The project partners, the Katholische Erwachsenenbildung im Lande Niedersachsen e.V. (KEB) from Hannover, Pro Educatione from Transylvania and Fundacja na Rzecz Studiów Europejskich (FEPS) from Wroclaw, have been engaging questions regarding working migration for a long time. This concerns theoretical aspects of the phenomenon as well as the institutions practical work in adult education through language courses, intercultural trainings and vocational training. The project partners realized, that in the last years, debates surrounding work migration have focused heavily on the structural dimension of the phenomenon. Through such a scope, the personal experiences of working migrants are systematically excluded. Consequently, questions of import go unanswered. E.g.: How do working migrants perceive their situation? Which requirements do they see as necessary to foster their successful social inclusion? Through the project „Narratives of Working Migration as Tools for the Assessment of Education Demands“, the project partners will engage these questions. They agree, that working migration requires an overall European approach in education which aims at social inclusion. The project comprises of two stages: In the first phase of the project, narrative-biographic interviews are to be conducted with working migrants in Germany, Poland and Romania. Interview partners shall include persons planning to move abroad for work, as well as persons already working in other countries and people who have returned to their countries of origin after working abroad. The interviews aim at assessing educational requirements for working migrants. The findings of this survey shall be published as part of a study which will be made available to the public. This study will, in the second phase of the project, serve as the basis for a curriculum which adresses the educational requirements identified through the analysis of the Interviews. This curriculum, which will presumably be comprised of components addressing language skills, legal, political as well as cultural aspects, will be taught by the projects partners, constantly improved and accompanied by comprehensive teaching and learning materials. The central intellectual output of the project is the curriculum with the accompanying learning and teaching materials. This output enables all institutions for adult education in Europe to engage working with the socially disadvantaged group of working migrants. Thus, a wide range of barriers hindering participation can be dismantled and social inclusion can be fostered. Besides this practical approach towards working migration, the project will also engage the political aspect of the issue through a multiplier event. Together with members of the European Parliament Committee on Culture and Education and the EP Committee on Employment and Social Affairs, the European dimension of working migration shall be discussed. Furthermore, it shall be determined which European education strategies are promising for working migrants. Through this event, the project seeks to inform the policies of the European Parliament and to sustainably impact institutions of adult education. By way of a project homepage, providing the findings and materials created through the project, a long term contact shall be established and maintained with interested institutions in the field of education. These institutions will be asked to share their experiences with the curriculum and to contribute to a best-practice-compilation, as well as the continuing improvement of the teaching and learning materials. Through this, the notion of working migration as task for an overall European education practice shall be consolidated. This shall contribute to an empowerment of working migrants, which enables them to actively participate in the society they work in.

European rural areas embody outstanding examples of Cultural and Natural Heritage (CNH) that need not only to be safeguarded, but also promoted as a driver for competitiveness, sustainable and inclusive growth and development. RURITAGE establishes a new heritage-led rural regeneration paradigm able to turn rural areas in sustainable development demonstration laboratories, through the enhancement of their unique CNH potential. RURITAGE has identified 6 Systemic Innovation Areas (pilgrimages; sustainable local food production; migration; art and festivals; resilience; and integrated landscape management) which, integrated with cross-cutting themes, showcase heritage potential as a powerful engine for economic, social and environmental development of rural areas. The knowledge built in 14 Role Models (RMs) and digested within the project, will be transferred to 6 Replicators (Rs) across Europe. Through a multilevel and multidirectional process of knowledge transfer, RMs will mentor and support the Replicators in the development and implementation of their strategies and, at the same time, will further increase their knowledge and capacities. A robust monitoring system will assist this process. Local Rural Heritage Hubs, gathering stakeholders and civil society, will be settled in Rs to work as living labs where heritage-led rural regeneration strategies will be co-created and implemented, while in RMs they will reinforce the ownership of CNH. Both RMs and Rs will also benefit of the RURITAGE Resources Ecosystem, a set of tools including, among others, a rural landscape mapping tool (RURITAGE Atlas) and a Replication Toolbox within an online and interoperable platform. These tools will foster knowledge building, providing evidence and supporting replication and up-scaling activities of the implemented heritage-led regeneration strategies and plans, contributing to mainstream heritage in Regional, National, European and global policies.

"The goal of project STOP! is to develop new digital methods and content that will help prevent sexual abuse in Europe better. The project provides informal learning opportunities for all who work with children and adolescents.These learning opportunities are expanded and supplemented for professional trainers who will receive new tools and material for their work. Through European cooperation, existing prevention concepts will be incorporated into the participating countries.At the heart of the project is the development of an e-learning platform that is designed to be used by non-professionals as well as trainers in further education. The learning platform should be graphically / artistically appealing and attractive. Anyone who has anything to do with children and adolescents should be able to learn here how to behave correctly, what to do in crisis situations, how to recognize abuse, what the legal situation is, etc. Thematic fields are explored by the partners and prepared pedagogically / didactically for the learning platform. It covers classical areas of prevention work as well as new and innovative approaches. In addition, there is a toolbox for coaches, which arise from the thematic fields and can be used directly for prevention training. A set of videos with interviews with young people completes the project. Here the young people themselves should have the say.The starting point is the ""Lanzarote Convention"" of 2007, the ""European Council of Europe Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse"". The project is explicitly in line with Article 5 (1), which provides awareness and training for all those working in the field of child and youth work.Child abuse is a widespread phenomenon in Europe. 18 million children are estimated to be affected by sexual abuse, according to the current European report on child maltreatment. The European Parliament has explicitly stated in a study that a ""culture of prevention"" is missing at European level.Through European cooperation and the development of an easily accessible prevention tool, the STOPP! Project wants to contribute to counteracting this desideratum.The partners involved are adult education institutions that are either familiar with the development of e-learning tools or active in the field of prevention, (sexual) violence and child protection. Together with an external expert, this group will create the most appropriate and responsible learning and knowledge offers on the topic in this thematically sensitive field. The project includes thematic multiplier events (conferences) in each partner country with a total of 160 participants and a training event with 50 participants, in which the prevention trainers are trained to use the new material and network with the participants and partners.The learning platform and the toolbox should take up the following content (or a selection thereof):Classic topics of prevention work• Comply with children and adolescents in a sensitive way• Sexual abuse and the internet• Gender stereotypes of women and men, boys and girls• What to do if abuse occurs, how do you recognize victims, what happens to the perpetrators, what are the health consequences for the victims?• How can children be strengthened? About no-sayAdvanced / new approaches• Avoiding sexualized and stereotyped language usage• Intercultural aspects• Religions and churches in the discussion about protection against abuse• Internal organization of institutions for children and adolescents• The limits and possibilities of prevention work• The EU Lanzarote Convention on Sexual Abuse• National information and instructions"