<< Objectives >>“GaGEN – Using serious Games to engage cross-GENerations into awareness on climate change” aims to offer an intergenerational learning approach to environmental education, by using serious games in a digital format. The goal is to increase awareness on the impact of climate changes in everyday living among kids and seniors, introducing concept of circular economy, as well as to increase self-awareness on the potential role kids and seniors have as change agents in climate change.<< Implementation >>GaGEN will implement 5 Working Packages: (1) Project Management; (2) Methodological Framework for Digital and Intergenerational-based Game for Environmental Education and Awareness; (3) Digital and Intergenerational-based Game for Environmental Education and Awareness; (4) Training pack for facilitators of the game; and (5) Intergenerational Learning Approach to Environmental Education & Exploitation.<< Results >>GaGEN intends to produce 1 methodological framework of the GaGEN game, co-created with 180 seniors and kids; 1 digital and intergenerational game tested by experienced gamers; 36 staff trained as trainers; 180 adult educators trained as facilitator; 1 handbook on the intergenerational learning approach to environmental education; 300 participants in the piloting of the game and intergenerational learning; 6 thematic webinars, 420 participants enrolled; and 1 final conference for 70 participants.

Culture is at the basis of a symbolic world full of meanings, believes, values, traditions and as such it holds a fundamental role in human development. Cultural Heritage, tangible and intangible, includes a wide variety of artistic and cultural forms of expression. The adoption of new technologies offers innovative opportunities and dynamic managerial perspectives. This has significant potential for stimulating jobs and economic growth, and fosters the development of other sectors in the economic system. Culture thus holds an essential role for the creation of national wealth through numerous implication of social, economic and political nature. Investing in cultural resources means contributing to improve the quality of life in a specific territory, attracting new economic, financial, and human resources, improving social and territorial cohesion as well as defining new types of artistic careers. Then, it is important to foster creative and innovative approaches, including development of new tools and methods, to the preservation of Cultural Heritage and its transmission to future generations.This project will be developed in rural regions of Europe countries as Italy, Bulgaria, Portugal, Turkey and Norway and tries to answer to the specific need and problem of:A significant out-migration, especially in the youth (depopulation phenomenon)higher percentage of the population than ever before is older than 60 yearsEARLY wants to match the “old ways” with new generations through creativity to activate new trends (e.g. circular economy, community development, etc) in low density regions. Through the use of cultural resources, we want to:- improve the quality of life in project areas, attracting new economic, financial, and human resources, improving social and territorial cohesion;stimulate local communities and authorities in applying community-based approach and participatory local planning;foster creative and innovative approaches, including development of new tools and methods, to the preservation of Cultural Heritage and its transmission to future generations;stimulate life-long learning and to provide a focal point for older persons’ reflections upon their lives and, and the meaning of cultural heritage for their wellbeing. Increase social cohesion, regional development, an enriched cultural environment, and intergenerational learning, while concurrently extending the knowledge base about the importance and roll of cultural heritage in supporting health.The project is addressed to:The “Third Age” of active and healthy citizens age 60+Youth until 30 years old that are still in the school, that are looking for a work but they are missing it, that are thinking to migrate in the cities.It includes 3 main activities:Throght the participatory rural appraisal methodology we will research about the state of the art of each rural country partner about the profile of experience, practices, knowledge of elders and old generation, that invisible treasure that characterized the internal areas and that is going to be lost because new generations aren’t learning;we will prototype the early model by dividing it in two lines of actions. In the first one, we will involve elders in the realization of videos and in shooting photographs, it will be a series of “tutorials about the old way”. In the second line, we will define the way to involve the one that want to migrate. The focus will be on building with them a path of bilance of competences.From one side, we will involve the target groups as described in the IO2, on the other side we will build the EARLY platform. The platform will be divided in 2 parts: 1. the tutorials: you click on the areas that you prefer (for example agricolture) and you choose the tutorial that you need or that you want to watch; 2 the balance of competence: you access to that area and you start the path by following the tools suggested from our model. Then, from one side, we work in activities/laboratories with our target and deliver contents, on the other side we upload the contents on the platform. The platform is also a way to start the mobility that we want to reach with this project Throught the implementation of the activities, 4 transnational project meeting, 5 local multiplier events, Final results are: - Use of a participatory approach and cultural based methodology - Greater effectiveness for benefit of local communities - Increase capacity of improving strategies and reinforcing cooperation to support youth generations - Improve provision and assessment of basic and transversal skills (entrepreneurship, social, civic, intercultural, etc) - developing methods and activities by which older people can maintain life quality and experience wellbeing - provide a broad conceptual framework for evaluating the role of cultural heritage in the lives of older people- benefit society as a whole, e.g., in relation to social cohesion, regional development, intergenerational lea

