"CONTEXT: Museums contain the most precious accumulations of human societies, all over the world. According to the last definition adopted by ICOM (2007, Vienna), ""a museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment"". Although nowadays education occupies the first position in the enumeration of the purposes a museum serves, it has not always been this way. It has only at the beginning of the new millennium that education was officially added among the museum roles. Thus, museums have been recognized as non-formal education providers, having the role to transmit culture and thus educate people, serving as platforms wherefrom knowledge is being absorbed. Museums are cultural repositories where people can find inspiration, delight, where they can feel intrigued, curious, and where people interact, or need to interact with the exhibit. In most cases, this interaction requires mediation, involves the understanding of the other, of the visitor's perspective, which is with very few exception totally different from the one of the specialist, of the insider. There are some university departments which include Museum Studies in their offer. Yet, this is not a common situation. A more frequent case is the one where history, art history, or art pedagogy departments contain in their curriculum museology courses. At undergraduate level, though, the situation is even more critical as there are no such courses included in the curricula of tourism high chools. OBJECTIVES: The SSaNeProMM project promotes cooperation and exchange of good practices in the field of VET with the purpose of building a more inclusive society. Both IVET and CVET are considered in this partnership based on the complementarity between formal and non-formal education and on the societal need of vocational training in museums. The project is also meant to build bridges between the theoretical educational class and the on-the-job training specific to the museum work, thus leading to a reconsideration of the daily practices in the vocational training. To allow the development of their audiences, museums should engage in a dialogue with such audiences. This project aims at creating the premises for facilitating this sort of dialogue in the future, of providing tomorrow's museum specialists with the necessary mediation skills. In short, the project aims at producing a job description of the museum mediator, and at training people for providing them with the necessary skills. RESULTS: SSaNeProMM will provide museum staff and trainees in the process of shaping their vocational educational background with the tools necessary to achieve intercultural behavior and communication. The project will thus contribute to preparing today's museum mediators, anchored in the reality of the society, able to adapt to the multiple challenges that can be brought by the museum visitors, irrespective of their national origin, sex, profession, religion etc. Trainers and trainees will have the opportunity of reflecting on the importance of the own culture in a globalizing world, of communicating it correctly, understanding and respecting the expectation of the other. Culture is an identity mark but it has the power to connect people, to bring people together, to share information and knowledge, and attenuate cultural and societal divide. It attempts to raise awareness among museum professionals as for the significance of reflecting our own cultural identities and act as a catalyst, as a vehicle for mutual understanding, mediating the museum to the eyes and mind of the visitors. In this framework, the project will provide vocational training for prospective future museum specialists - the museum mediators - and for the museum staff, in order to exchange knowledge, experiences, to learn how to adapt to the others' expectations. IMPACT: The impact of the project will be identifiable at three levels: in the short-term, museum staff will be better trained (CVET, prepared to respond to the visitor's needs, to identify differences and act accordingly. In the medium-term, the museum will have the opportunity of selecting its staff from within a pool of ICVET trained young people, while in the long-term, museums will become organizations much better connected to the community in which it evolves. The exchange of experience is an educational model that uses the power that has to the human mind the concept of lived thing/ activity, as opposed to the mere theoretical concept. Therefore, this project is a hands-on, work-based exchange of good practices, as outlined in the activity of cultural organizations and training providers from five countries (RO, IT, SP, GR). It capitalizes learned lessons and turns them into taught concepts."

<< Objectives >>Objectives of the program: - Shaping the perception of museums as open learning spaces and experiences for every member and group of society, - Use of technology as means of promoting and highlighting Europe's cultural wealth, - Creating an innovative museum educational program for young adults belonging to the NEETs group, - Promoting museums as means capable of stimulating social cohesion, - Becoming relevant and the transition to the digital age.<< Implementation >>In addition to the necessary management activities already described in the first Working package, we are going to have the following activities.- Results: Massive Open Online Course (MOOC) and educational virtual tour for each partner museum (hosted in a common platform).- 2 Transnational project meetings. - 4 Multiplier Events, each per museum partner.- Evaluation and monitoring activities.- Dissemination activities<< Results >>Within the two years of the program life, we are going to create two different Results. The first is a Μassive Open Online Course (MOOC), which will include 4 core modules and two compulsory courses for trainees. The second result is the creation of an educational virtual tour for each partner museum, which will be part of the training, but also will take the form of an independent result available to everyone interested to visit and learn about the collections of the partner museums.

