Year of Cultural Heritage. The implemented project responded to the problems related to civilization, cultural and social changes that have an impact on the linguistic sphere. This leads to transformations, transformations, often to the disappearance of regional dialects, which are an important element of social and identity integration. The convention passed by UNESCO supports the protection of intangible cultural heritage. Language is especially important for maintaining an intangible cultural heritage, and at the same time is part of it. Europe's cultural heritage contributes to the collective memory and identity of Europeans.The problem addressed by the project concerns low social awareness of the resource of regional dialects. The project took action to support the preservation and protection of dialects and regional dialects. The project supported and motivated parents to engage in activities aimed at protecting the regional dialect in the family.The project was based on an analysis of the real needs of participating organizations and target groups such as parents and adult educators. The needs to solve the problem resulted from the point of view of the organizations participating in the project and specific target groups. The problem was also noticed by the Sejmik of the Śląskie Voivodeship (debate January 2018). At the regional level, cultural heritage helps to maintain the cohesion of the local community through the integration of residents.The partnership consisted of organizations from five regions in which regional dialects are used: Bytom - Silesian, Miranda Do Douro - j. Mirandes, Granada - Andalusian, Palermo - Sicilian, Kastamonu - Turkisch Kastamonu. The project partnership created organizations active in NVAE, involved in the promotion and protection of regional dialects and languages.The main aim of the project was to enable organizations to develop and strengthen networks, increase their capacity to operate on a transnational level, exchange good practices on the role of parents in the protection of the regional dialect.Detailed objectives were defined and were achieved thanks to the experience of the partnership: - Exchange of good practices on the role of parents in protecting regional dialects, - Development of educators' competences in the field of effective teaching of parents, including parents with low competences. - Increasing the capacity to act at the transnational level.Project activities were adjusted to the identified needs and were aimed at achieving specific goals. Addressing the problem of target groups has brought regional communities significant value in the context of the 2018 European Year of Cultural Heritage. The project has contributed to changing reality through the exchange of good practices of partner organizations from five regions. Project activities included: International Project Meetings (TPM), C1 short training course in Poland, meetings in local environments, courses for parents, dissemination events.During the project implementation, high-quality results were achieved:Result 1: National Report. Using an analysis from five European countries, partner organizations compared how parents contribute to the protection of dialects in their partner regions. Reports concerned: mirandese language - Miranda Do Douro region (Portugal), Andalusian dialect - Pinos Genil/ Granada (Spain), Silesian - Bytom (Poland), Sicilian - Palermo (Italy), Turkis / Kastamonu - Kastamonu (Turkey).Result 2 - Slogan promoting regional dialects.Result 3 - Good practice guide ""Protection of a regional dialect - Past + Future"" containing examples of good practices in the protection of a regional dialect in the family.The project results are:- Programs of local courses for parents on the protection of the regional dialect,- Increasing the competences of educators in the field of parent education in the area of ​​dialect transmission in intergenerational transmission,- Development and improvement of cooperation between five partner organizations,- Strengthening the position of each of the partner organizations in local and regional environments, - Increased quality and attractiveness of the educational offer addressed to parents with low competences.Thanks to the implementation of the project with the support of the Erasmus + program, high-quality results were achieved."

