In the context of the increasing of the over 65 aged pupulation in Europe (+2,6% in EU28 from 2008 to 2018), and in the provision it could grow up, it is urgent to maintanin active and connected to the society the old people, to avoid they could became a social cost. In the COVID-19 emergency we realized how they're fragile, need to be autonomous and maintain their health, but can be a treasure to be preserved. The idea of participation, mobility and exchange is one of the key success of the Erasmus+ Programme, which get the best achievements in Europe involving 853.000 people in 2018. The Brexit results on 2016 revealed the short circuit among generations, inviting to face the gap on the mindset on Eu values between young people and seniors. The partners – learning and innovation centres, cultural body from IT, CZ, SE, CY – will reinforce the tested practices by Erasmus+ projects on educational services to seniors and increase their capacity to operate at transnational level widening the programme opportunities to over 65. The project aims to contribute to promote the Erasmus+ among seniors, by educational and exchanges activities related to EU identity funding values and by transmetting them to young people to build new citizens. Over 65 will test the programme becoming active, and having a new role in society as memory keepers on the values built through our common history (such as democracy, participation, solidarity, multiculturalism, cooperation, open space without barriers, etc). They will convey this big heritage to the new generations, being helped by them on their participation to Erasmus+.The objectives are: - increasing the old people participation to society, making them more active- widening the Erasmus+ programme popularity to different aged bands- favouring a double direction exchange: from seniors to young people and from young people to seniors- reinforce the social, civic and cultural roots of the EU- encouraging the civic engagement and social responsibility of young people.The participants in IT,CZ,SE,CY are:a) 440 seniors over 65 members of non-vocational adult education organisations and learners in non-vocational adult education b) 216 young people from 13 to 30s, staff and members of organisations active in the youth field, school classes of the upper seconday/thertiary levelc) 20 trainers/educators in the parners's staff.They will be involved in the activities:20 trainers/educators in 4 3days Eu workshops200 seniors in the awareness activities100 seniors in the 4 local focus groups16 young people as Erasmus+ ambassadors (participating to Erasmus+ programme) in the focus groups with seniors 40 seniors in 5days of mobility and in 4 EU focus groups to exchange experiences/practices100 seniors in local dissemination seminars on the Eu experience200 young people in min.4 local dissemination workshops.The over 65 will be motivated to transfer to young people the EU and civic values and will be involved in focus groups on social, civic, cultural and historical heritage. The preparation will be carried on by 4 focus groups among seniors in each country on specific topics. After that the seniors during the mobility will have direct knowledge of the topics in other countries, and will exchange the results in international focus groups with other seniors. The focus groups results will be introduced to young people both in class groups and in centres/youth associations, in order to spread the EU values and to educate the new generations to build the new EU citizens’ identity. Expected results during the project life in IT,CZ, SE, CY are:- 20 educators trained on methodology, services to seniors/young people- 200 seniors reached by the awareness raising activities - 100 over 65 involved in the focus groups at local level - 40 over 65 participating to the LTTA and to the EU focus groups - 8 practices pointed out on Eu values following the milestones- 100 seniors involved in the dissemination seminars- 200 young people partecipating to the dissemination workshops - 4 organization/association hosting the project's initiatives within their events- 4 associations/school classes/organizations adopting the kit of common practicesImpact on seniors will be in terms of: increased participation to society and quality of life, renewed in their role of memory keepers, motivated and trained to convey the heritage to the next generations, included in the building of the future EU society; and on young people in terms of: increased civic behaviours and social engagement, knowledge of their country's heritage and Eu main values. Long term benefits:- for the seniors increased active life, participation to society- for the Erasmus+ programme increased its popularity and widened its availability- for the young people increased the civic engagement and the willing to build the Eu society - for the participating organizations enhanced cooperation and learning offer.

