The project is funded by the European Commission as a Grundtvig Learning Partnership under the

2014. This newsletter reflects the views onl

which may be made of the information contained therein.




























THE SLIC
IMPACT
The final SLIC newsletter is dealing with the lessons the partner
SLIC project. Its purpose is to resume the whole project containing the view of every single
partner.
The similarities and differences in the approaches within the countries are one focal point.
Another one will be the lessons learnt b
about how the result of the project will be used by the partners.
Moreover the partners review
and new ideas. idactical conception
the partners and they will also e!plain why some concepts and methods were helpful for
their organi"ation.
This together with the first newsletter will frame the project and will give a good summary
about it.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
SLIC
IMPACT
The final SLIC newsletter is dealing with the lessons the partners have learned within the
SLIC project. Its purpose is to resume the whole project containing the view of every single
The similarities and differences in the approaches within the countries are one focal point.
Another one will be the lessons learnt by each partner during the project and an outloo#
about how the result of the project will be used by the partners.
review the meetings and the visits that gave them the most inp
conceptions and approaches are mentioned and evaluated by
the partners and they will also e!plain why some concepts and methods were helpful for
e first newsletter will frame the project and will give a good summary



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Newsletter 5/5
June 2014
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use
learned within the
SLIC project. Its purpose is to resume the whole project containing the view of every single
The similarities and differences in the approaches within the countries are one focal point.
y each partner during the project and an outloo#
its that gave them the most input
are mentioned and evaluated by
the partners and they will also e!plain why some concepts and methods were helpful for
e first newsletter will frame the project and will give a good summary

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



ENDORSEMENT AND QUALITY
DEVELOPMENT LEARNING

This project was our first $rundtvig
e!pectations about ways of partnership wor#ing based on our understanding of
community development wor#. %e have realised that ways of partnership wor#ing
vary between countries& with som
approach and so contributing more fully than others. %e have adapted our ways of
wor#ing with our partners whilst trying to hold onto the value of wor#ing and
learning together for social justice. %e have become mu
would set up and be involved in future 'uropean programmes.

%e have gained from seeing the different approaches that partners have ta#en to
similar problems affecting their communities. %e have appreciated the creative ways
that people use in reaching out and engaging communities( ways that challenge the
traditional approaches which are no longer so relevant to the changing situation
across 'urope. %e have been able to loo# at real life e!amples and to see the conte!t
for different interventions& of individuals& communities and the wider society& and so
we have been able to ma#e informed decisions about what might translate bac# to
our wor# in 'ngland.

%e have seen that partners responded well to our input on participative methods
and have become more engaged and animated with them. %e have developed a
shared sense of a community educator of being an enabling role. %e have seen how
countries manage their learning within communities differently from ours( that each
country has different constraints and opportunities to improve their community
development learning. %e have seen how much we have in common with the
barriers to peoples learning& created by their own situation and by
institutions. These can include the failure to
individual needs or their learning styles( the lac# of preparation by the facilitator(
inappropriate environments and the focus on peoples having problems not potential.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
QUALITY STANDARDS BOARD FOR COMMUNITY
LEARNING (ESB)
roject was our first $rundtvig programme and we entered it with some
e!pectations about ways of partnership wor#ing based on our understanding of
community development wor#. %e have realised that ways of partnership wor#ing
vary between countries& with some partners having more in common with our
approach and so contributing more fully than others. %e have adapted our ways of
wor#ing with our partners whilst trying to hold onto the value of wor#ing and
learning together for social justice. %e have become much clearer about how we
would set up and be involved in future 'uropean programmes.
%e have gained from seeing the different approaches that partners have ta#en to
similar problems affecting their communities. %e have appreciated the creative ways
ople use in reaching out and engaging communities( ways that challenge the
traditional approaches which are no longer so relevant to the changing situation
across 'urope. %e have been able to loo# at real life e!amples and to see the conte!t
interventions& of individuals& communities and the wider society& and so
we have been able to ma#e informed decisions about what might translate bac# to
%e have seen that partners responded well to our input on participative methods
nd have become more engaged and animated with them. %e have developed a
shared sense of a community educator of being an enabling role. %e have seen how
countries manage their learning within communities differently from ours( that each
nt constraints and opportunities to improve their community
development learning. %e have seen how much we have in common with the
barriers to peoples learning& created by their own situation and by society)s
institutions. These can include the failure to adapt programmes to meet people)s
individual needs or their learning styles( the lac# of preparation by the facilitator(
inappropriate environments and the focus on peoples having problems not potential.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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programme and we entered it with some
e!pectations about ways of partnership wor#ing based on our understanding of
community development wor#. %e have realised that ways of partnership wor#ing
e partners having more in common with our
approach and so contributing more fully than others. %e have adapted our ways of
wor#ing with our partners whilst trying to hold onto the value of wor#ing and
ch clearer about how we
%e have gained from seeing the different approaches that partners have ta#en to
similar problems affecting their communities. %e have appreciated the creative ways
ople use in reaching out and engaging communities( ways that challenge the
traditional approaches which are no longer so relevant to the changing situation
across 'urope. %e have been able to loo# at real life e!amples and to see the conte!t
interventions& of individuals& communities and the wider society& and so
we have been able to ma#e informed decisions about what might translate bac# to
%e have seen that partners responded well to our input on participative methods
nd have become more engaged and animated with them. %e have developed a
shared sense of a community educator of being an enabling role. %e have seen how
countries manage their learning within communities differently from ours( that each
nt constraints and opportunities to improve their community
development learning. %e have seen how much we have in common with the
society)s
adapt programmes to meet people)s
individual needs or their learning styles( the lac# of preparation by the facilitator(
inappropriate environments and the focus on peoples having problems not potential.

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



AUGUST HORCH AKADEMIE

As a local training provider and consultant the August *orch A#ademie $mb* is
always interested in new and interesting approaches on how to prepare and
implement learning processes& how to test new didactical and pedagogical methods
and how to bring as many inputs to the learning region around the offices in +wic#au
and ,erlin as possible. Therefore our participation and contribution within the SLIC
project was perfect and gave us a lot of important inputs and inspiration.
A few years ago in +wic#au a lear
along all life stages and transition in terms of life long learning
on strong practical approaches and activities for the learners. The learners were aged
between -. and // 0so the
vocational orientation and guidance up to retirement age to stay mentally fit. The
variety of visited facilities and organisations in terms of target and focus groups
within all of the SLIC meeti
Manchester matched the orientation of this learning centre perfectly. The visited
library in Sein1jo#i 02inland3 gave us a lot of impressions and suggestions on how the
learning center could be enlarged a
and pedagogical approaches have been as helpful as the finished solutions for
architecture& design and interior fittings which were very stimulating. After the visit
of the 4indergarden in Sein1jo#i 0as one
2inland3 an internal thin#ing process had been started about if and how the target
group of the learning centre in +wic#au could be widen up to enclose the youngest
learners of our region too. The activities with th
been the basis for a wor#shop to brainstorm about those 5uestions and to find first
common proposals and solutions.
,esides the learning impact for the community in terms of all approaches and
methodologies we got to #n
project gave also an impact to our own staff regarding project management. ue to
the involvement of / 'uropean partners most of the meetings too# place with a huge
number of participants. 'specially t
how to reflect and resume activities and results using different techni5ues and
methods.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
AKADEMIE
As a local training provider and consultant the August *orch A#ademie $mb* is
always interested in new and interesting approaches on how to prepare and
implement learning processes& how to test new didactical and pedagogical methods
y inputs to the learning region around the offices in +wic#au
and ,erlin as possible. Therefore our participation and contribution within the SLIC
project was perfect and gave us a lot of important inputs and inspiration.
A few years ago in +wic#au a learning centre 6 supporting the self learning processes
along all life stages and transition in terms of life long learning 6 was built up& based
on strong practical approaches and activities for the learners. The learners were aged
between -. and // 0so the slogan of the studio3 starting at an early stage in terms of
vocational orientation and guidance up to retirement age to stay mentally fit. The
variety of visited facilities and organisations in terms of target and focus groups
within all of the SLIC meetings in Cyprus& $reece& *ungary& 2inland& 7oland and
Manchester matched the orientation of this learning centre perfectly. The visited
library in Sein1jo#i 02inland3 gave us a lot of impressions and suggestions on how the
learning center could be enlarged and developed. Thereby methodological& didactical
and pedagogical approaches have been as helpful as the finished solutions for
architecture& design and interior fittings which were very stimulating. After the visit
of the 4indergarden in Sein1jo#i 0as one of the newest modern day care centres in
2inland3 an internal thin#ing process had been started about if and how the target
group of the learning centre in +wic#au could be widen up to enclose the youngest
learners of our region too. The activities with the #ids implemented in Sein1jo#i have
been the basis for a wor#shop to brainstorm about those 5uestions and to find first
common proposals and solutions.
,esides the learning impact for the community in terms of all approaches and
methodologies we got to #now through all of the transnational meetings& the SLIC
project gave also an impact to our own staff regarding project management. ue to
the involvement of / 'uropean partners most of the meetings too# place with a huge
number of participants. 'specially the meeting in %arsaw inspired us a lot in terms of
how to reflect and resume activities and results using different techni5ues and
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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As a local training provider and consultant the August *orch A#ademie $mb* is
always interested in new and interesting approaches on how to prepare and
implement learning processes& how to test new didactical and pedagogical methods
y inputs to the learning region around the offices in +wic#au
and ,erlin as possible. Therefore our participation and contribution within the SLIC

