"Gardeniser pro was a strategic partnership project for the development of innovation for a total duration of 35 months, involving 5 organisations from 5 European countries: REPLAY NETWORK (IT) as applicant and coordinator, Pistes Solidaires (FR), Social Farms & Gardens (UK), PETRARCA - Europeishe Akademie fur Landschaftskultur-Deutschland e.v. (DE), ECTE - European Center in Training for Employment (GR). The objective of Gardeniser pro was to create and test an innovative and European training path to support the professional development of a new figure, the one of Community Urban Gardens coordinator (garden-organizer = GARDENISER), that could strengthen soft and technical skills and experiment their validation through the ECVET system, in order to prepare the ground for the recognition of this innovative profile within the Education and Training Systems at regional and national level, increasing employability. In line with the priority initiative of the Europe 2020 ""strategy agenda for new skills and new jobs"", the profession of Gardeniser can be counted among the so-called ""green jobs"", finding in fact its natural collocation within this new and strategic working sector, high employment potential, which is called ‘green economy’. The main direct beneficiaries of Gardeniser pro were young people and adults involved in Community Urban Gardens, in both the public and private sectors, and who want to enrich or integrate the skills needed to play the role of Community Urban Gardens coordinator. Gardeniser pro has succeeded, through international cooperation between partners with diversified backgrounds and expertise in the field of education, urban gardens and vocational training, to build a transferable European format in VET field, thanks to the ECVET credit system, and the creation of a Gardeniser Licence that can be achieved through this path. The online platform GARDENISER.EU (IO4) has been created to connect the profiles of gardenisers who have obtained, or will obtain in the future, the licence and the network of national and international urban gardens, as a tool to facilitate the meeting between job supply and demand. It has been enriched by info sections addressed to diversified publics (from institutions to citizens), allowing gardenisers to have online references useful to give support to their personal branding. Additional services have been activated, targeted directly to community gardens (info-pages easy to update and translated automatically, geo-localized maps) and aimed to reinforce their action (toolbox and e-learning on good practices).The quality and homogeneity of the training format (IO2) and the related validation system (IO3) was ensured by an international training for trainers (C1) through which 2 trainers for each organisation have been trained and prepared (IO1) to transfer ad adapt Gardeniser pro course, previously studied and developed. Once the pool of European trainers was established, the Gardeniser pro training pathway at local level involved 24 trainers that delivered the TC to 101 aspirant gardenisers selected among the 214 candidates in all partner countries. An important part of the training path was an internship experience at local level and, for 8 of the participants of each organisation, at international level in the community gardens involved by the partner organisations. In this way participants could improve, through practice, specific and transversal skills and, for those who had the opportunity to go abroad, provided an opportunity for internationalization. The experimentation was also useful to build the conditions for a sustainable action even after the end of the project, thanks to the synergies built, in this specific professional field, between public and private actors. An example of this is the recognition of SF&G as a ""national training provider"" on the figure of the Gardeniser, initiated by the British Ministry of Education, and the start of the procedures to include the new professional figure in the repertoire in Italy, with the commitment of the Lazio Region to apply to the State-Regions Conference, being able to count on the support of the Region of Tuscany, actively involved in with the project ""100.000 community gardens in Tuscany"".Gardeniser pro managed to reach more than 30.000 people interested in the theme promoted by the project, to see 53 community urban gardens directly involved in the activities, among the 1.871 who followed it and who in turn disseminated information to 11.310 citizens (gardeners, active members and sympathizers)."