"The project focused on the learning activities for young people/NEETs, which can be overtaken in the context of museums, to favour their active citizenship and to face the challenge of looking for a new job or start another education path to re-direct their lives. The context of the project in fact is the learning that take place outside formal settings - school, training or professional refreshing training - which is approximately 80% of what we learn during our existence. Contemporary society should support actions that encourage individuals subjectively and/or objectively weaker in relation to the rapid social changes and to learning difficulties. This methodology of learning is a great opportunity for NEET people – young people out of any training, education and employment environment - who represent a tragical condition of social youth disease in all EU. Objectives The overall objective to contribute to the priority EU 2020 ""Inclusive growth"" has been matched by innovative measures to contrast and prevent the NEET phenomenon, to favor the linking to the labor market for the young adults. The measures were based on reinforcing the cultural identity, providing soft skills, capacity to be active and responsible, and to plan a new project for life and job. The specific objectives were all matched:-the metodologies and measures of involvement in learning through museums were tested on 106/80 NEETs 4 from EU countries;-the integrated path for learning (blended: guidance, mobility, self-entrepreneurship) has been created -the skills of 64/40 educators in cultural heritage were strenghtened providing them with innovative tools targeted to the NEET-the skills of active European citizenship were implemented through the mobility for 75/80 NEETs and for 34/40 operators-272/200 NEETs/Young Adults and 360/200 operators were involved in the information and dissemination activities of the project.The number/profile of participants were respected:-64/40 educators (museum and socio-cultural operators) involved in the learning modules and 34/40 in the mobility abroad, where they exchanged experiences and practices to accompany the young people in their learning path -106/80 young adults/NEETs (aged 18-35, unemployed or with no permanent work, or persons who have lost their jobs) involved in the learning paths at the museums faced and tried to overcome their social and/or economic disadvantage. 75/80 were involved in the mobilities.-272/200 YoungAdults/NEET involved in the information/diffusion activities-360/200 Adult Educators were involved in diffusion activities -at least 1500 people informed on the project and its results All the activities and outputs planned were implemented:A1. ANALYSIS02 Comparative Analisys on EU NEET population03 Comparative Analisys on ""Museum as learning place"" A2. TOOLS CREATION04 Guidelines for adults' educators/trainers 05 Learning modules for operatorsA3. DEVELOPING PILOTING06 Development of blended learning paths 07 Heritage Mobility Manual 08 Guidelines “From idea to business”A5. INFORMATION/DISSEMINATION012 App – Wanted A6. MANAGEMENT AND COORDINATIONThe project has been carried on in accordance with a PCM (Project Cycle Management) approach in a quality plan managed by the coordinator with the contribution of all the partners, in order to face all possible variables: the general objectives, the project objectives, results and activities.Results and impactThe most important results are related to the new approaches and to the methodologies to improve the system of disadvantaged adult learning through culturale heritage. In detail the most innovative measures created and tested by the project are: monitoring the gap between the end of studies and the access to the labor market; museum as learning organization; social responsibility of the museum; project learning approach in the involvement of young people at risk of marginalization in society and labour market; museum operators acting as facilitator to NEETs; method of evaluation of the NEETs’ learning outcomes related to soft skills.The impact was on 170 people involved in the learning activities and 1500 people in the information and dissemination activities, but many thousands of people had news on the project during the events for the wide public.If relevant, longer-term benefitsThe education and learning system will be innovated by new measures/methodologies target to disadvantaged groups; the museums involved will improve their mission as learning places, applying the tested measures to support young people and favouring their active citizenship; the scientific bodies will apply the methodology and products for the education of students as future trainers; the link between the education and job system in the 4 countries will be reinforced, the learning and inclusion measures in the 4 countries will be innovated e integrated, the museums’ network on heritage will be reinforced."