supporting the self learning processes
was built up& based
on strong practical approaches and activities for the learners. The learners were aged
slogan of the studio3 starting at an early stage in terms of
vocational orientation and guidance up to retirement age to stay mentally fit. The
variety of visited facilities and organisations in terms of target and focus groups
ngs in Cyprus& $reece& *ungary& 2inland& 7oland and
Manchester matched the orientation of this learning centre perfectly. The visited
library in Sein1jo#i 02inland3 gave us a lot of impressions and suggestions on how the
nd developed. Thereby methodological& didactical
and pedagogical approaches have been as helpful as the finished solutions for
architecture& design and interior fittings which were very stimulating. After the visit
of the newest modern day care centres in
2inland3 an internal thin#ing process had been started about if and how the target
group of the learning centre in +wic#au could be widen up to enclose the youngest
e #ids implemented in Sein1jo#i have
been the basis for a wor#shop to brainstorm about those 5uestions and to find first
,esides the learning impact for the community in terms of all approaches and
ow through all of the transnational meetings& the SLIC
project gave also an impact to our own staff regarding project management. ue to
the involvement of / 'uropean partners most of the meetings too# place with a huge
he meeting in %arsaw inspired us a lot in terms of
how to reflect and resume activities and results using different techni5ues and

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



SEINJOKI UNIVERSITY OF

Intro!"t#on
Sharing Learning in Communities 0SLIC3 is a partnership project funded by the
'uropean 8nion 0'83 under the Lifelong Learning 7rogram. SLIC began in the summer
of .9-. and it will be completed in the summer of .9-:.
The project provides opportunities for community educators to share new&
innovative& and practical ideas and methods for learning within a changing society. Its
goal is to engage people from disadvantaged communities& vulnerable social groups&
and different age groups in using learning for active citi"enship.
The partnership consists of nine partners& as well as enterprises& non
organi"ations 0;$<s3& and public institutions from different '8 countries. The project
networ# offers fruitful learn
meetings& which were held in Limassol 0Cyprus3& 4il#is 0$reece3& ,udapest 0*ungary3&
Sein1jo#i 02inland3& %arsaw 07oland3& and Manchester 0'ngland3.
Se8AS)s School of *ealth Care and Social %or# participated in the SLIC project
because community wor# is one of its main teaching topics. Its interest was to learn
more about the good practices that are used in other countries. <n the other hand&
the university wanted to offer the project partners an e!ample of how 2inland
arranges its public services 0including education and community wor#3. Three staff
members and one student from the epartment of Social %or# 'ducation too# part
in the project. In all& the Se8A
trips during the SLIC project time period.

Co$$!n#t% &or'
In theory& community wor# is one of the main areas of social wor#( however& in
practice& social wor# is mostly focused on the one
offer. *ence& community wor# has occupied a marginal position in the field of 2innish
social wor#. 2innish society is based on public services& which are provided by the
public sector and financed by ta!es. 2rom this perspective& the pub
developed and civil society is under
of associations that offer social services at the local level. These social services can be
seen as community wor#. In this sense& associations play a s
community wor#.
N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
OF APPLIED SCIENCES (SEUAS)
Sharing Learning in Communities 0SLIC3 is a partnership project funded by the
'uropean 8nion 0'83 under the Lifelong Learning 7rogram. SLIC began in the summer
of .9-. and it will be completed in the summer of .9-:.
The project provides opportunities for community educators to share new&
innovative& and practical ideas and methods for learning within a changing society. Its
goal is to engage people from disadvantaged communities& vulnerable social groups&
t age groups in using learning for active citi"enship.
The partnership consists of nine partners& as well as enterprises& non6governmental
organi"ations 0;$<s3& and public institutions from different '8 countries. The project
networ# offers fruitful learning situations for its members during the project
meetings& which were held in Limassol 0Cyprus3& 4il#is 0$reece3& ,udapest 0*ungary3&
Sein1jo#i 02inland3& %arsaw 07oland3& and Manchester 0'ngland3.
School of *ealth Care and Social %or# participated in the SLIC project
because community wor# is one of its main teaching topics. Its interest was to learn
more about the good practices that are used in other countries. <n the other hand&
anted to offer the project partners an e!ample of how 2inland
arranges its public services 0including education and community wor#3. Three staff
members and one student from the epartment of Social %or# 'ducation too# part
in the project. In all& the Se8AS staff members and the one Se8AS student too# -.
trips during the SLIC project time period.
In theory& community wor# is one of the main areas of social wor#( however& in
practice& social wor# is mostly focused on the one6to6one service that social offices
offer. *ence& community wor# has occupied a marginal position in the field of 2innish
social wor#. 2innish society is based on public services& which are provided by the
public sector and financed by ta!es. 2rom this perspective& the public sector is over
developed and civil society is under6developed. <n the other hand& 2inland has a lot
of associations that offer social services at the local level. These social services can be
seen as community wor#. In this sense& associations play a significant role in 2inish
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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Sharing Learning in Communities 0SLIC3 is a partnership project funded by the
'uropean 8nion 0'83 under the Lifelong Learning 7rogram. SLIC began in the summer
The project provides opportunities for community educators to share new&
innovative& and practical ideas and methods for learning within a changing society. Its
goal is to engage people from disadvantaged communities& vulnerable social groups&
governmental
organi"ations 0;$<s3& and public institutions from different '8 countries. The project
ing situations for its members during the project
meetings& which were held in Limassol 0Cyprus3& 4il#is 0$reece3& ,udapest 0*ungary3&
School of *ealth Care and Social %or# participated in the SLIC project
because community wor# is one of its main teaching topics. Its interest was to learn
more about the good practices that are used in other countries. <n the other hand&
anted to offer the project partners an e!ample of how 2inland
arranges its public services 0including education and community wor#3. Three staff
members and one student from the epartment of Social %or# 'ducation too# part
S staff members and the one Se8AS student too# -.
In theory& community wor# is one of the main areas of social wor#( however& in
hat social offices
offer. *ence& community wor# has occupied a marginal position in the field of 2innish
social wor#. 2innish society is based on public services& which are provided by the
lic sector is over6
developed. <n the other hand& 2inland has a lot
of associations that offer social services at the local level. These social services can be
ignificant role in 2inish

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



SEINJOKI UNIVERSITY OF

Se8AS)s social wor# education program is primarily focused on formal social services.
2rom this perspective& Se8AS was #een to learn new ways to implement community
projects and activities at the local level. In this sense& the SLIC 7roject offered a
chance to reali"e the power of civil society. Community wor# is based on the aims
and visions of local people. 2or instance& in Cyprus and $reece& local services were
strongly lin#ed to local communities. *ungary)s 0,udapest3 large community
development project was an
non6public organi"ations and associations. The 7olish community centers offered an
e!ample that can be implemented in 2inland. Moreover& in 7oland& that community
wor# 0socio6cultural wor#3 was justifie
for Se8AS)s education tas#.
Se8AS)s social wor# education staff is planning a new curriculum. In part& this new
curriculum is based on the e!periences gleaned from the SLIC 7roject& so every
attempt will be made to e!pand the role of community wor# within the academic
program. In addition& the conte!t of social wor# will be e!panded to encompass civil
society and associations. In this sense& the border line between formal and non
formal social wor# will be under discussion in the future.

V!(n)r*+() So"#*( Gro!,-
<ne of the aims of the SLIC 7roject was to engage people from vulnerable social
groups. Se8AS)s social wor# education program cooperated with a town in which
local social wor#ers began
wor#ers tried to offer the =omani new possibilities for studying and wor#ing. They
wor#ed at the political level to improve the living conditions of the =omani( on the
practical level& they wor#ed to organ
C<=;'=& for both the =omani and people in other vulnerable social groups in a
disadvantage community.
2rom this perspective& Se8AS
the =omani had after they participated in a project in ,udapest in which they ran a
restaurant that offered traditional meals from their own culture. It was a great
opportunity to learn more about the =o
project was innovative& because the restaurant could be seen as a social enterprise
that has clear social aims as well as defined financial aims. It is obvious that the
restaurant integrates the =oma people into t

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
OF APPLIED SCIENCES (SEUAS)
social wor# education program is primarily focused on formal social services.
2rom this perspective& Se8AS was #een to learn new ways to implement community
projects and activities at the local level. In this sense& the SLIC 7roject offered a
ali"e the power of civil society. Community wor# is based on the aims
and visions of local people. 2or instance& in Cyprus and $reece& local services were
strongly lin#ed to local communities. *ungary)s 0,udapest3 large community
development project was an impressive e!ample of cooperation between public and
public organi"ations and associations. The 7olish community centers offered an
e!ample that can be implemented in 2inland. Moreover& in 7oland& that community
cultural wor#3 was justified at the conceptual level& which will be useful
for Se8AS)s education tas#.
Se8AS)s social wor# education staff is planning a new curriculum. In part& this new
curriculum is based on the e!periences gleaned from the SLIC 7roject& so every
tempt will be made to e!pand the role of community wor# within the academic
program. In addition& the conte!t of social wor# will be e!panded to encompass civil
society and associations. In this sense& the border line between formal and non
or# will be under discussion in the future.