<< Background >>The starting point of this project was the need identified at the level of the beneficiary organization to have the staff trained on topics of the field of inclusion and inclusive education.Museum professionals are on one side specialized in their specific field, and on the other side they need specialization in order to approach various types of beneficiaries, of end users of the cultural product that is at present museum education. This is a stringent need first of all because there are very few sociologists and psychologists working in museum environments in Romania. The field of museum education per se is rather new, the profession itself of museum educator/ pedagogue being officially recognized only few years ago, and the concrete possibilities for training in this field are rather scarce at national level.The project aimed at preparing museum specialists in order to communicate the museum message to various categories of disadvantaged public, be this represented by people in the rural environment or facing social difficulties, or persons with various conditions, reason why the personnel now asks for the accumulation and application of specific punctual knowledge, for making museums more accessible.<< Objectives >>A first objective was the improvement of the museum staff capacity to communicate specific knowledge taking into consideration multicultural peculiarities.Another objective was the improvement of inclusive treatment to our end-users, through the increase of organizational openness towards persons with disabilities, socially excluded, through the promotion of social equity, the affirmation of the necessity of equal access of men and women to any opportunity, acting in a tolerant manner toward any ethnic group so that the museum may be perceived as a coherent social hub whose binder is culture.The third objective was the one of providing our staff the necessary opportunities for professional and personal development through the interaction with training providers from abroad in order to improve communication skills of our staff, so to be able to provide the adult public, particularly the disadvantaged one, qualitative experiences, and also in order to build team cohesiveness.The fourth objective was to improve the European cooperation skills, at management level, but also for the museum personnel, in order to achieve of clearer perception of the own performance in relation to similar organizations.<< Implementation >>We implemented all three training activities approved through the project, we carried out management and communication activities, we disseminated within the beneficiary organization the results of our educational experiences in European contexts, as undertaken within the identified training providers.For the implementation of the three courses approved through the project application, the management team created an official announcement that was posted in a visible place at the official notice board, announcing the 6 available places for each of the three courses. An evaluation committee was appointed, so that selection may be transparent and objective. Once participants were selected, there followed the signature of tripartite agreements between the sending organization, the host organization and each of the participants, establishing the conditions for the educational experience. Later on their involvement in the course was monitored, together with the interaction with trainers, the staff's involvement, and upon their return, participants were encouraged to share with their colleagues from within the organization as well as with those from outside the learning experiences they had so that dissemination is impactful.<< Results >>This project has as main result the acquisition and/or development of inclusive skills by the museum staff that participated in the training activities. Thus, the involved personnel, being more aware of the interaction and intercultural and multicultural facilitation, and more prepared for the interaction with persons from various environments, constantly acted for demonstrating the adequate behavior and for implementing an inclusive code of conduct, fighting any discrimination whatsoever. It is precisely in this context that several workshops and guided tours were performed for persons from disadvantaged environments (poor seniors and children helped for the living by the parish centers), or suffering from various medical diseases, facilitating the transmission of museum message so that they can also enjoy the museum experience.The openness towards end-users from all environments and the awareness of the need for social integration thereof was very recently manifested through the implementation of guided tours and workshops for refugees coming from Ukraine, and also for children with autism and their parents. Another example is the one of the online activities dedicated to children of immigrant Romanian families.

<< Objectives >>•TO LEARN MORE ABOUT THE SOCIAL AND EDUCATIONAL VALUE OF EUROPEAN CULTURAL HERITAGE•TO ENHANCE YOUNG GENERATIONS’ INTERACTION WITH CREATIVITY, ARTS AND CULTURE•TO DEVELOP DIGITAL CONTENT, TECHNOLOGIES AND PRACTICES TO USE IN PROMOTING CULTURAL HERITAGEInnovative,digital enrichment will be applied from a pedagogical and educational point of view with the emphasis on a constructivist social-cultural approach which helps students to become active citizens who are more aware of their cultures<< Implementation >>Research&Matching of target group needs and contentDevelopment of the didactical designProduction of CCH-HUBS titles, content, pedagogic approach and trainer manual content and Open source educational kit for schools with lesson plans and Digital APP descriptions, sample lessons and workshop design.Transnational Project Meetings and student workshopsMultiplier events(workshops,seminars,exhibitions,digital catalogue,field trips,student's culture stories after mobilities)<< Results >>•CODES OF CULTURAL HERITAGE-CCH HUBS expects to create a joint, interconnected schedule and framework to cooperate the Project in a SMART way, thus making the connotation of Project objectives and WP activities complementary, specific,measurable,achievable,relevant and time-bound.•Research results, high-quality didactic preparation for the Project outputs and training design.•Impact plans and supporting documents.•Transfers of best practices from partners to the output and lesson design.