"The experts of associations and organizations who work with immigrant children often have to develop intervention strategies, on an effective social inclusion, which mainly involve a strong commitment in the field of non-formal language training. Immigrant children, exclusively for socio-cultural reasons, can be considered individuals with special educational needs. The main objective of “European Network for Social Inclusion - ENSI"" project was to compare the methods adopted in the different partner countries in order to develop a language learning model that can be used independently of the children's country. Specific Objectives: • Promoting the exchange of best practices among social workers in the field of non-formal language training of immigrant children. • Promoting the recognition of non-formal and informal learning in the adult education field. • Enhancing the international dimension of activities in the adult education field. • Enhancing the role of parents and educators in no formal sector and organizations such as support structures for social inclusion of children and teenagers with special educational needs.The partnership was involved in a national research on the issue of learning difficulties and social inclusion of children and adolescents with learning difficulties. The analysis covered the legislative, methodological, pedagogical and socio-educational aspects with reference to the activities of each partner concerning the experiences with children and adolescents with BES.The first important moment of comparison of the project was the first Short-term joint staff training event ""(TC1), held in Palermo (Italy) which involved 33 experts, educators, social workers, coming from the partner countries who shared through a informal methodology the most significant best practices adopted in each country.This comparison was followed by an implementation phase in each partner country of the best practice chosen by each partner group, the results of which were shared during the second ""Short-term joint staff training event"" (TC2), in which 33 participants transferred their experiences and feedback.At the end of the project, ""International Center of Cultures UBUNTU"" partner took care of the final draft of the Research Handbook, which collected the final results of the activities, of the experiences achieved during the project.During all the lifecycle of the project, the partnership promoted the activities and results through 18 dissemination seminars in the partner countries which reached about 400 people.ENSI project involved n. 6 organizations, from 5 european countries:People Help the People (Italia) - ApplicantAsociacion Amigos de Europa (Spagna)Asociatia Fluturele Visator (Romania)EURO-training (Bulgaria)Fundacja Family Center (Polonia)Centro Internazionale delle Culture UBUNTU (Italia)."

The main goal of the Urban Learning project is to increase the organization's ability to offer older people educational activities and exchange experiences to strengthen European identity through town learning.The project highlights the specific objectives:- Exchange of good practices in the field of Urban Learning,- Strengthening the competence of educators in the field of intergenerational exchange of knowledge and experience in the field of urban education- Increase the capacity to act at transnational and online level in the COVID-19 situation.The Urban Learning project is partner organizations from Portugal, Poland, Malta, Italy, Spain and HungaryThe expected results are the key elements of the project implementation.The planned results will change the reality after meeting the needs of target groups such as: adult educators, seniors.Material results will be achieved during implementation:Result 1 (R1) - Mapping the city. Using the example of constructed LivingMap (City Mapping), partner organizations will show how their learning opportunities exist in their city. The maps will be prepared in intergenerational groups.The map will reflect:Part I. Introduction, Identification of the state - educational and social determinants of the learning situation in the city. Recognize and use practical opportunities and online learning.Part II Barriers hindering Urban learning.Part III Local and regional programs supporting senior citizens' learning. Culture on the web.Result 2 (R2) Atlas of Good Practices - The Whole City Learns in the field of urban learning.The result will be a collection of experiences of partner organizations from six countries in the field of good learning practices in the city based on intergenerational education.The result will be a source of experience and perspectives for adult educators. Atlas will be available in paper, CD and Online version.Result 3 Preparation of the city workshop program - Workshop - The whole city learns.The workshop program will be intergenerational education taking into account mutual learning of generations.The sustainability of the project results will be ensured by the ability to continue the project and use its results after the end of the funding period. The project is sustainable through activities and results that are continued and maintained after the end of funding from the Erasmus + Program. The resources of partner organizations needed to ensure the sustainability of activities were included. For the Gaudete Foundation and partners, intergenerational education is the ability to continue the Urban Learning project and benefit from its results after the end of the funding period.

<< Objectives >>The project aims to provide non-formal education to migrant/refugee parents. Many of these parents face specific barriers to support their children’s education. By identifying, creating and applying tailored methods this project helps improve these parents’ skills thereby enabling them to better support their children’s learning, to effectively collaborate with school staff and to integrate in the local community. It also helps improve the cultural sensitive competencies of school staff.<< Implementation >>1) A review of good practices to identify the needs and good practices in each partner country. 2) A series of interactive workshops that are tailored to the real needs of these parents and that depart from the existing strengths and knowledge of the parents will be implemented in primary schools. 3) To increase the impact and foster the sustainability of this project we will set up an Community of Practice for professionals and local dissemination events will be organized.<< Results >>Participating parents in the workshops will be strengthened in supporting their children’s education and they will be better equipped to integrate in the local community. The methods, process and good practices will result in a practical handbook that will be distributed amongst a broader group of parents, teaching and social professionals. The exchange of good practices will help improve the professional knowledge of school staff concerning the challenges of migrant/refugee families