<ne of the aims of the SLIC 7roject was to engage people from vulnerable social
groups. Se8AS)s social wor# education program cooperated with a town in which
local social wor#ers began to wor# together with =oma people 0=omani3. Social
wor#ers tried to offer the =omani new possibilities for studying and wor#ing. They
wor#ed at the political level to improve the living conditions of the =omani( on the
practical level& they wor#ed to organi"e a community living room& a so called >ILLA$'
C<=;'=& for both the =omani and people in other vulnerable social groups in a

2rom this perspective& Se8AS was very #een on hearing about the e!periences that
the =omani had after they participated in a project in ,udapest in which they ran a
restaurant that offered traditional meals from their own culture. It was a great
opportunity to learn more about the =oma culture. Moreover& the conte!t of their
project was innovative& because the restaurant could be seen as a social enterprise
that has clear social aims as well as defined financial aims. It is obvious that the
restaurant integrates the =oma people into the local community.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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social wor# education program is primarily focused on formal social services.
2rom this perspective& Se8AS was #een to learn new ways to implement community
projects and activities at the local level. In this sense& the SLIC 7roject offered a
ali"e the power of civil society. Community wor# is based on the aims
and visions of local people. 2or instance& in Cyprus and $reece& local services were
strongly lin#ed to local communities. *ungary)s 0,udapest3 large community
impressive e!ample of cooperation between public and
public organi"ations and associations. The 7olish community centers offered an
e!ample that can be implemented in 2inland. Moreover& in 7oland& that community
d at the conceptual level& which will be useful
Se8AS)s social wor# education staff is planning a new curriculum. In part& this new
curriculum is based on the e!periences gleaned from the SLIC 7roject& so every
tempt will be made to e!pand the role of community wor# within the academic
program. In addition& the conte!t of social wor# will be e!panded to encompass civil
society and associations. In this sense& the border line between formal and non6
<ne of the aims of the SLIC 7roject was to engage people from vulnerable social
groups. Se8AS)s social wor# education program cooperated with a town in which
to wor# together with =oma people 0=omani3. Social
wor#ers tried to offer the =omani new possibilities for studying and wor#ing. They
wor#ed at the political level to improve the living conditions of the =omani( on the
i"e a community living room& a so called >ILLA$'
C<=;'=& for both the =omani and people in other vulnerable social groups in a
was very #een on hearing about the e!periences that
the =omani had after they participated in a project in ,udapest in which they ran a
restaurant that offered traditional meals from their own culture. It was a great
ma culture. Moreover& the conte!t of their
project was innovative& because the restaurant could be seen as a social enterprise
that has clear social aims as well as defined financial aims. It is obvious that the

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



SEINJOKI UNIVERSITY OF

In this sense& comparisons between the two projects 02innish and *ungarian3 have
been very useful. The projects have similar aims& but different implementations.

Ot.)r I--!)-
uring the project& it has been interesting to recogni"e the variations in the societal
conte!ts. All the partners have implemented wonderful activities within their own
societal conte!ts and with different financial resources. At the general level& the
'uropean countries seemed to follow the ideas of different welfare state models and
their activities can be understood within that conception.
Additionally& the SLIC 7roject has offered various new issues for thin#ing about and
assessing social enterprises. 2or instance& a 7olish social enterprise& which was visited&
offered an interesting e!ample of a modern social initiative in which an enterprise
offered IT6services for profit& while also having clear social aims within the local
community.
In addition& it was interesting to recogni"e the role that adult education plays in non
formal education and informal education. In a 2innish conte!t& formal education has
played a dominant role& because that society)s activities are mostly based on
professional education. *owever& this leads one to as# if the 2innish system places
too much emphasis on professionalism and the public sector. oes it leave enough
space for input from civil society and for the development of local solutions?

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
OF APPLIED SCIENCES (SEUAS)
In this sense& comparisons between the two projects 02innish and *ungarian3 have
l. The projects have similar aims& but different implementations.
uring the project& it has been interesting to recogni"e the variations in the societal
conte!ts. All the partners have implemented wonderful activities within their own
societal conte!ts and with different financial resources. At the general level& the
'uropean countries seemed to follow the ideas of different welfare state models and
their activities can be understood within that conception.
ject has offered various new issues for thin#ing about and
assessing social enterprises. 2or instance& a 7olish social enterprise& which was visited&
offered an interesting e!ample of a modern social initiative in which an enterprise
r profit& while also having clear social aims within the local
In addition& it was interesting to recogni"e the role that adult education plays in non
formal education and informal education. In a 2innish conte!t& formal education has
dominant role& because that society)s activities are mostly based on
professional education. *owever& this leads one to as# if the 2innish system places
too much emphasis on professionalism and the public sector. oes it leave enough
civil society and for the development of local solutions?
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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In this sense& comparisons between the two projects 02innish and *ungarian3 have
l. The projects have similar aims& but different implementations.
uring the project& it has been interesting to recogni"e the variations in the societal
conte!ts. All the partners have implemented wonderful activities within their own
societal conte!ts and with different financial resources. At the general level& the
'uropean countries seemed to follow the ideas of different welfare state models and
ject has offered various new issues for thin#ing about and
assessing social enterprises. 2or instance& a 7olish social enterprise& which was visited&
offered an interesting e!ample of a modern social initiative in which an enterprise
r profit& while also having clear social aims within the local
In addition& it was interesting to recogni"e the role that adult education plays in non6
formal education and informal education. In a 2innish conte!t& formal education has
dominant role& because that society)s activities are mostly based on
professional education. *owever& this leads one to as# if the 2innish system places
too much emphasis on professionalism and the public sector. oes it leave enough
civil society and for the development of local solutions?

