Youth Centre Villa Elba is organising together with a a local youth group and with our partner organisations from Austria, UK, Spain, Slovenia, Slovakia, Italy and Czech Republic to realize a youth exchange. This youth exchange gathers 48 young people and 9 leaders from the participating countries. The youth exchange takes place in Kokkola and Kälviä, Finland from 18-25.8.2014 and it lasts for 8 days ( travel days included)The theme of this youth exchange is fight against racism and sterotypes and we will handle the theme trough different kind of outdoor education workshops planned by the youngsters themselves. The aim is that by meeting different kind of challenges in the nature to learn about ourselves and other people and gain more understanding for how people act in different kind of situations. The aim is that the young people will learn more about other European countries and cultures and also learn from each other methods to fight against racism and sterotypes. The aim is also that the participants will spread the information and methods in their local communities. We have also planned to make a video that we will use as a toll to spread information about this yuth exchange. As working methods we will use different kind of workshops We will also work on a video about racism and we will plan and implement the video project together. We will divide into small groups and work on different tasks.

United Circles project will demonstrate, with 46 partners across 14 countries + 1 international body, three Industrial-Urban Symbiosis value chains, to upcycle of urban Food Waste, urban Wastewater Solids, and urban Construction & Demolition Waste (C&DW). To close urban and industrial water loops to reduce freshwater use in drought prone regions, and integrate energy co-generation technology in upcycling pathways. Made possible by advancing innovative technologies from TRL5 to TRL7 in combined integrated value chains, to enable zero waste cities and a decarbonised Process Industry. The value chains cover collection, sorting, upcycling and production of new upcycled products. To demonstrate how: 1) a demolish building’s C&DW can be transformed into a new 2 storey 3D printed building with upcycled low-carbon cement, cement bonded particle boards, and insulation foam; 2) a waste-water treatment plant can become a resource recovery centre for all materials, water and energy, in an integrated manner. By supplying high quality gas to the local gas grid, by providing upcycled cellulose as industrial feedstock to pulp & paper industries, and by providing clean water and fertilizer for agriculture; 3) food waste in the form of used cooking oil can be upcycled in a first application of 2nd generation biorefinery to create novel fully biodegradable and food waste origin bioplastic products for complete replacement of fossil fuels. The United Circles 3 value chain demonstrators will each be integrated in a Hub 4 Circularity, that will underpin their Industrial-Urban networks governance and evolution, using advanced governance frameworks, feasibility towards financing methodologies, digital tools, social and environmental innovations, and a material and products observatory. The H4C in the proposal will enable business to territory plans, with their regional stakeholder network, that seek to expand the demonstrator integrated technologies to higher TRL levels.

Background: In 2015 began a large migration process in large parts of the EU. Many countries and education systems were challenged, and had different ways of creating intercultural competence. The need for this became a most important educational perspective and was emphasized in international agreements by the UN, UNESCO and the Council. Two of the EU’s eight key competences is about this. All educational programs within the EU tells us that respect for the individual, diversity, openness and tolerance towards other cultures must be stated as major objectives and an ambition to live together with in our global, multicultural complex world. The need to exchange and share experiences is crucial on issues regarding the mapping of the student’s previous school experiences, learning processes based om previous school experience, the methodology of work and the guidance to inclusion. The project aimed to increase the knowledge of the participating countries, England, Belgium and Sweden.Objectives: ORGANIZATIONS WITH COMPETENCE TO EFFECTIVELY SUPPORT YOUNG NEWCOMERS TO BE INCLUDED IN EDUCATION OR TRAININGFour development objectives: To share our experience around the Mapping /screening process, Initial learning processes, Methodology/tools used and the Guidance provided. Participating organisations: The Local School Authority of Helsingborg with about 4000 employees and offers preschool, primary school, lower and upper secondary school and free-time arrangements to about 20 000 young children and students. The educational center is a supportive department of this Authority. In 2014 the Department got a mission to develop the mapping of newly arrived children and young people's previous school experiences. Kent County Council is a large local authority in the South East corner of England. It has responsibility for a number of public services such as education, transport, strategic planning, social services, public safety and waste disposal. With a staff workforce of nearly 20 000 people it is also one of the largest employers in the county.AGSO, Antwerp is the general service organizing the Community Education in the city of Antwerp.It consists of 5 big divisions and in total the AGSO has about 55 000 students and 6545 teachers and other employees. Antwerp is a city of 510 000 inhabitants and about 165 nationalities entailing all the complexities and challenges of diversity. GO! Brussels is responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community. GO! is one of the three main educational networks in Flanders. GO! provides education from nursery school, through compulsory school age through to adult education and including schools and provides curriculum development and teacher training for staff in its 773 schools for 27 000 members of staff serving 200 000 students.Description of activities: The project processed four themes as part of the action of bringing the newcomer into the school system of the receiving country. Starting with a transnational training event of one week, on to a project meeting, finally four local training and dissemination events, the themes were explored to find good practice in the ongoing work. During each training event each partner organized a mix of shadowing, discussion, filming of good practice, SWOT analysis, GLL reflection and report writing in the group. This report was brought back to the steering group to be used in the next project meeting and to be presented by one of the group members. The project meetings were built around theoretical input by researchers, reports from the transnational training event, input from the hosting partner on the current theme and lead to dialogue on what will be wise start doing or keep on doing in the ongoing work. The local training and dissemination events disseminated findings from the project meeting to a wider group of staff and stakeholders. Results and impact:1:Encourage the use of trans language and provide support in mother-tongue/strongest language in all learning and guidance processes. 2:Encourage the creation of multi-disciplinary teams around schools to support newcomers. 3:Encourage the exchange and the adaptation of existing methods and approaches on an EU-level via open licenses and networks.4:Encourage comprehensive and long-term guidance in order to improve learning pathways, integration and wellbeing of the newcomer.5:A methodological result. The concise planning of the different work phases presented in the description of activities was a factor of success for the project. Out of this the “Policy recommendations” brochure is created by the steering group. Long term benefits: When stakeholders and policymakers agree on the results presented in the “Policy recommendations”, and start organising work according to this, it will give young newcomers more opportunity to participate in inclusive education. It also will strengthen the teaching profession.