Time travel as a method takes the local history of a place as its starting point in order to discuss contemporary issues. Often arranged in the form of a role-play or dramatization of a historical event with a pre-written scenario which includes alternative endings, participants are invited to actively participate and thereafter reflect on contemporary issues. During Covid-19, museums that have worked for many years with time travel methods, roleplaying games and other pedagogical programs targeting school children, have started to consider whether the method can be packaged into a digital service or product. In this project, heritage institutions accustomed to time travel methods and roleplaying games will experimentally develop digital variants. The project also aims at using digital solutions in order to transform the usually exclusively local time travel into a transnational experience. The target groups are 1) school children partaking in the activities developed, 2) the teachers with which we collaborate in the development process, and 3) other museums and schools throughout Europe who can learn and be inspired by our partnership and its results. The core project group consists of six project partners from Sweden, Finland and Estonia, including museums, a heritage research and development centre, a children culture network, and a school. The project also has associate partners from Swedish and Finnish universities with expert knowledge in digital didactics and heritage learning. The development of the digital methods will be done in close co-operation with teachers and students in the respective countries. Our first objective is to explore existing digital platforms in order to see what advantages and disadvantages the different tools have for time travel methodology and other pedagogical programs at museums. We will examine what new opportunities arise with digital solutions and how they can take time travel or other educational programs at museums, to the next level. We are particularly interested in creating a transnational time travel event. This demands developing tailor made programs suitable for digital tools, as well as pilot testing and evaluating them in collaboration with schools. Our second objective is to reach an overview of the needs and experience level within the sector. In order to do so we will carry out a broad survey within the museum sector in the countries involved about the needs for digital solutions in pedagogical programs aimed at school children, focusing on what challenges have been identified and what innovative solutions are already in use. The answers to the survey will be complemented with qualitative interviews with a selection of key individuals. The report based on this survey will also be of use for other museums in Europe developing digital pedagogical tools.Our third objective is to develop a context-dependent handbook and toolkit which will lead to greater knowledge within the sector as to how to develop digital methods for pedagogical programs. It will also include best cases that can serve as an inspiration, and incorporate all the lessons learned within the project. The handbook will be spread online and we will also share our experiences in multiplier events in Sweden, Finland and Estonia. In summary, the expected results are new and advanced pedagogical programs incorporating digital tools including a transnational time travel, as well as knowledge production in the form of reports, a scientific publication and a handbook/toolkit for museum professionals and teachers. The expected impact to the target group of school children will be improved pedagogical programs using digital means to enhance the experience, which will stimulate co-creation and creativity among the participants. This will have a positive impact upon the children’s creativity, intercultural understanding and awareness of historical processes. The use of digital means will also increase the students’ digital competences. As digital means will make it easier for a broader segment of society to participate without traveling long distances, it will make such pedagogical programs available for schools far away from museums. The expected impacts for teachers are an increased capacity to carry out pedagogical and sustainable programs together with museums and/or other heritage organisations, and a larger awareness of the value of these programs for the school children. The expected impact for other museums and schools is that these kinds of pioneering pedagogical programs will serve as an inspiration when developing new activities. As a result, we will have produced advanced pedagogical programs that we will continue to use and develop, which will have a long-term impact upon how we use time travel, roleplaying and other pedagogical programs in the future. We also see this project as a possibility to deepen our cooperation in order to develop the time travel method in the future.

