<< Objectives >>“Ecological destruction”, “climate catastrophe” are ubiquitous terms, “Fridays for Future”’s people demonstrate, often without substantiated facts or reliable information on changes and dangers concerning our environment. We aim at filling this void by collecting facts and documenting developments in our project which will offer knowledge on the interdependence of people and landscape, here in particular on the question what kind of risks and opportunities are connected with water bodies.<< Implementation >>Historical facts and current information will be collected in four different regions of Europe: Ireland (Atlantic coast, estuary), Belgium (inland river, waterway system with access to the open sea), Germany (shortest river in Germany, though of high importance), Latvia (coast on the Baltic Sea, estuary). Thus, we will furnish evidence on real dangers, on likely interventions, and on the issue of individual responsibility. Local excursions and walks will offer and illustrate regional information<< Results >>Reviewing and documenting the development of the interdependence of people and landscape, in the respective regions with reference to their water bodies, explaining the importance of water for production and trade and for a healthy living environment. Explaining real changes, but also identifying fearmongering. Advancing the idea of people’s individual responsibilities and furthering the awareness of the impact their individual decisions have on consumption and resources.In short: a wake-up call

<< Objectives >>The team will reflect the challenges of the pandemic 20-22, the examples selected will illustrate what kind of approaches in coping with the exceptional circumstances have been developed and which have been successful in absorbing social distance and working from home, as well as making up for economic, cultural and educational recessions, or which are rather not suited to these purposes.Analysis, reflection and discussion will enable us to achieve an overall evaluation and develop strategies.<< Implementation >>The project is divided into 8 steps. They are arranged consecutively and deal with examining, comparing, evaluating and refining, up to describing and developing recommended courses of action in the form of short scenes. There will be 8 conferences, one each at the places of the project partners in order to keep direct contact with each other => overcoming social distance!Working together will result in a joint play for the stage. It will directly be performed and recorded.as team production.<< Results >>As a follow-up to the pandemic our reactions to the regulations will be recalled, the strategies will be reviewed and evaluated. Starting from there, we will develop patterns of behaviour to be better prepared for similar future situations. The ideas how to cope with such situations will be put into scenes, controlled role-playing will reveal their everyday relevance and will make it easier to accept some approaches. Didactic material (book) in relation to the scenes will be developed.

European Biographies of Learning and Living => EuLeStages of learning are stages of living. In the course of their lives, people experience a lot of different situations of learning – formal and informal ones, either by choice or of necessity. Sometimes people will succeed, sometimes they will fail. They may start once more, but even then, they may fail again. On close examination, peoples’ processes and experiences of learning often show many ruptures.Particularly in the field of adult education it is important to offer a new chance to people who have previously failed. Very often they need help to organise their everyday lives, to define possible aims and establish a set of rules in order to assess their respective achievements. This project will mobilise partners from different educational institutions for adult education who want to improve the tools and devices which support and motivate “educationally frustrated” people. Examining and revising the conditions which impede or even seem to prevent peoples’ processes of learning will be at the centre of the project work.Against this background the focus will be on: family backgrounds previous educational experiences conclusive career planningtraditional role modelsconstant self-determination In the context of formal and informal adult education we meet students who have so far made various experiences and who now try to build a career based on circumstances which are very different in each case. Students who once tried and failed to pass their A levels sit next to those with A level certificates or proper vocational qualifications who want to improve their opportunities. And both groups are joined by students from abroad whose school systems and qualifications are not always compatible with their present lives.Some of those students aim straight at a professional career, some want better qualifications to find a new career and others do not know what they want and / or what they have to offer. In a multicultural society, we find divers concepts of living existing side by side. Students at our institutions live different everyday lives: They are single parents – mothers or fathersworking mothers and fathers – some of them do shift workwomen and men who, because of their migration backgrounds, have family ties as well as religious and social bonds which are rather foreign to uswomen and men who are just going through a radical change in their livespeople who formerly have dropped out of school or college because of psychological strain.Many of our students are often afflicted by self-doubt, they try to change their lives, to find new openings. They have dropped out of school, they have given up working. Growing up they have had many frustrating experiences so that when they make another attempt the students have accepted other people’s ideas of them as their own and therefore often have little or no confidence in their own gifts and abilities.Working successfully in the field of adult education means that teachers have to know what kind of students they encounter. Often, however, teachers do not know who the persons are with whom they are working, whom they are trying to teach. For in their everyday work teachers often believe that they are facing a homogeneous group, which in fact is not true. They believe that the students in front of them have a positive attitude towards learning and have taken a conscious decision of their own to come, but then again, this is often not true either.When we look at the students’ biographies of learning we will recognize that there arebiographies of learning which are controlled by outside influence, here the details will be enlighteningfragmented biographies of learning, here we should find out about the different sets of circumstancesbroken biographies of learning, here we have to explore the tangled and multifaceted causesgender-related biographies of learning, here we have to examine decisions determined by social roles.At first biographies of learning will be re-constructed and compared in order to determine backgrounds and effects more exactly. Then we will analyse their relevant factors and finally we will provide tools and devices to be used by teachers and lecturers. These will involve tools used for communication as well as specific training material to improve individual circumstances and to teach strategies of “learning to learn”.