There is a growing body of evidence which describes the social inclusion role of museums and the role that museums play in improving health and wellbeing, including previous research funded by the AHRC. This research has shown that engaging in museums provides: positive social experiences, leading to reduced social isolation; opportunities for learning and acquiring news skills; calming experiences, leading to decreased anxiety; increased positive emotions, such as optimism, hope and enjoyment; increased self-esteem and sense of identity; increased inspiration and opportunities for meaning making; positive distraction from clinical environments, including hospitals and care homes; and increased communication between families, carers and health professionals. Given the wide range of benefits it is not surprising that more and more museums and galleries are adapting their access programmes to consider the wider social, health and wellbeing benefits that museum encounters can bring about. From museum object handling to reminiscence sessions, through to interactive exhibitions, tours, talks and participatory arts and creative activities, museums offer a diverse range of opportunities for active engagement. With over 2500 museums in the UK alone, most of which are free, museums offer a largely untapped resource as places which can support public health. Museums, however, are very well placed to address issues such as social isolation, physical and mental ill-health and evidence suggests that museums can help to build social capital and resilience, and improve health and wellbeing. The Health and Social Care Act (2012) is bringing about considerable changes to the way health and social care services will be delivered in the future. A key part of these health reforms sees a shift towards 'prevention is better than cure', within a model which will require a multi-agency approach with an increased reliance on third sector organisations such as charities, voluntary and community organisations. Part of the reason for the health reforms is the realisation that individuals are living longer but with unhealthier lifestyles, with a significant increase in age- and lifestyle-related diseases, such as dementia and diabetes; this places added pressure on health services (including the NHS) and social services. It has also been shown that there is a 'social gradient' in relation to health, whereby individuals from poorer socio-economic backgrounds experience reduced health, wellbeing and social resilience. It is easy to see how museums could fit into this new era of health commissioning considering the benefits described above. One of the biggest challenges facing the museums sector is understanding how best to meet these needs; here lessons from arts-in-health could help inform the museums sector. Over the past few decades arts-in-health has gained considerable support, backed up by a robust evidence base. Many arts organisations have developed more formalised relationships with health and social care providers, offering schemes described as 'social prescribing'. Social prescribing links patients in primary care with local sources of support within the community. The proposed research seeks to test a novel 'Museums on Prescription' scheme (MoP). The research will link museums with health and social care providers, and third sector organisations such as AgeUK, and using lessons learnt from arts-based social prescribing schemes, will set up two MoPs, one in Central London and one regional MoP in Kent. By working closely with health/social care service users, and museum, health, social care and third sector professionals, the research will use a range of techniques, including quality of health measures, interviews and questionnaires, to develop a MoP model which can be adopted by the museums sector as a way to provide a novel public health intervention.

•Context/background:In 2017 the formation of the so-called „Bildungscampus Hartberg“ was launched within the municipality of Hartberg after a successful citizens participation phase and with the active involvement of all the local educational facilities. In their efforts to improve the cooperation and to foster joint future activities the idea was born to gather even more inspiration from international educational institutions.•Goals: to work towards a better mutual knowledge and networking, to solve any issues concerning interface management, to develop joint offers, to strengthen Hartberg as a school location, to gather pedagogical and organisational input from the educational establishments visited within the EU mobility project, to recognize possible courses of action. •Number and type / profile of participantsNumber and type / profile of participantsTwelve persons took part in the EU mobility travels, four of which participated in two mobilities. The participants consisted of head teachers (seven persons), one representative of the school quality management, one teacher (who teaches English at two of the participating schools), the educational consultant of the municipality of Hartberg (political), the head of the department for building & construction, infrastructure and urban development of the municipality of Hartberg and Campus-Hartberg representative (responsible, above all, for the construction and maintenance of the educational and sports institutions of the municipality), as well as the head of the department for education, culture and sports of the municipality of Hartberg and Campus-Hartberg representative (in charge of all the educational institutions and the childcare institutions of the municipality of Hartberg in particular).…•Description of previous activities:There were two EU mobility projects – one to Kent, South England, and one to Vänersborg/Göteborg in Sweden. The participants visited educational institutions ranging from kindergarten to university entrance level and were hosted by “The Education People” in England and the Frida-Skolan in Sweden. They gained insight into the individual educational systems with regard to pedagogical as well as organisational aspects and were able to compare their experience and insights to the local circumstances in Hartberg.•Findings and consequences: The participants returned to their home institutions with a lot of insight coming from the educational institutions visited; they presented the experiences they collected to the public and are currently working on adapting the gathered information according to the local framework given. One of the main insights was that the visited educational institutions are closed systems within themselves. A cooperation among each other or with the individual municipal authorities could not be confirmed - a fact which makes the idea of a joint “Bildungscampus”, however, not less attractive.•Long-term effects:To summarize, one of the main effects was the strengthening of the “Bildungscampus Hartberg” by improving the networking and cooperation of the participants.