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



EPIMORFOTIKI KILKIS SINGLE

The @Sharing Learning in CommunitiesA 0SLIC3 project provided all partners involved
with important #nowledge& considerable s#ills and useful e!periences. The impact the
project had on 'pimorfoti#i 4il#is is considered as e!tremely positive. The persons
who were involved in the project implementation 0i.e. 'pimorfoti#i)s staff& adults)
trainers& learners& ambassadors3 have ac5uainted important #nowledge& considerable
s#ills and useful e!periences as a result of their multidimensional wor# in different
aspects and activities of the project& which they might and they certainly will apply in
their daily wor# as well as their educational role. In the frame of each study visit
organi"ed by the hosting organi"ation of the project meetings participants had the
opportunity to ac5uaint and discuss about many different methodologies and
techni5ues related to @best practicesA& some of which can be transferred and applied
to other countries& while other are more country specific. In general& the persons
involved in the project received positive stimuli from each partner organi"ation about
the ways the learning provided from each community
to the real needs of the beneficiaries& what they really want to learn as adult
learners& which is the most
attractive& how the different learning programmes will be easily accessible to all
adults& etc. %hat 'pimorfoti#i 4il#is has certainly adopted from the project and will
be utili"ed in the future& are th
through the study visits in partner countries and in particular& the research of
methods that strengthen local communities so as to provide opportunities for non
formal and informal learning to vulnerable g
worth mentioning the e!perience we #new about related to the =oma people. In
province of 4il#is =oma communities live in certain areas& integrated into the local
society to a large e!tend. <ccasionally in the past
have been organi"ed and provided to the members of the =oma communities& mainly
to teach them the $ree# language. 'pimorfoti#i 4il#is& as a vocational centre&
participated in such programmes& but those initiatives were fragmen
discontinuous. The community itself did not manifest the appropriate interest
towards the initiative neither this issue was promoted as a real need and an
opportunity to further improve the integration into the local society. Through the
partners meeting in *ungary 0where participants were informed about the status of
=oma people& the problems they face and the peculiarities they go through in the
country3
N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
SINGLE MEMBER IIC
The @Sharing Learning in CommunitiesA 0SLIC3 project provided all partners involved
with important #nowledge& considerable s#ills and useful e!periences. The impact the
project had on 'pimorfoti#i 4il#is is considered as e!tremely positive. The persons
were involved in the project implementation 0i.e. 'pimorfoti#i)s staff& adults)
trainers& learners& ambassadors3 have ac5uainted important #nowledge& considerable
s#ills and useful e!periences as a result of their multidimensional wor# in different
s and activities of the project& which they might and they certainly will apply in
their daily wor# as well as their educational role. In the frame of each study visit
organi"ed by the hosting organi"ation of the project meetings participants had the
tunity to ac5uaint and discuss about many different methodologies and
techni5ues related to @best practicesA& some of which can be transferred and applied
to other countries& while other are more country specific. In general& the persons
oject received positive stimuli from each partner organi"ation about
the ways the learning provided from each community can be improved and adapted
to the real needs of the beneficiaries& what they really want to learn as adult
learners& which is the most appropriate way for the adult learning to become more
attractive& how the different learning programmes will be easily accessible to all
adults& etc. %hat 'pimorfoti#i 4il#is has certainly adopted from the project and will
be utili"ed in the future& are the best practices in lifelong learning e!perienced
through the study visits in partner countries and in particular& the research of
methods that strengthen local communities so as to provide opportunities for non
formal and informal learning to vulnerable groups of the population. 2or e!ample it is
worth mentioning the e!perience we #new about related to the =oma people. In
province of 4il#is =oma communities live in certain areas& integrated into the local
society to a large e!tend. <ccasionally in the past years educational programmes
have been organi"ed and provided to the members of the =oma communities& mainly
to teach them the $ree# language. 'pimorfoti#i 4il#is& as a vocational centre&
participated in such programmes& but those initiatives were fragmentary and
discontinuous. The community itself did not manifest the appropriate interest
towards the initiative neither this issue was promoted as a real need and an
opportunity to further improve the integration into the local society. Through the
meeting in *ungary 0where participants were informed about the status of
=oma people& the problems they face and the peculiarities they go through in the
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The @Sharing Learning in CommunitiesA 0SLIC3 project provided all partners involved
with important #nowledge& considerable s#ills and useful e!periences. The impact the
project had on 'pimorfoti#i 4il#is is considered as e!tremely positive. The persons
were involved in the project implementation 0i.e. 'pimorfoti#i)s staff& adults)
trainers& learners& ambassadors3 have ac5uainted important #nowledge& considerable
s#ills and useful e!periences as a result of their multidimensional wor# in different
s and activities of the project& which they might and they certainly will apply in
their daily wor# as well as their educational role. In the frame of each study visit
organi"ed by the hosting organi"ation of the project meetings participants had the
tunity to ac5uaint and discuss about many different methodologies and
techni5ues related to @best practicesA& some of which can be transferred and applied
to other countries& while other are more country specific. In general& the persons
oject received positive stimuli from each partner organi"ation about
can be improved and adapted
to the real needs of the beneficiaries& what they really want to learn as adult
appropriate way for the adult learning to become more
attractive& how the different learning programmes will be easily accessible to all
adults& etc. %hat 'pimorfoti#i 4il#is has certainly adopted from the project and will
e best practices in lifelong learning e!perienced
through the study visits in partner countries and in particular& the research of
methods that strengthen local communities so as to provide opportunities for non6
roups of the population. 2or e!ample it is
worth mentioning the e!perience we #new about related to the =oma people. In
province of 4il#is =oma communities live in certain areas& integrated into the local
years educational programmes
have been organi"ed and provided to the members of the =oma communities& mainly
to teach them the $ree# language. 'pimorfoti#i 4il#is& as a vocational centre&
tary and
discontinuous. The community itself did not manifest the appropriate interest
towards the initiative neither this issue was promoted as a real need and an
opportunity to further improve the integration into the local society. Through the
meeting in *ungary 0where participants were informed about the status of
=oma people& the problems they face and the peculiarities they go through in the

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



EPIMORFOTIKI KILKIS SINGLE

$ree# participants had the opportunity to assess& watch to real e!amples and
transfer as good practices the methods e!perienced from the local& regional and
national bodies who deal with similar situations in their co
conclusions drawn from this e!perience are that the subjects taught have to
correspond to real and identified needs of the community& that the participation of
the community itself in the implementation of the learning initiatives has to be
ensured 0in terms of the content& the methodology& how to approach people and
how to address situations& etc.3& the implementation of the initiatives need to be
carried out on site if possible& not in other places& building an environment of
confidence B as a result of permanent contact
relationship. This is just one e!ample of best practice. Many other could be
mentioned& from the other meetings& thus to demonstrate the usefulness of these
study visits.

The lessons that 'pimorfoti#i 4il#is learned through its involvement in this
partnership need to be considered with particular attention and consideration& not
only as concerns to its role as a body providing education services to adults& but also
as a vehicle able to transfer t
throughout $reece. 'pimorfoti#i 4il#is will ma#e full use of the results of the project
either those intangible 0e.g. #nowledge and e!periences3 or tangible 0e.g. products&
newsletters& sharing papers& presen
those will e!ploited daily in the educational process and will be ta#en into
consideration whenever new proposals or selection of teaching issues are about to
be drawn. efinitely& particular attention w
disadvantaged groups and emphasis will be given on methods that render learning
more attractive to the citi"ens. The tangible results of the project will be promoted
through other projects at local& national or 'uropean level b
local self6government bodies& schools and educational institutions. Also 'pimorfoti#i
intends to provide easy and free access to the products of the SLIC project 0e.g. by
uploading these products on the internet3 or by offering info
wants to #now about it.

A lesson that 'pimorfoti#i
related to the @AmbassadorsA and the role they had in our project.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
SINGLE MEMBER IIC
$ree# participants had the opportunity to assess& watch to real e!amples and
transfer as good practices the methods e!perienced from the local& regional and
national bodies who deal with similar situations in their communities. 4ey
conclusions drawn from this e!perience are that the subjects taught have to
correspond to real and identified needs of the community& that the participation of
the community itself in the implementation of the learning initiatives has to be
ensured 0in terms of the content& the methodology& how to approach people and
how to address situations& etc.3& the implementation of the initiatives need to be
carried out on site if possible& not in other places& building an environment of
s a result of permanent contact B and not a teacher6student
relationship. This is just one e!ample of best practice. Many other could be
mentioned& from the other meetings& thus to demonstrate the usefulness of these
foti#i 4il#is learned through its involvement in this
partnership need to be considered with particular attention and consideration& not
only as concerns to its role as a body providing education services to adults& but also
as a vehicle able to transfer the e!periences ac5uired to other similar bodies
throughout $reece. 'pimorfoti#i 4il#is will ma#e full use of the results of the project
either those intangible 0e.g. #nowledge and e!periences3 or tangible 0e.g. products&
newsletters& sharing papers& presentations& etc.3. =egarding to the intangible results&
those will e!ploited daily in the educational process and will be ta#en into
consideration whenever new proposals or selection of teaching issues are about to
be drawn. efinitely& particular attention will be paid towards the most
disadvantaged groups and emphasis will be given on methods that render learning
more attractive to the citi"ens. The tangible results of the project will be promoted
through other projects at local& national or 'uropean level but also promoted to the
government bodies& schools and educational institutions. Also 'pimorfoti#i
intends to provide easy and free access to the products of the SLIC project 0e.g. by
uploading these products on the internet3 or by offering information to anyone who
that 'pimorfoti#i 4il#is intends to adapt and use in other programmes is that
related to the @AmbassadorsA and the role they had in our project.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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$ree# participants had the opportunity to assess& watch to real e!amples and
transfer as good practices the methods e!perienced from the local& regional and
mmunities. 4ey
conclusions drawn from this e!perience are that the subjects taught have to
correspond to real and identified needs of the community& that the participation of
the community itself in the implementation of the learning initiatives has to be
ensured 0in terms of the content& the methodology& how to approach people and
how to address situations& etc.3& the implementation of the initiatives need to be
carried out on site if possible& not in other places& building an environment of
student
relationship. This is just one e!ample of best practice. Many other could be
mentioned& from the other meetings& thus to demonstrate the usefulness of these
foti#i 4il#is learned through its involvement in this
partnership need to be considered with particular attention and consideration& not
only as concerns to its role as a body providing education services to adults& but also
he e!periences ac5uired to other similar bodies
throughout $reece. 'pimorfoti#i 4il#is will ma#e full use of the results of the project
either those intangible 0e.g. #nowledge and e!periences3 or tangible 0e.g. products&
tations& etc.3. =egarding to the intangible results&
those will e!ploited daily in the educational process and will be ta#en into
consideration whenever new proposals or selection of teaching issues are about to
disadvantaged groups and emphasis will be given on methods that render learning
more attractive to the citi"ens. The tangible results of the project will be promoted
ut also promoted to the
government bodies& schools and educational institutions. Also 'pimorfoti#i
intends to provide easy and free access to the products of the SLIC project 0e.g. by
rmation to anyone who
4il#is intends to adapt and use in other programmes is that

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.