<< Objectives >>The Talk2Me project focuses on mobbing directed towards migrant workers. It aims to identify the risks and effects of mobbing in the workplace; to increase awareness of the dangers of mobbing; to create a curriculum, focused on developing specific competencies against mobbing, addressed to managers & HR departments; to teach migrant workers to identify mobbing incidents & to act, according to their rights; to contribute to creating a healthy work environment and to promote inclusion & diversity.<< Implementation >>The project will answer the target groups’ needs by conducting an analysis of the current situation regarding mobbing in the workplace & developing an instrument of self-evaluation over practices, policies and actions in the organizational environment. Based on the results of the self-assessment tool, managers & workers will be able to follow a training program, build new competencies and prepare other staff members (HR, administrators, activity coordinators) to identify and deal with mobbing.<< Results >>On the project’s completion we expect to reach the following RESULTS: new tools that allow self-evaluation practices, policies and actions in the social economy organizational environment regarding mobbing; enhancing managers & workers’ competencies to identify mobbing situations and know exactly how to act. Increased awareness among the companies & a common understanding that “being bullied at work is more distressing for employees than all other work-related stress factors put together”.

<< Objectives >>We want to improve adult education by raising the knowledge and awareness about the EU, particularly about its values and opportunities. We want to achieve this among the teachers and other staff working in the organizations, who will transmit these to their students and other teachers and people working in this field. We are going to contribute to increasing their sense of belonging to the EU. The target group and the beneficiaries will strengthen their positive perception towards the EU.<< Implementation >>We will implement 5 activities: 2 transnational meetings and 3 study visits. Each with a specific theme allowing us to compare the perception of the EU in different regions and finding good practices. New approaches and methods will be developed to strengthen teachers’ and students’ knowledge and awareness about the EU. These will lead to the development of the good practices guide, which will be disseminated among other adult education organisations and the wider public.<< Results >>We will write a good practices guide about the methods that can be implemented in adult education organizations. The practices will improve the knowledge about the various opportunities and values of the EU and the perception of the EU. This guide will be disseminated among as many people as possible to enable other adult education organisations to use the methods we have collected and created within different countries taking into consideration the particularities of the contexts.

<< Background >>2030 signals the Decade of Healthy Ageing (UN-WHO), a new paradigm shift towards a better world for older people, their families and communities. Within this framework, there are 4action areas, one especially attributed to ‘changing how we think, feel and act towards age and ageing’. This action refers to combat ageism. “Stereotypes (how we think), prejudice (how we feel) and discrimination (how we act) towards people based on their age, ageism, affects people of all ages but has particularly deleterious effects on the health and well-being of older people” (WHO).Age is an attribute all people have, and the way others see us due to our age can influence how we move into our life. More than 974000 IAT scores (Implicit-association test: https://implicit.harvard.edu/implicit/iatdetails.html) for Age task revealed that most people have a strong automatic preference for young people and a study from Wave 6 of the World Values Survey presented that 34 out of 57 countries were “classified as moderately or highly ageist” (Officer et al, 2020). The Global Report on Ageism (WHO, 2021) states that “young adults with negative attitudes towards older adults showed less compassion towards them and wanted to keep their distance from them rather than show them empathy”. This same report outlines that awareness on the topic of ageism is a crucial future step. Ageism is a complex phenomenon, and it appears in 3 forms: institutional; interpersonal; and self-directed, the first one being a cumulation of the others and a perpetuation of normative processes. Thus, interpersonal and self-directed ageism seem to be key to foster change. “Interpersonal ageism refers to ageism occurring during interactions between two or more individuals”, while “Self-directed ageism refers to ageism turned against oneself. People internalize age-based biases from the surrounding culture after being repeatedly exposed to those biases, and they then apply those biases to themselves” (WHO, 2021).“A systematic review has shown that better quality contact, both with older people in general and with grandparents and other relatives in particular, reduced ageism. (…) A study in 25 European Union countries found that those who reported cross-age friendships tended to be less ageist and that this applied to both younger and older people”. Both educational and intergenerational activities are identified as effective interventions to combat ageism. These include workshops, conversations, empathy-enhancing types, playing games, art & music activities, and many others which can increase cooperation and foster goal sharing. Priorities in the combat of ageism are related to scale-up and combine multiple interventions to assess its feasibility and capacity to induce change, as well as to put the focus also on self-directed ageism. This idea relies also on the Green Paper on Ageing which calls to foster the solidarity between generations (EC, 2021): “Improving well-being through intergenerational solidarity” is a key part of it to foster multi-generational cohesion.