"In the field of adult education libraries play an important role: they are working directly with communities and formal education institutions, also libraries are using cultural heritage while trying to promote social cohesion, communality and cooperation between different members of community. Libraries are oriented towards users that are looking for safe, reliable environment and free services. While implementing non-formal learning activities libraries take into account the information exclusion of socially sensitive groups. Information exclusion leads to low-skills and fewer opportunities. Modern technologies have various impact: some social groups have expanded their possibilities of using technology, but other groups have become even more isolated. Libraries are trying to find new methods to work with social groups that are facing informational and technological isolation.Usage of culture heritage in adult education offers a lot of benefits: improvement of local history knowledge, promotion of communal values and strengthened tolerance. Participation in libraries activities that are connected to cultural heritage induces pride in unique cultural and historical heritage, promotes respect for people and their lifestyle, cultural diversity. Sharing knowledge, memories, emotions not only enriches collective memory and stimulates more interest, but also has a positive impact on the emotional state of the communities. A better information environment is created, expanding the opportunities for high-quality work, study and leisure activities.The project ""Cultural Heritage for the Future: Discover, Share and Learn"" was implemented by public libraries in Lithuania, Estonia, Denmark, Sweden and Slovenia. All these libraries have an expertise in working with cultural heritage and adult education, as well as they all maintain good professional relations with different adult education institutions in their countries.The project was focused on using the social and educational value of European cultural heritage in order to motivate adults to become more involved into learning process and share their experiences. The project allowed librarians and other adult educators to apply innovative tools for involving adult learners into learning processes via cultural heritage. That invited participants to cooperate with each other, learn from one another. Librarians who participated in the project activities have strengthened their educational and andragogical competences, they were encouraged to share international experience and therefore created a strong and reliable international network of professionals. The project's partnership had an impact on national, regional and international levels.During this project three different intellectual outputs were created: the study “Libraries for Communities” and the guidelines “8 Steps to Unfold Followship and Onboarding for Community Engagement in Cultural Heritage”, which provide with concrete suggestions, methods and case studies of how to work with cultural heritage and adult education, as well as the web page “Honeycomb. Cultural Heritage for Communities”, which invites the adult learners to get actively involved in the learning process via using cultural heritage. Also three Short Term Joint Staff Learning Activities were organized in which participants upgraded their andragogical skills by exchanging and sharing new methods, good practices and ideas, testing the intellectual outputs and learning from other professionals. In order to ensure the quality of the project's activities and effective communication between the project partners, three Transnational Project Meetings took place. For the dissemination of the project results, a special communication campaign was carried out as well as two Multiplier Events were organized.The context and objectives of the project were directly related to the needs and interests of target groups: adult learners, librarians, partners and other stakeholders. Adult learners have developed their knowledge about local cultural heritage; were provided with useful tools that can help them to discover, share and learn about cultural heritage; engaged into new and innovative activities related to cultural heritage; increased motivation to share their stories (a feeling that ordinary people can do important things for their community); developed their ICT skills and etc. Librarians who participated in this project strengthened their competences in adult education field. These persons improved their skills and knowledge which are essential and usable in everyday work. This project made an impact on associated partners, stakeholders and other organizations as well. These institutions developed links with European libraries and adult education organizations; equipped their teams with materials and methods created during the project; developed a deeper understanding of the importance of non-formal adult education and the use of cultural heritage."

"Project called ""Migrate to library"" was a collaborative undertaking of public libraries as follow :- Miejska Biblioteka Publiczna w Żorach (Poland) – coordinator of the project- Biblioteca Municipial de Arucas (Spain)- Vilniaus apskrities Adomo Mickeviciaus viesoji biblioteka (Lithuania)- Gradska knjiznica Ivan Vidali (Croatia)Main goal of this project was an exchange of a good practice and obtaining competences by the participants, new skills which are used currently or will be used in a future in the area of no formal education, lead by the librarians for the purpose of local migrant community integration, hence including migrants socially and counter act to any racial segregation and discrimination. Enhancing and getting new skills to use them at work caused personal, social and work development, therefore allowing to upgrade the level of library attractiveness and brought a measurable advantages for users. We can observe a greater level of local communities interest in libraries which translate in to an increased preoccupation in learning, reading and conscious social civil activity. Within the scheme, four prosperous international project meetings have been held in the libraries of selected partners. Each of the meetings guaranteed an active participation in discussions, workshops, meetings with local authorities and organisations working for migrants. There has been established a multicultural dialog. Above all, each of the partners led multiple, educational activities among local communities. Acquired knowledge, new methods and the tools of the trade as well as exploring European culture, became a base for the further work with migrants bringing the cooperation to the international arena. It also strengthen libraries role and enhanced their educational offer. They obtained renown of modern cultural institutions, opened towards cultural diversity and supporting elimination of negative social phenomenon, such as xenophobia, racism and discrimination. The project is being supported by the release of publication called ""Migrate to library. Good practices"" presenting local activities made by each partner of the project, and shared online under the Creative Commons (CC) licence along with short documental movie reflecting on international project meetings and trainings which is also available online."