EPIMORFOTIKI KILKIS SINGLE

The choice of the appropriate sta#eholders who can contribute positively to the
e!ploitation of the results of a project and the approach and contact with specific target
groups can have a positive impact on the success of the project itself.

SLIC project represents to 'pimorfoti#i 4il#is a project of particular importance because it
improves the provision of 5ualitative non
and stimulates active citi"enship.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
SINGLE MEMBER IIC
The choice of the appropriate sta#eholders who can contribute positively to the
e!ploitation of the results of a project and the approach and contact with specific target
groups can have a positive impact on the success of the project itself.
t represents to 'pimorfoti#i 4il#is a project of particular importance because it
improves the provision of 5ualitative non6formal& formal and informal educational services
and stimulates active citi"enship.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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The choice of the appropriate sta#eholders who can contribute positively to the
e!ploitation of the results of a project and the approach and contact with specific target
t represents to 'pimorfoti#i 4il#is a project of particular importance because it
formal& formal and informal educational services

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



CYPRUS YOUTH GROUPS ORGANISATION

uring the project we had the chance to learn about the standing point& vision&
approaches and activities of our 'uropean partners. <n the other side it was
interesting to see how disadvantaged groups in different countries react to teaching
methods and what motivates them to engage in new activities. Some of their
e!amples of activities provided
others were very different in nature mainly because of the different target groups
involved.

Some activities mentioned in the project)s outcomes inspired us to design similar
projects. <ne of them was the project implemented from 'S, with the recognition of
s#ills of e!6offenders participating in structured activities in conjunction with
Intergenerational Centre Celje)s project with unemployed people. A goal for the
organi"ation is the recognition of s#ills gained through non
clubs for young people that are unemployed& without academic 5ualifications in
order to gain s#ills to sei"e opportunities.

Another program that we could transfer to Couth Clubs is the one implemented by
Sein1jo#i 8niversity that ma#es professional support possible on a re
though social wor#er)s group wor# with disadvantaged people of the community. As
an umbrella organi"ation we are planning to design a program were professional
Social %or#ers will have a regular group meeting with members of certain rural
Couth Clubs considered disadvantaged and at the same time to be there to anyone in
need of their services.

<wing to this partnership we learned to use new tools and e!changed practices
ideas for future programs. ,ut since we are focusing on motivating yout
citi"ens and pursue their personal development we captured some relevant ideas
e!pressed by our partners. Those wereD
Addressing the interests of the target group and adjusting to learners needs&
8sing bottom up teaching style&
aring to try new ideas and using a model of e5uality.
N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
ORGANISATION
uring the project we had the chance to learn about the standing point& vision&
approaches and activities of our 'uropean partners. <n the other side it was
resting to see how disadvantaged groups in different countries react to teaching
methods and what motivates them to engage in new activities. Some of their
provided were describing issues faced by our organi"ation and
y different in nature mainly because of the different target groups
Some activities mentioned in the project)s outcomes inspired us to design similar
projects. <ne of them was the project implemented from 'S, with the recognition of
offenders participating in structured activities in conjunction with
Intergenerational Centre Celje)s project with unemployed people. A goal for the
organi"ation is the recognition of s#ills gained through non6formal learning in youth
ple that are unemployed& without academic 5ualifications in
order to gain s#ills to sei"e opportunities.
Another program that we could transfer to Couth Clubs is the one implemented by
Sein1jo#i 8niversity that ma#es professional support possible on a regular basis
though social wor#er)s group wor# with disadvantaged people of the community. As
an umbrella organi"ation we are planning to design a program were professional
Social %or#ers will have a regular group meeting with members of certain rural
Clubs considered disadvantaged and at the same time to be there to anyone in
<wing to this partnership we learned to use new tools and e!changed practices
ideas for future programs. ,ut since we are focusing on motivating youth to be active
citi"ens and pursue their personal development we captured some relevant ideas
e!pressed by our partners. Those wereD
Addressing the interests of the target group and adjusting to learners needs&
8sing bottom up teaching style&
aring to try new ideas and using a model of e5uality.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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uring the project we had the chance to learn about the standing point& vision&
approaches and activities of our 'uropean partners. <n the other side it was
resting to see how disadvantaged groups in different countries react to teaching
methods and what motivates them to engage in new activities. Some of their
were describing issues faced by our organi"ation and
y different in nature mainly because of the different target groups
Some activities mentioned in the project)s outcomes inspired us to design similar
projects. <ne of them was the project implemented from 'S, with the recognition of
offenders participating in structured activities in conjunction with
Intergenerational Centre Celje)s project with unemployed people. A goal for the
formal learning in youth
ple that are unemployed& without academic 5ualifications in
Another program that we could transfer to Couth Clubs is the one implemented by
gular basis
though social wor#er)s group wor# with disadvantaged people of the community. As
an umbrella organi"ation we are planning to design a program were professional
Social %or#ers will have a regular group meeting with members of certain rural
Clubs considered disadvantaged and at the same time to be there to anyone in
<wing to this partnership we learned to use new tools and e!changed practices and
h to be active
citi"ens and pursue their personal development we captured some relevant ideas
Addressing the interests of the target group and adjusting to learners needs&

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



CYPRUS YOUTH GROUPS ORGANISATION

'!cept from the methods and ideas shared between the partners& we also shared
common aspirations based on 'uropean values li#e e5uality& solidarity and respect for
other cultures.
After the grant period of the project and to ensure projects sustainability we will
proceed to the actions belowD
'stablishment of an informal group c
ambassadors to address sustainability.
7reparation of a single document with the main resultsElessons of the project
that will be shared internally between youth wor#ers in our organi"ation and
youth boards in order to
seminarsEwor#shops in the Couth Clubs.
Share the project and outcomes with our local partners& board members and
other national organi"ations of which we are members. This can be done
through emails& our website

2or us SLIC meant enlightenment over innovative ways for giving a chance to people
with fewer opportunities to get out of isolation and reach their potential.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
ORGANISATION
'!cept from the methods and ideas shared between the partners& we also shared
common aspirations based on 'uropean values li#e e5uality& solidarity and respect for
After the grant period of the project and to ensure projects sustainability we will
proceed to the actions belowD
'stablishment of an informal group composed of the staff& learners and
ambassadors to address sustainability.
7reparation of a single document with the main resultsElessons of the project
that will be shared internally between youth wor#ers in our organi"ation and
youth boards in order to use those lessons in subse5uent projects and
seminarsEwor#shops in the Couth Clubs.
Share the project and outcomes with our local partners& board members and
other national organi"ations of which we are members. This can be done
through emails& our website and social media.
2or us SLIC meant enlightenment over innovative ways for giving a chance to people
with fewer opportunities to get out of isolation and reach their potential.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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'!cept from the methods and ideas shared between the partners& we also shared our
common aspirations based on 'uropean values li#e e5uality& solidarity and respect for
After the grant period of the project and to ensure projects sustainability we will
omposed of the staff& learners and
7reparation of a single document with the main resultsElessons of the project
that will be shared internally between youth wor#ers in our organi"ation and
use those lessons in subse5uent projects and
Share the project and outcomes with our local partners& board members and
other national organi"ations of which we are members. This can be done
2or us SLIC meant enlightenment over innovative ways for giving a chance to people

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



EUR/ADI/PO/NET 0 RETE POLESANA
EUROPEA

SLIC project has been a very interesting project both for the richness of contributions
and for the human values implied. >isits
lot of relevant and transferable approaches. *ere we)d li#e to pause to reflect on the
e!periences done directly during the meetings.
Cyprus
>isiting the local Couth Club we have discovered an educational community who
receives people without discrimination of age or gender
played and discussed together in harmony. The impression was that the community
lived in a balanced educational way. The e!perience of elderly people and the
#nowledge of modern technology of the young were both valori"ed. Admirable are
the efforts that the local community ma#es to give reception to the Cypriots of $ree#
origins coming from the Tur#ish part of Cyprus.

$reece
%hat impressed us mostly during the meeting in 4il#is was
the relationships between local institutions and our partner to promote the
development of local human resources. >ery interesting was the visit to the
premises where people from their earliest childhood had chances for learning
training and developing their natural artistic bents.