Context and back ground of the project: Life long learning is an important part contributor to active ageing and ensures that people stay active, have sense of purpose and do not become socially isolated which impacts on their mental health. Need to increase the circle of friends who they could rely on as families become more fragmented as a result of migration and economical reasons. The project fitted well with UK current agenda of keeping people age 50+ active and reduce loneliness. It is also important to increase longevity with quality of life through learning's and steps are taken to ensure there are facilities for people age 50+ to engage, the idea of this project was combined with other partners, to what best could be found which will help the target groups to stay active and healthy, as people are living longer it is important to keep the pressure of the NHS services and other services, hence the reason local stake holder are stepping in voluntarily or paid staff to run the activities, in the UK health walk was one of the example where it's run by the volunteers every week in the park, it has also helped to make good use of green space and being in the greenery benefits your mood and mental health. The project partnered with six other partners, Greece, Italy, Bulgaria, Lithuanian, Latvia and Spain to come together and address the issues that are concerning Europe.Objectives:The objectives of the project were to learn and share from partners the best practices how to keep people age 50+ engaged and what activities they are doing which could be replicated in other partner countries. Number and Profile of participation organisation:UK involved 9 organisation and individuals providing the activities, they included local groups, adult trainer, individual trainers providing activities to the older people, NGOs, count council, repair Shed and Radio DacorumSpain: in their programme included 8 different organisation, sight visits, NGOs, theatre work shops by 2 different trainers and workshops on various topic. The community house was the key to all activities, it was a unique example of 120 nationalities living under on roof, provided activities to all ages from baby to 70 year old, what was learnt from this that sometimes it's important to have a roof over you head before we can event think of Active ageing. Lithuania: there were 8 different organisation engaged with the project as well as some seniors, Art Laboratory, which is a hub for people to come together and do the activities, Sport activity and body flex, visit to Lekeciai where national cooking was show cased, local NGOs, visit to tarakai region to learn about adult education center, University of third age, Art gallery, Sport university combined research with Coventry university UK to look at how to keep people active in old age as there is no funding left for pension, professional came together to find solution. Greece: nine organisation were engaged with the visit however local municipality has also been engaged with the project, the organisation included, Athens impact hub which is used as a hot desking and coming together to create ideas for projects, Musuem of folk Art, Starvros Niarchos Foundation, story telling with Stelious, Friendhips club and visit to amarousion Open Center for Senior protection.Latvia: involved almost 12-15 different organisations and individuals which included local municipality, NGOs, older lady dancing and music group, Regional development center, Gym and physio session, recycling session, visit to medieval castle, Library, Nordic walking in nature, Adult education center, NGO preserving cultural and historical craft traditions. Bulgaria: art therapy workshop, visit to retirement club, trip to Zlatograd where following workshops took place, Saddler, weaving, Pottery and tailoring. visit to Plovdiv, which is 8000 years old town. Italy: included six interesting organisation, lots of NGOs working with older people as well as people struggling financially, autistic people, Co- housing scheme, Urban gardens included inter- generational learning. sight seeing of Rome and learning about history with senior volunteers.Results and Impacts mentioned later on in result and Impact section. Long term benefits are also added in the Impact section, however can highlight that the participants who did take part in the mobilities have further developed their volunteering skills and have carried out activities in their home countries, nature park, litter picking, healthy cooking, other benefits include finding new ways of up skilling through volunteering and creating social friends as well as thinking outside the box.

"The project ""Education by the way"" results from the cooperation of organisations focused on adult education from Poland, Czech Republic, Italy, Finland and Belgium. The project focused on the needs of low-skilled people who avoid non-formal education. These people become a group of ""educationally excluded"" - in a sense double losers - first because of poor performance (or bad experience) in formal education and second because of lack of motivation to participate or lack of access to non-formal education in adulthood. The challenge is not only access but also the shape of non-formal adult education. Therefore, the Partnership dealt with this topic and developed new approaches, methods and educational tools in a form adapted to the limited time and specific expectations of the participants. Therefore, the direct recipients are trainers and educators who conduct educational activities for people with low competencies, low motivation, and reluctance to continue education. Each of the four partners (except EAEA) works with people with low competencies (target group of the project). Among the trainers and educators cooperating with each partner, there are people with different experiences working with various methods and tools in their work for the target group in the environment of non-formal education. The opportunity to exchange experiences, good practices, and tools was an essential part of the project and the starting point for producing results. It was possible thanks to three short-term learning activities and the testing phase.The project's implementation allowed to invent and popularise new forms of out-of-school adult education, emphasising inclusive education aimed at people with low competencies. Thanks to our project, educators are equipped with tools (toolkit, textbook, practical conclusion) that will allow them to more effectively and engage in work with people with different needs. Dissemination and national events allowed Partnership to share products with a wide audience. The partner from Belgium (EAEA) made it possible to disseminate results at the European level. Products (outputs) created during the project:O2 - Methodological nuggets - toolkit - Descriptions of the best consortium methods, approaches and good practices used in working with people with low educational skills and their surroundings (family, neighbourhoods) with peer review from our trainers and educators. O3 - Education by the way. Manual for education activists working with people with low competencies (English and national versions) O4 - How it works - Recommendations and description of the implementation of manual for education activists working with people with low competencies (publication and videos)"

Community gardens have an increasingly place in public policies because of their social and environmental role. Far from being a fad, community gardens are entering a dynamic of several decades and are now at the heart of the action of municipalities, regions, federations. Their role is also recognized at the European level, with many projects funded by European programmes (URBACT, Horizon 2020, Erasmus Plus).Gardeniser Plus, which brings together 7 countries (France, Italy, United Kingdom, Poland, Austria, Sweden, Denmark) is a project for the exchange of good practice which aims, through a series of learning activities, to bring together professionals and volunteers working in community gardens, whatever their legal form, to enable a transfer of knowledge and innovation. A total of 70 people will benefit from mobility across the 7 countries: 14 trainers and 56 shared garden leaders. Gardeniser Plus will seek to maximise the impact of the project within all partner countries, to reach a diversity of profiles, organisations and territories.The project will mainly consist of three phases: training of trainers based on pre-existing training developed in the framework of the European projects Gardeniser and then Gardeniser Pro mixed with discussion about their own reality and practices, organisation of learning activities to enable this exchange of good practice, then restitution at local level with workshops. Through the meeting of professionals and the exchange of good practices, Gardeniser Plus will allow, in the wake of the previous EU GO, Gardeniser and Gardeniser Pro projects, to strengthen the skills of its actors, to promote the sustainability of community gardens and to show their potential to the various political decision-makers.