Refugees entering European countries, carrying the trauma of war or political instability are very vulnerable and need a great deal of psychological support and training to help them establish a foothold in their new country. At the same time professionals in education and social care in many EU countries need to learn very quickly about how best to support the refugees whose knowledge of their new country may be limited and their skills in the language of their new country may be slight or non-existent. The REHAC project was implemented by a partnership of different types of organizations from Greece, Slovenia, Sweden, Norway and Italy, including education institutions of different remits (university, adult education centres, non-formal learning providers), public authorities and representatives of the civil society operating in the interests of refugees. The partnership of 8 organisations was led by Euracademy Association, a European-wide non-profit network of education and sustainable development practitioners and academics, devoted to capacity building of communities in rural Europe. The target groups supported through the REHAC project were the educators of refugee learners and the refugee learners themselves. The main objectives of the project were:• To design an innovative learning methodology and learning resources, based on history, art and culture, freely available to education and other refugee integration professionals, leading to an introductory learning course, to ease the first steps of integration of refugees in their host country.• To ease the transition experienced in cultural change and start the process of building confidence and personal growth after a traumatic life-changing event.• To offer basic skills and language training to refugees who are starting a new life in an EU country • To enhance language skills and other non-verbal methods of communication • To introduce lifelong learning to refugees• To network educators working with refugees in different EU countries and in different learning situations, so that they can readily exchange experiences and best practice. • To influence policies makers in each partnership country to provide guidance and educational support for the expanding refugee population integrating into many EU countries. The REHAC project developed, over a period of 33 months:• A survey on the learning needs of both the refugees themselves and the trainers/support staff involved in the integration process. The results in every country were compiled in one Synthesis Report of Learning Needs.• National task-force groups in every partner country, including representatives of the partner organisations as well as representatives of key stakeholder organisations in every country (central government, local government, NGOs, adult-education organisations and organisations of the civil society), active in the refugees’ integration. The task-force groups followed the project activities in each country and contributed by taking part in project activities (learning needs survey, pilot-testing activities, multiplier events), offering feedback on the project outputs and actively supporting their dissemination and promotion.• A learning methodology based on an innovative approach, exploiting the benefits of history, culture and art in training, through the channel of “storytelling”.• A training of trainers course, to help educators to apply the REHAC methodology with refugee learners. The 5-day course took place in Athens on 7-11 May 2018, with 15 trainers from all partner countries and additional participants from Greek organisations active in refugee training, who were invited to attend.• A refugee training course, operationalised in 2 learning packages, to guide the introduction of refugee learners in language and basic skills, as well as in job orientation.• A Handbook presenting in a succinct, easily comprehended and illustrated format, with examples, the sequence of activities and resources developed by the project, which can be used by educators and trainers.The REHAC Learning methodology and tools were piloted in all partners’ countries, with 164 refugees. Four (4) workshops at national level and one international conference assisted in the dissemination of the results of the project, and in building an active community of interest of project stakeholders. The project achieved considerable impact regarding the stakeholder organisations in every partner country, the trainers and support stuff of refugee integration who have already used the project outputs or will do so in the future, as well as the refugees themselves who took part in different project activities. The project partners, inspired by the project's success and outreach, have applied for and secured funding in the Erasmus + programme for a project developing further the REHAC methodology and learning material for school education.

The Active ageing and Heritage in Adult learning (AHA) project addressed older adults' learning and development needs. Through the work with reminiscence the project aimed at improving the quality of life and well being for people with memory problems, usually with dementia. The project created a methodology with guidelines for how this kind of work can be carried out in a heritage setting. It also carefully evaluated the outcomes of such activities. In addition to this the AHA project also gave attention to the needs of relatives and created a short course that taught them methods of working with reminiscence at home. A similar course was also created for staff at care homes. This made it possible for more people to participate in these kinds of activities. The use of heritage in this was found to be particularly beneficial, since you can build on the individual's personal memories, skills and experiences. The partners in this project were five open air museums in Europe and three Universities. The museums all had previous experience of working with reminiscence for people with dementia, but through this project the quality could be significantly improved and new and innovative ways of working were found through the cooperation. While some of the museums (Den Gamle By, Denmark, Beamish, UK, Jamtli, Sweden) have worked for several years on this and felt the need of renewal and new input, other museums (Maihaugen, Norway and Szentendre Skanzen, Hungary) have recently started their activities and needed the experience of the others, while they themselves contributed to the project with new and exciting ideas. The partner Universities (Newcastle University, Aarhus University and Linnaeus University) all work on the connection between heritage and health. Their role in the project was to facilitate a proper evaluation - since no larger scale evaluation of these kinds of activities has previously been made.The results of the project show that reminiscence session in open air museum settings are beneficial for people with dementia. The evaluation show that during the sessions the participants experience improved wellbeing. The project also made the museums adjust their ways of working to achieve greater impact and reflection on the work and learning by the staff. The courses created by the project were successful, even though cultural differences and systems made the impact of course for relatives different in different countries. The course for professional carers, however, was highly popular and there is a demand for a continuation of this offer.