*ungary
uring the meeting in ,udapest we had occasion to notice a real very interesting
approach towards the local =oma communities under four different aspects. The first
was about living integration& in fact we visited neighbourhoods where =oma
communities could live as common citi"ens in the fabric of the city. The second was
about social and educational development
devoted to give reception to children and el
and social activities. The third was about entrepreneurship initiatives one of them
was the =oma restaurant which had
continuation of the meeting. Last but not least aspect was
one underlined by the group of young singers and players who entertained
our staying at the restaurant with the
rhythms.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
he views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
POLESANA DELLE ISTITU1IONI EDUCATIVE A DIMENSIONE
SLIC project has been a very interesting project both for the richness of contributions
he human values implied. >isits& sharing papers & newsletters highlighted a
lot of relevant and transferable approaches. *ere we)d li#e to pause to reflect on the
e!periences done directly during the meetings.
>isiting the local Couth Club we have discovered an educational community who
discrimination of age or gender. The young and the adults
played and discussed together in harmony. The impression was that the community
lived in a balanced educational way. The e!perience of elderly people and the
hnology of the young were both valori"ed. Admirable are
the efforts that the local community ma#es to give reception to the Cypriots of $ree#
origins coming from the Tur#ish part of Cyprus.
%hat impressed us mostly during the meeting in 4il#is was the high level 5uality of
the relationships between local institutions and our partner to promote the
development of local human resources. >ery interesting was the visit to the
premises where people from their earliest childhood had chances for learning
training and developing their natural artistic bents.
uring the meeting in ,udapest we had occasion to notice a real very interesting
approach towards the local =oma communities under four different aspects. The first
ation& in fact we visited neighbourhoods where =oma
communities could live as common citi"ens in the fabric of the city. The second was
al and educational development mar#ed by the presence of spaces
to give reception to children and elderly people and offer them educational
and social activities. The third was about entrepreneurship initiatives one of them
was the =oma restaurant which had us as guests at lunch and also for the
continuation of the meeting. Last but not least aspect was the cultural and artistic
underlined by the group of young singers and players who entertained
our staying at the restaurant with the use of an original instrument and characteristic
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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DIMENSIONE
SLIC project has been a very interesting project both for the richness of contributions
newsletters highlighted a
lot of relevant and transferable approaches. *ere we)d li#e to pause to reflect on the
>isiting the local Couth Club we have discovered an educational community who
. The young and the adults
played and discussed together in harmony. The impression was that the community
lived in a balanced educational way. The e!perience of elderly people and the
hnology of the young were both valori"ed. Admirable are
the efforts that the local community ma#es to give reception to the Cypriots of $ree#
the high level 5uality of
the relationships between local institutions and our partner to promote the
development of local human resources. >ery interesting was the visit to the
premises where people from their earliest childhood had chances for learning&
uring the meeting in ,udapest we had occasion to notice a real very interesting
approach towards the local =oma communities under four different aspects. The first
ation& in fact we visited neighbourhoods where =oma
communities could live as common citi"ens in the fabric of the city. The second was
the presence of spaces
derly people and offer them educational
and social activities. The third was about entrepreneurship initiatives one of them
the cultural and artistic
underlined by the group of young singers and players who entertained us during
and characteristic

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



EUR/ADI/PO/NET 0 RETE POLESANA
EUROPEA

2inland
2innish e!perience in Seinajo#i
originated with some visits made there. The visit
great attention paid to the children and their families( the huge and e!pensive
facilities had been organi"ed and custom
re5uirements for recreational and educational activities
needs.
The visit to the main library in the city e!presses a modern concept far more
welcoming and functional
chances for people of every age. ,oo#s& maga"ines and papers r
about classical culture to the popu
reception never seen beforeD fabulous nich
boo# delivering service was functional and 5uic# with the friendly support of staff
and electronic devices.
The visit to the living room for mental health impressed us because it was
attended by people with n
competent staff who ta#e them upon themselves and fellow who have e!ceeded in
some way common problems .

7oland
uring the meeting In %arsaw really affected us to see how the 7olish partner
focused the social problem of the lac# of true relationships among neighbours due to
the previous political system a
high 5uality neighbourhood in the community trough a centre e5uipped for
welcoming people of all ages and offering facilities for different activities. A visit to a
green area preserved from overbuilding e5uipped as a playground for children and
lying in the heart of the district was for us a sign of hope for the future in which
human being could be centre of attention more than things a
given to elderly people was
could meet and spend their spare time
one to the 7alace of Culture and Science in the centre of %arsaw where we met
representatives of the Collegium Civitas and the second to the premises of
Laboratorium '' where we met some young operators

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
POLESANA DELLE ISTITU1IONI EDUCATIVE A DIMENSIONE
innish e!perience in Seinajo#i has been e!tremely interesting mostly for reasons
visits made there. The visit at the #indergarten showed us the
great attention paid to the children and their families( the huge and e!pensive
had been organi"ed and custom6made to meet children and families)
onal and educational activities and for social and domestic
n library in the city e!presses a modern concept far more
onal than the traditional models. There were rooms and
for people of every age. ,oo#s& maga"ines and papers ranged from
about classical culture to the popular ones. The environments were of a so good
er seen beforeD fabulous niches& big cushions and rolling chairs. The
boo# delivering service was functional and 5uic# with the friendly support of staff
The visit to the living room for mental health impressed us because it was
attended by people with needs and there in a cosy place they had possibility to meet
competent staff who ta#e them upon themselves and fellow who have e!ceeded in
some way common problems .
uring the meeting In %arsaw really affected us to see how the 7olish partner
ocused the social problem of the lac# of true relationships among neighbours due to
the previous political system and made efforts to recover new positive relations for a
high 5uality neighbourhood in the community trough a centre e5uipped for
ople of all ages and offering facilities for different activities. A visit to a
green area preserved from overbuilding e5uipped as a playground for children and
lying in the heart of the district was for us a sign of hope for the future in which
ng could be centre of attention more than things and affairs. Attention
given to elderly people was shown us with a visit to a venue where retired people
could meet and spend their spare time together. Interesting were two other visits
one to the 7alace of Culture and Science in the centre of %arsaw where we met
representatives of the Collegium Civitas and the second to the premises of
Laboratorium '' where we met some young operatorsD
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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DIMENSIONE
has been e!tremely interesting mostly for reasons
showed us the
great attention paid to the children and their families( the huge and e!pensive
ren and families)
and for social and domestic
n library in the city e!presses a modern concept far more
rooms and
from te!ts
a so good
and rolling chairs. The
boo# delivering service was functional and 5uic# with the friendly support of staff
freely
and there in a cosy place they had possibility to meet
competent staff who ta#e them upon themselves and fellow who have e!ceeded in
uring the meeting In %arsaw really affected us to see how the 7olish partner
ocused the social problem of the lac# of true relationships among neighbours due to
new positive relations for a
high 5uality neighbourhood in the community trough a centre e5uipped for
ople of all ages and offering facilities for different activities. A visit to a
green area preserved from overbuilding e5uipped as a playground for children and
lying in the heart of the district was for us a sign of hope for the future in which
nd affairs. Attention
shown us with a visit to a venue where retired people
Interesting were two other visits
one to the 7alace of Culture and Science in the centre of %arsaw where we met
representatives of the Collegium Civitas and the second to the premises of

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.





EUR/ADI/PO/NET 0 RETE POLESANA
EUROPEA

At the Collegium Civitas we heard about international cooperation to promote adult
learning dealing with the challenges
reports about social initiatives. At the Laboratorium '' young
their initiatives in cooperation and their digital reali"ations.

7ositive feelings from these visits will always accompany us to see how in society there
are real& useful and praiseworthy initiatives& often performed by partners involved in
$rundtvig partnerships as in this case by SLIC partners for getting better relat
and better living in communities. %e plan to
e!periences in the future.

To resume in one short sentence what SLIC partnership meant to us we would sayD
2SLIC ,*rtn)r-.#,3 (#4) ,r)"#o!- .#)n -))- o5 tr!) .!
E!ro,)*n "o!ntr#)-6

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
POLESANA DELLE ISTITU1IONI EDUCATIVE A DIMENSIONE
At the Collegium Civitas we heard about international cooperation to promote adult
learning dealing with the challenges of an aging society 0@the gray tsunamiA3
about social initiatives. At the Laboratorium '' young operators illustrated
their initiatives in cooperation and their digital reali"ations.
7ositive feelings from these visits will always accompany us to see how in society there
are real& useful and praiseworthy initiatives& often performed by partners involved in
$rundtvig partnerships as in this case by SLIC partners for getting better relat
and better living in communities. %e plan to spread and use all those precious
e!periences in the future.
in one short sentence what SLIC partnership meant to us we would sayD
2SLIC ,*rtn)r-.#,3 (#4) ,r)"#o!- .#)n -))- o5 tr!) .!$*n#t% -,r)* *ro!n
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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DIMENSIONE
At the Collegium Civitas we heard about international cooperation to promote adult
of an aging society 0@the gray tsunamiA3 and
operators illustrated us
7ositive feelings from these visits will always accompany us to see how in society there
are real& useful and praiseworthy initiatives& often performed by partners involved in
$rundtvig partnerships as in this case by SLIC partners for getting better relationships
all those precious
in one short sentence what SLIC partnership meant to us we would sayD
$*n#t% -,r)* *ro!n

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.




CIVIL KOLL7GIUM ALAP8TV9NY

The SLIC project provided the CC2 and interesting opportunity to wor# in an
e!tended and very heterogenic partnership focusing on the issues of community
wor# especially in disadvantaged communities.