This project is developed in a context where, on the one hand, it increases the need to migrate because of wars, disasters and poverty and on the other hand, increases the hostility of the locals towards foreigners, especially if their religion is Islam (Islamophobia). Refugees and migrants seeking to adapt as soon as possible to the host country through language courses for foreigners, taught by educators, teachers and volunteers. We believe that these classes are the perfect place to introduce non-formal methodologies and key learning competences through lifelong learning, context and understand that European society has to make an effort, through projects like this, to send a message of peace and peaceful coexistence.AIMDevelop an educational strategy to support the acquisition of key competences in recent migrants and refugees to facilitate their adaptation to the host society.OBJECTIVES1. Integrate the tools of non-formal education with an empirical approach in the Educational Curriculum of Adult Education Centres with migrant and / or recent refugees learners.3. Understand the educational needs of migrants and recent refugees to give them a response from the existing adult educational institutions.2. Develop a Massive Open Online Course for adult educators can improve the necessary skills to enable them to facilitate adaptation of migrants and recent refugees to the host society.This project has different target groups, and plans to achieve a minimum of:7 project coordinators (a coordinator for each partner organization plus a financial manager of Cazalla Intercultural)6 trainers of NFE participating in the seminar and the subsequent development of educational programming.6 language educators participating in the seminar. Three of them will participate in the development of educational programming.60 educators and teachers will participate in the regional training courses. Among them at least 12 will implement pilot activities.60 immigrants and refugees participating in pilot activities carried out by educators for language courses.300 educators and teachers will participate in the online MOOC.180 people interested in the subject (educators, teachers, volunteers, politicians, etc.) will participate in the final national conferences.The activities provided during this project are:A1 (Virtual Meetings)A2 (Evaluation and Monitoring)A3 (Coordination and financial management)A4 (Visibility and dissemination of project)O1 / A1 (Publication Seminar of Experts)O2 / A1 (Development educational programming for regional training courses)O2 / A2 (regional training courses)O2 / A3 (Pilot Local activities)O3 / A1 (Development of MOOC)O3 / A2 (Launch of MOOC)M1 (Kick off meeting)M2 (preparation meeting for develoment of educational programming)M3 (Meeting presentation of educational programming)M4 (Meeting Midterm + MOOC preparation)M5 (Meeting Evaluation)E1 (National Conference in Spain)E2 (National Conference in Italy)E3 (National Conference in France)C1 (Seminar of Experts)The methodology is based on the combination of resources research of needs and context of immigrant students and educators language, approach non-formal to develop transversal competences in combination with formal approach for language learning, cross-sectoral cooperation between non-profit organizations and centers dedicated to adult education, planning and implementation of activities and dissemination both face, through courses, pilot activities and national conferences, and online, through a MOOC.The strategic outcomes are: development of skills of educators, trainers and students and cooperation of local and national networks, giving a more tailored response to the needs of learning of immigrants and refugees.Tangible results will be: a publication about learning needs of educators and students, an educational program developed with the aim of introducing in the classroom approaches and methodologies of non-formal education to facilitate the adaptation of immigrant or refugee status in the host country and one MOOC online to help to reach a greater number of educators and teachers multipliers.The impact is assured due to the combination of research and publications, practical activities, both on-site and online, and this impact is focused on achieving greater preparation of educators and adult centers to meet the learning needs of immigrants and refugees.The long-term sustainability is also assured due to the selection of partners working directly with immigrants and they can use what they have learned in this project in the future, and also thanks to the different formats of intellectual products and the transferability of these.