"<< Objectives >>TRAM - Tradition and Modernity is a project linking traditional cultural assets (museum) and modern language learning (German lessons). Both teachers and learners are motivated by new impulses: language support for a cultural institution - to see foreign language teaching as a bridge to cultural mediation. The museum opens itself for new cooperations and improves the addressee reference, the university teaches and researches on concrete teaching concepts.<< Implementation >>In schools: preparation of material and lessons / giving lessons / solving tasks - and small competitions if necessary); in the museum: expansion of the information material; in the university: thematic seminars, students work on content and research on concrete ""case studies"";the team creates a training course with the language and culture materials.Regular meetings during the working phases, setup of a website with new material of foreign language learning.<< Results >>Material for German lessons are developed, the preparation of a museum visit, a (foreign) language appropriate information in the museum, further developments ""extracurricular learning places"" are developed. The museum creates an online module to prepare visits to the museum. This module is used for linguistic preparation, but can also be used as virtual preparation for a visit. The students of the university deal with concrete case studies."

MOKKA => MOdellentwicklung: Kunst und Kreativität als AlternativeDevelopment of Models: Art and Creativity as AlternativesThe institutions participating in the project have aimed at collecting and documenting material which will enable learners in various fields of adult education to be open-minded and to offer mutual esteem and respect when meeting others. Thus, they are then prepared to exchange ideas and work on them together.This project work has not only been about better integrating people into processes of learning and about optimising their performances, but we report on possibilities – and illustrate them with the help of case studies – how people who are responsible in the fields of work and education are able to better adjust themselves and their professional focus as they are confronted with vastly heterogenous situations and with challenges like the integration of refugees and people with migration backgrounds, which is why they then need access to corresponding individual measures of support, of enculturation, of mutual acceptance.The project MOKKA has tested and documented ways to improve people’s skills and abilities to make contacts und become integrated. Creative talents of people, their eagerness to experiment and ideas how to use their own knowledge were confirmed and widened in order to help children and young people develop and stabilize some profound self-confidence. Teachers / lecturers / social workers see their professional work more and more as being supportive and innovative. The project MOKKA has generated and provides small work samples; concrete creative ideas and their implementation are presented on the homepage of the project. The products are meant as basis for an ADD-ON-programme which focuses on social and cultural issues in diverse forms and situations of learning. => http://www.westfaelisches-forum.de/unsere-projekte/mokka/mokka.htmlIn the course of the project MOKKA best practise cases have been found (1), documented and explained (2), newly developed and tested (3), as well as collected in a pool for further training courses (4):1) collecting small work samples which reflect creative ideas in individual partner institutions;2) pooling and explaining of materials that have been generated by working on the samples (1);3) developing and implementing new materials and small modules within the participating institutes as well as in similarly structured institutions in the vicinity;4) conceiving and testing a module / a course as a competence course ‘MOKKA’, which is offered as a course of further training within the European context. (2 offers in 2018, s. https://www.schooleducationgateway.eu))The milieu of encouragement in which immigrants and persons with a tendency towards deficits in education live, is often not suited to motivate young adults and to encourage them to trust their own talents. Therefore, we here present concrete examples of such forms of support. We pursue our aim to improve, expand and develop the preconditions by offering suggestions and commentaries on suitable methods as well as specific materials. The capabilities and talents of young people are manifold and differentiated; as, however, an early emphasis on achievement – mainly concerning very basic competences – implies a narrow perspective in our competitive society, they often remain undetected. We have seen ourselves as “treasure hunters” and we now offer some choice examples of those treasures. We aim at focussing teachers’ / lecturers’ / social workers’ attention in such a way that they may resort to competencies and skills in order to prevent the alienation or exclusion of young people. Thus, the integration and possibly even inclusion of students who approach processes of learning in a rather more associative than cognitive way will be supported more successfully. The project partners are largely extra-curricular institutions (museums, art and music academies, educational associations) in which pedagogical programmes have been developed and are employed successfully. The proposed competence-course was successfully organized twice in 2018. Lectures were trained to apply an ADD-ON-programme successfully and to understand and accept that people will learn by making detours, sometimes even more successfully. More over the results have been presented in a congress in November 2018.