<< Objectives >>The project PAGES - Counteracting AGEism for a Europe open to all aims to support the global combat on ageism and to foster intergenerational cohesion at community level, by upskilling adult educators/ community workers on how to engage older adults in learning. It will envisage the co-creation of a Intergenerational programme, suing creativity and culture. The specific objectives are to:1. Promote awareness around the importance to talk and counteract ageism in society;2. Upskill adult educators on how they can engage older adults in lifelong learning activities in the community, by involving them in an action-learning programme;3. Combat interpersonal and self-directed ageism by intergenerational non-formal education activities, targeting young and old people;4. Strengthen the European collaboration between partner organisations in the field of ageing, by endorsing the global campaign to fight ageism.<< Implementation >>Partners have come to identify that cross-generation learning is a critical step into a more cohesive community. The target groups of the project PAGES are:Adult educators as they will the be vehicles of the promotion of the activities and learning environment;Old and young people as direct target group of the intergenerational programme that will be created;Community centers and local spaces that can use and implement the model and approach.The project PAGES will upskill adult educators to foster their capacity to engage older adults in learning. Many times. older adults are often reluctant to attend lifelong learning activities, as they perceive it as formal, job-related, demanding, and that it is no longer for them; most times, older adults think they are not worst for it and that most activities are intended to continue a job. In fact, there is plenty of opportunities for development and growth, beyond retirement and the workplace. By upskilling adult educators, they will be more prepared to adapt their language, communication, marketing and announcement to motivate older adults.The intergenerational programme that will be created during the project aims to involve and engage both young and old people using creativity and cultural assets from local community. The goals are to develop social and intercultural competences, to increase tolerance and respect for age diversity. Partners have implemented citizenship labs and one of the main concerns are related to the separation between generations - this is also critical at the sessions itselves, as most do not attract young people. This happens across sectors: environmental learning; cultural events; day-to-day activities. The reason behind it is the absence of a global planning of activities that do not reach everyone’s needs, regardless of their age. The service model will target all learning centres and spaces that can use and implement the project results and have a clear and sounding methodology for transferability, replication and adaptation. Many times, these learning spaces are dedicated to a specific aim which has learning as a side-effect and do not plan or consider it carefully. By having this project result, the partners from PAGES will be able to promote the innovation and development of those centers.<< Results >>The project PAGES will implement a set of activities that will lead the specific results during the lifetime of the project:PR1 - EngAGing Older Adults in Learning: a continuous professional development pathway for adult educators which is a set of training materials for adult educators;PR2 - InterAGES: an Intergenerational Programme towards ALL AGES, non-formal educational plan, structure and tools;PR3 - PAGES Service Model to counteract AGEism for a Europe open to all, a methodology for implementation to boost further transferability.During the development of the above outputs, specific results will be reached:10 awareness tools for the campaign on interpersonal and self-directed ageism;30 adult educators involved in the specific learning needs’ diagnosis using participatory approach;6 training modules for adult educators60 adult educators involved in the pilot test of PR124 workshops with young and older people to get their views on the InterAGES programme (PR2)120 people involved in the above workshops180 participants in the pilot test of PR2 (in total, includes at least 1 attendance)12 experts involved in the review and appraisal of project results within PR312 videos showcasing the benefit of the project28 staff members participating in the joint staff training event7 multiplier events230 stakeholders joining the multiplier eventsOn the project completion, partners expect as outcomes:The local territories and communities in which partners operate in are more aware about ageism and its effects on how people live and evolve;Increased skills, capacity, sense of self-efficacy and confidence of adult educators in engaging older adults in learning;Older adults and young people involved in the non-formal educational activities are more aware and knowledgeable about ageing, perceptions about ageing towards others and oneself, attitudes and misconceptionsOlder adults and young people are able to change their attitudes and engage in meaningful contacts and interactions;Increased capacity of open-door community spaces to deliver non-formal activities for all people;Creation of more opportunities for collaboration between partners countries in the field of adult education and ageing;Increased number of spaces and environments for all ages.