According to IFLA and UNESCO Public Library Manifest (1994) in libraries people get supported for individual learning and self-education as well as all levels of formal education. It is important to improve the library – librarian – community –connection. It can be reached through: (1) introduction of information and communications technologies (ICT), (2) improvement of andragogical competencies with integrated English language learning aids, including lifelong learning, meta-learning, peer-training, self-learning and collaborative learning skills, (3) employment of all these skills while transferring knowledge to community.Lithuanian, Latvian and Bulgarian libraries during a period of 2006-2001 have strengthened their technical base – high-speed Internet connection, Wi-Fi, computer rooms, other IKT and organisational technology. With a help of previously mentioned subjects libraries are able to provide society with non-formal education and consulting services. Libraries are seeking to establish themselves not only as centres of culture and information but as non-formal education organisations in their communities. Therefore it is essential to stress both qualification and competences of specialists-librarians, working in the infrastructure, if providing non-formal education services. To successfully compete with other participants of non-formal education market librarians need andragogy competences. Librarians must have in-depth knowledge of psychological peculiarities, forms and methods as well as study-flow organising aspects for adult learning, get acquainted with already developed open-source educational resources.Lithuanian, Latvian and Bulgarian librarians day-to-day work problems suppose project‘s goal – to strengthen librarians‘ andragogical competences. This achievement would later allow the libraries to become organisations providing quality non-formal education services in their communities. The goals of the project are:1. To create a virtual andragogy learning environment for librarians who engage in knowledge transfer communication with clients;2. To strengthen educational and andragogy competences of librarians with a use of developed product (e.g. virtual learning environment, study programs) in countries executing the project;3. To apply not yet used and innovative tools for delivery of materials in order to create conditions that would ensure an involvement of participants during the learning process, give opportunity to shape the content of studies, allow to enrich study program with real-life cases, suggestions, allow participants to communicate and cooperate with each other, learn from one another. Thus far andragogy learnings were conducted in fragmentary manner while giving short-term sessions (realized in a traditional way while holding meetings);4. To ensure continuous rise of librarians‘ qualification with a use of virtual learning environment, and motivate librarians to become andragogy mentors for other specialists.After reaching the goals, the virtual andragogy learning environment will be translated into other partner-countries languages and English language, in order to intensify its spread and usage in international community of librarians. In this way also providing an opportunity to learn not only in mother-tongue, but excel in English. Andragogy course and virtual learning environment intend to have tools and functions that would encourage a formation of international librarians‘ andragogy community and sharing of experience, ensure self-learning, lifelong learning and qualification hoisting processes. With a use of professionally developed system librarians would be able to communicate with each other, share their experience, search for partners for andragogy matters, fill information, and share relevant material.The problem, goal and tasks of the project are directly related to interests of target groups:1. Librarians who are interested in obtaining the librarian-andragogist competence, for a purpose of enriching their culture-worker competences portfolio with andragogy competences; 2. It is important for partner-countries libraries to anchor themselves as non-formal education organisations and take the niche market in non-formal adult education; 3. Community as library‘s users have a stakeholder interest to receive free of charge, quality cultural and non-formal education service in every nearby library.The international level in this project allows to share and assimilate specificities of foreign partners operational activities, to take partner-countries libraries‘ and educational institutions‘ experience in an adult education field. The three countries are not equally advanced in andragogy studies field; there is an uneven spread of andragogical practises and application methods from country to country.