Our project will be carried by a consortium of 10 European members associated with a dozen of other partners. Seven countries are represented in the consortium: France (FormEthic & INEOPOLE), Bulgaria (RIA), Italy (EUPHORIA), Sweden (PROIFALL), Greece (EPIMORPHOTIKIS and DIAS VET), Latvia (MANTEFIELS), Romania ( COMPLEXUL MUZEAL NATIONAL MOLDOVA IASI) and Poland (ARENA I SWIAT). We are aiming at developing a more inclusive educational system. The non-responsible practices in training centres have negative impacts on the entire society. Our first objective is to contribute to “sustainable investment, performance and efficiency” by promoting CSR in the European educational field. Our first task will be to analyse the difficulties European training centres encounter and to use the findings to create tools which will enhance the efficiency and sustainability of training centres. These tools will measure the quality of training, the CSR performance, and the impact of pedagogical, social, and environmental innovations.With the help of a CSR repository and a self-diagnostic tool, the training centres will be able to measure their overall performance and create a plan of progress. The investment of training centres in their progress will be rewarded by a LABEL, or an evaluation system. Our second objective is “Extending and developing educators' competences”To enhance the skills of trainers, we are going to develop and promote: 1. CSR approach in training, 2. innovative and collaborative tools such as co-design in training, collaborative knowledge-building and techniques making learners actors of their training,3. tools to tailor responsible formal and informal trainings to meet the learners’ objectives and expectations4. collaborative learning among peers5. courses fully adapted to workplace training practices and based on simulated or real working conditions.6. and a better use of ICT in learning and teaching.Our third objective is social inclusion: training centres should welcome disabled people as often as possible. The project insists on professional equality and no discrimination in Europe. Each training centre partner will evaluate its implementation of Human Rights. The CSR Label will support the social engagement of training centres and promote intercultural and civic competences of all stakeholders.We will make four deliverables: 1. A Benchmark and Materiality report: The benchmark will focus: 1) on main quality and CSR standards, safety, environment, risks, and ethical behaviour relevant to training organisations and 2) on the different institutional and financing systems of adult continuing education in Europe. The materiality report will analyse the main difficulties encountered by the stakeholders to help us identify the most relevant social responsibility action areas for the adult continuing education sector. More than 500 stakeholders in at least 7 European countries will be interviewed.2. Online courses on CSR and Ethics in training centres: history of adult education in Europe, societal utility of adult education, environmental impact issues in the training sector, equal opportunities in training, etc.3. A repository of best responsible training practices divided in 7 sections: Scope of the guide, CSR vocabulary, Key principles for a successful CSR approach, Stakeholder dialogue and Vision, Action areas, Good practices and expected results, CSR integrated management, Key indicators. We’ll analyse environmental, social, and economic impacts at each phase of the training cycle.4. A toolkit containing 3 different tools: an online self-diagnostic questionnaire, with pre-recorded recommendations, an online tutorial explaining how to use the repository, and a list of detailed and adaptable indicators at the disposal of any training organization wanting to improve its practice.5. A CSR Report: reporting activities with extra-financial indicators to complete the project report for the Agency and ensure the sustainability of this projectGovernance and project management: set up of an ethics committee from the start to ensure that our practices are ethical and accountable to all partners.Expected Impacts: Learners will benefit from improved quality of training programs and additional opportunities to develop their skills to enter the labour market. The training centres will develop their training offer and welcome disadvantaged groups. Trainers will increase their skills and companies will be more satisfied with the training provided to their employees.Aimed at integrating CSR in the trainers’ practices and in the way vocational training centres are run, our project will promote inclusion, diversity, equality, and non-discrimination in training. It will bring added value to all stakeholders involved at the EU level: trainers, trainees, employers, funders, communities, nature and environment, the European community and future generations.