The diversity was certainly challenging in some aspect
common understanding and language. %hile we all wor# with communities our
approaches are 5uite different& some organi"ations are putting the emphasis on the
innovative but sometimes more formal adult education& some of them ha
orientation as well& some is oriented to youth& others to elder society and we also
had partners who are more focused on the grassroots level community engagement
and various support of the local communities. The diversity created an atmosphere
where all participants had to ma#e a step bac# and instead of being result oriented
we all had to compromise towards open learning& sharing learning in our community

Cont):t .)(,- to ()*rn
The visited countries all gave a special bac#ground to this open
almost tactile social6economic transformation in Cypress and $reece initiated many
deep discussions on the future of our democracies and the fragile balance of our
'uropean and also global system. 7rocessing and helping to understand
imbalances are crucially important and this process faces e!tremes in many levels.
<ur group also had a chance to learn and reflect on a special social
environment in *ungary where
can be seen which has interesting connections with growing activism and
disappointing results for vulnerable and minority communities. These all framed a
powerful contrast with 2inland& where the state has a very different social
perception& instead of ruling state the system is much closer to a serverEprovider
mechanism& which has interesting aspects in relation with civil society development
and community wor#& which are less visible in the 2innish environment.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
ALAP8TV9NY
The SLIC project provided the CC2 and interesting opportunity to wor# in an
e!tended and very heterogenic partnership focusing on the issues of community
wor# especially in disadvantaged communities.
The diversity was certainly challenging in some aspects& especially in getting to a
common understanding and language. %hile we all wor# with communities our
approaches are 5uite different& some organi"ations are putting the emphasis on the
innovative but sometimes more formal adult education& some of them have business
orientation as well& some is oriented to youth& others to elder society and we also
had partners who are more focused on the grassroots level community engagement
and various support of the local communities. The diversity created an atmosphere
where all participants had to ma#e a step bac# and instead of being result oriented
we all had to compromise towards open learning& sharing learning in our community
The visited countries all gave a special bac#ground to this open learning process. The
economic transformation in Cypress and $reece initiated many
deep discussions on the future of our democracies and the fragile balance of our
'uropean and also global system. 7rocessing and helping to understand changes and
imbalances are crucially important and this process faces e!tremes in many levels.
<ur group also had a chance to learn and reflect on a special social6political
environment in *ungary where B without judgments B a strong state centrali"ation
can be seen which has interesting connections with growing activism and
disappointing results for vulnerable and minority communities. These all framed a
powerful contrast with 2inland& where the state has a very different social
ing state the system is much closer to a serverEprovider
mechanism& which has interesting aspects in relation with civil society development
and community wor#& which are less visible in the 2innish environment.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC project provided the CC2 and interesting opportunity to wor# in an
e!tended and very heterogenic partnership focusing on the issues of community
s& especially in getting to a
common understanding and language. %hile we all wor# with communities our
approaches are 5uite different& some organi"ations are putting the emphasis on the
ve business
orientation as well& some is oriented to youth& others to elder society and we also
had partners who are more focused on the grassroots level community engagement
and various support of the local communities. The diversity created an atmosphere&
where all participants had to ma#e a step bac# and instead of being result oriented
we all had to compromise towards open learning& sharing learning in our community
learning process. The
economic transformation in Cypress and $reece initiated many
deep discussions on the future of our democracies and the fragile balance of our
changes and
imbalances are crucially important and this process faces e!tremes in many levels.
political
a strong state centrali"ation
disappointing results for vulnerable and minority communities. These all framed a
powerful contrast with 2inland& where the state has a very different social
ing state the system is much closer to a serverEprovider
mechanism& which has interesting aspects in relation with civil society development

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.




CIVIL KOLL7GIUM ALAP8TV9NY

Pro5)--#on*( t.r)*-
The previously mentioned @step bac#A is an important lesson itself which helped to
understand that between this different conte!ts @wor#ing with communitiesA can
have many forms and actors with different approaches& languages but 5uite similar
goals in the same time. Couth networ#ing& innovative adult education& supporting
voluntarism& social animation& e!perimental social wor#& community organi"ing&
community development& these all turned up during our learning process and framed
the colorful reality of community engagement. Learning more about our different
models had important effects on the participating organi"ations and that already
formed new partnerships between many of them
networ#ing& new projects.

2rom the CC2)s perspectiv
areD
<rgani"ational B the investment in everyday 0non
with citi"ens and their initiatives e!tends the potential of interest
networ#ing.
'ducational 6 the investment in
5uality assurance in *ungary are crucial tas#s for professional development
in the following years
CC2 will try to promote further cooperation preferably in the direction of the above
mentioned dimensions.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
ALAP8TV9NY
The previously mentioned @step bac#A is an important lesson itself which helped to
understand that between this different conte!ts @wor#ing with communitiesA can
have many forms and actors with different approaches& languages but 5uite similar
same time. Couth networ#ing& innovative adult education& supporting
voluntarism& social animation& e!perimental social wor#& community organi"ing&
community development& these all turned up during our learning process and framed
mmunity engagement. Learning more about our different
models had important effects on the participating organi"ations and that already
formed new partnerships between many of them B teaching cooperation&
networ#ing& new projects.
2rom the CC2)s perspective the most important dimensions of the gained #nowledge
the investment in everyday 0non6professional3 connections
with citi"ens and their initiatives e!tends the potential of interest6
the investment in community wor# training standards and
5uality assurance in *ungary are crucial tas#s for professional development
in the following years.
CC2 will try to promote further cooperation preferably in the direction of the above
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The previously mentioned @step bac#A is an important lesson itself which helped to
understand that between this different conte!ts @wor#ing with communitiesA can
have many forms and actors with different approaches& languages but 5uite similar
same time. Couth networ#ing& innovative adult education& supporting
voluntarism& social animation& e!perimental social wor#& community organi"ing&
community development& these all turned up during our learning process and framed
mmunity engagement. Learning more about our different
models had important effects on the participating organi"ations and that already
teaching cooperation&
e the most important dimensions of the gained #nowledge
professional3 connections
6based
community wor# training standards and
5uality assurance in *ungary are crucial tas#s for professional development
CC2 will try to promote further cooperation preferably in the direction of the above

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



STO&AR1YS1ENIE CENTRUM

2rom the beginning the CAL
development in 7oland. The implementation of CAL)s programs and educational
projects is based on the e!perience ofD
from different sectors which wor# with communities& groups& inhabitants with the
purpose of strengthening and empowerment as well as independence and
development of those people. 7articipation in those projects allowed us to enrich our
theoretical and practical #nowledge
with fields ofD social animation
organi"ation in their closest neighborhoods.
Meetings partner 6 Study visits gave us confidence in the validity of ou
because almost all of our partners share the concept of adult education by i
systematic wor#& respect of the values and support people in their further
development.
The most significant elements
Ac5uiring #nowledge of informal learning methods and of mobili"ing
people in the
project &
Sharing #nowledge through the presentation of new methods and
through informal education and familiari"ation with the e!amples of
international good practices
Improving the #nowledge and e!perience
education
7romotion of our organi"ation& dissemination information of CAL)s
actions&
The possibility of participation in the creation of projects)
information materials
7articipation in the creation and release of newsletters
contain descriptions of good practices& what enabled to e!plore new
methods implemented in the countries participating in the SLIC.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTRUM &SPIERANIA AKTY&NO;CI LOKALNEJ CAL
the CAL Association)s focus is on local communities)
development in 7oland. The implementation of CAL)s programs and educational
projects is based on the e!perience ofD social animators& educators and institutions
from different sectors which wor# with communities& groups& inhabitants with the
rengthening and empowerment as well as independence and
development of those people. 7articipation in those projects allowed us to enrich our
theoretical and practical #nowledge in these areas& which are strongly associated
D social animation& social wor#& including people to self6help and self
organi"ation in their closest neighborhoods.
Study visits gave us confidence in the validity of our wor#
partners share the concept of adult education by i
systematic wor#& respect of the values and support people in their further
The most significant elements for us in the frames of the project wereD
Ac5uiring #nowledge of informal learning methods and of mobili"ing
people in the community implemented by our partners in the
Sharing #nowledge through the presentation of new methods and
through informal education and familiari"ation with the e!amples of
international good practices
Improving the #nowledge and e!perience in a field of informal adult
education
7romotion of our organi"ation& dissemination information of CAL)s

The possibility of participation in the creation of projects)
information materials
7articipation in the creation and release of newsletters& which
contain descriptions of good practices& what enabled to e!plore new
methods implemented in the countries participating in the SLIC.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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development in 7oland. The implementation of CAL)s programs and educational
& educators and institutions
from different sectors which wor# with communities& groups& inhabitants with the
rengthening and empowerment as well as independence and
development of those people. 7articipation in those projects allowed us to enrich our
strongly associated
help and self6
r wor#&
partners share the concept of adult education by inclusion&
systematic wor#& respect of the values and support people in their further
Ac5uiring #nowledge of informal learning methods and of mobili"ing
community implemented by our partners in the
Sharing #nowledge through the presentation of new methods and
through informal education and familiari"ation with the e!amples of
in a field of informal adult
7romotion of our organi"ation& dissemination information of CAL)s
& which
contain descriptions of good practices& what enabled to e!plore new
methods implemented in the countries participating in the SLIC.

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



STO&AR1YS1ENIE CENTRUM

7romotion of the SLIC project in 7oland& in the environment of
educators and social animators& who represent the idea of the
project and are SLIC ambassadors.
The opportunity to gain #nowledge and learn new activities durin
visits
*ave a chance to get to #now the approach of learners in the process
of non6formal education& their problems& dilemmas& barriers faced
during their education and development
Introduction of the method of education focused on individual
character of learning process&
evelopment of s#ills and social competence in the educational
process conducted in local communities&
Learn about partners approach of the problems of e!clusi
discrimination

The wor# of partner organi"ations inspired us toD
inclusion of local community representatives in the preparation of
publications based on the analysis of local resources 0sources & memories&
references to history& tradition3
The opportunity to have deep reflection on what our actions can teach
other people And what a person involved in the project would li#e to learn
;ew perception of diagnosis as encouraging self
self6help among neighbors
evelopment of citi"en mobili"ing methods through the
informant)& inducing the search for
of my residence ? what it is li#e

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTRUM &SPIERANIA AKTY&NO;CI LOKALNEJ CAL
7romotion of the SLIC project in 7oland& in the environment of
educators and social animators& who represent the idea of the
project and are SLIC ambassadors.
The opportunity to gain #nowledge and learn new activities durin
*ave a chance to get to #now the approach of learners in the process
formal education& their problems& dilemmas& barriers faced
during their education and development
Introduction of the method of education focused on individual
character of learning process&
evelopment of s#ills and social competence in the educational
process conducted in local communities&
Learn about partners approach of the problems of e!clusi
discrimination
The wor# of partner organi"ations inspired us toD
inclusion of local community representatives in the preparation of
publications based on the analysis of local resources 0sources & memories&
references to history& tradition3
The opportunity to have deep reflection on what our actions can teach
other people And what a person involved in the project would li#e to learn
;ew perception of diagnosis as encouraging self6organi"ation & promoting
help among neighbors
ent of citi"en mobili"ing methods through the project Fcalendar E
informant)& inducing the search for the answers D what is pleasing in the place
of my residence ? what it is li#e ? what and how to change it?
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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7romotion of the SLIC project in 7oland& in the environment of
educators and social animators& who represent the idea of the
The opportunity to gain #nowledge and learn new activities during
*ave a chance to get to #now the approach of learners in the process
formal education& their problems& dilemmas& barriers faced
Introduction of the method of education focused on individual
evelopment of s#ills and social competence in the educational
on and
inclusion of local community representatives in the preparation of
publications based on the analysis of local resources 0sources & memories&
The opportunity to have deep reflection on what our actions can teach
other people And what a person involved in the project would li#e to learn
organi"ation & promoting
project Fcalendar E
the answers D what is pleasing in the place

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.




STO&AR1YS1ENIE CENTRUM

Inclusion of local community in the social research process 0resources& potential
of individual citi"ens3 and joint analysis of the results & development
plan with the local community and local partners&
Inclusion the people who have managed to overcome their problems and give
them opportunity to transfer this e!perience to others

Pro<)"t SLIC #- * '#n o5 (*+or*tor% =.#". *((o=- to )4)(o,
>,ro,.%(*:#- *n $)#"*t#on> =.#". "*n .)*( * -o!( o5 (o"*( "o$$!n#t#)-/

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTRUM &SPIERANIA AKTY&NO;CI LOKALNEJ CAL
Inclusion of local community in the social research process 0resources& potential
of individual citi"ens3 and joint analysis of the results & development
plan with the local community and local partners&
Inclusion the people who have managed to overcome their problems and give
them opportunity to transfer this e!perience to others.
Pro<)"t SLIC #- * '#n o5 (*+or*tor% =.#". *((o=- to )4)(o, * 2r)"#,)6 5or * ?oo
>,ro,.%(*:#- *n $)#"*t#on> =.#". "*n .)*( * -o!( o5 (o"*( "o$$!n#t#)-/
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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Inclusion of local community in the social research process 0resources& potential
of individual citi"ens3 and joint analysis of the results & development of an action
Inclusion the people who have managed to overcome their problems and give
* 2r)"#,)6 5or * ?oo


SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



MEDGENERACIJSKI CENTER

Sharing Learning in Communities 0SLIC3 had a great impact on Intergenerational
Centre Celje. ;ot only because it was our first $rundtvig project& but mainl
of the fact that offered us an opportunity to get ac5uainted with different
approaches in the field of community development and especially learning within the
community for its own benefit. The second reason lies in the opportunity for us to
test our approaches& views and methods on a major 'uropean panel. / 'uropean
partners which all come from countries with established community methods
more& some less B cooperated in a way that gave us much needed reflection about
the prospects of our national development in this field. %e were therefore delighted
to reali"e that some views& which we share with other partners& are much more
valued in those countries than in Slovenia.

<ne of most valuable lessons that we got from the SLIC project& gene
definitely the way how to cooperate in the field of community development learning
in order to provide benefits for your own country and to share your methods with
other partners. International cooperation may seem easy to conduct& but i
our view one of the $rundtvig ideas is not just to mi! different ideas and blend
#nowledge from different countries into a brand new mi!ture& but is also to provide
;$<)s such as ourselves proper tools to be actively involved in such projects
nowadays more than ever present a strong pillar of progress.

uring all partner meetings in G different countries& hosted by G different partners& all
the hours spent on the preparation of sharing position paper& newsletters&
evaluations& reading all those papers from other partners& visiting e!amples of good
community practice& you surely learn a lot. Much of this #nowledge is not
represented by specific theories or elaborated approaches that are prepared to be
transferred to your home country& but
partnerD you enhance your social feeling& you learn how to balance different
demands in the community& you learn how to value things that are uni5ue in your
country and similar. Such progress is hard to descri
in our day to day activities.
N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTER 2HUDINJA6 CELJE
Sharing Learning in Communities 0SLIC3 had a great impact on Intergenerational
Centre Celje. ;ot only because it was our first $rundtvig project& but mainl
of the fact that offered us an opportunity to get ac5uainted with different
approaches in the field of community development and especially learning within the
community for its own benefit. The second reason lies in the opportunity for us to
t our approaches& views and methods on a major 'uropean panel. / 'uropean
partners which all come from countries with established community methods
cooperated in a way that gave us much needed reflection about
national development in this field. %e were therefore delighted
to reali"e that some views& which we share with other partners& are much more
valued in those countries than in Slovenia.
<ne of most valuable lessons that we got from the SLIC project& generally spea#ing& is
definitely the way how to cooperate in the field of community development learning
in order to provide benefits for your own country and to share your methods with
other partners. International cooperation may seem easy to conduct& but i
our view one of the $rundtvig ideas is not just to mi! different ideas and blend
#nowledge from different countries into a brand new mi!ture& but is also to provide
;$<)s such as ourselves proper tools to be actively involved in such projects
nowadays more than ever present a strong pillar of progress.
uring all partner meetings in G different countries& hosted by G different partners& all
the hours spent on the preparation of sharing position paper& newsletters&
ll those papers from other partners& visiting e!amples of good
community practice& you surely learn a lot. Much of this #nowledge is not
represented by specific theories or elaborated approaches that are prepared to be
transferred to your home country& but is represented by the general progress of the
partnerD you enhance your social feeling& you learn how to balance different
demands in the community& you learn how to value things that are uni5ue in your
country and similar. Such progress is hard to describe& but it e!ists and it will reflect
in our day to day activities.
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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Sharing Learning in Communities 0SLIC3 had a great impact on Intergenerational
Centre Celje. ;ot only because it was our first $rundtvig project& but mainly because
of the fact that offered us an opportunity to get ac5uainted with different
approaches in the field of community development and especially learning within the
community for its own benefit. The second reason lies in the opportunity for us to
t our approaches& views and methods on a major 'uropean panel. / 'uropean
partners which all come from countries with established community methods B some
cooperated in a way that gave us much needed reflection about
national development in this field. %e were therefore delighted
to reali"e that some views& which we share with other partners& are much more
rally spea#ing& is
definitely the way how to cooperate in the field of community development learning
in order to provide benefits for your own country and to share your methods with
other partners. International cooperation may seem easy to conduct& but it is not. In
our view one of the $rundtvig ideas is not just to mi! different ideas and blend
#nowledge from different countries into a brand new mi!ture& but is also to provide
;$<)s such as ourselves proper tools to be actively involved in such projects which
uring all partner meetings in G different countries& hosted by G different partners& all
the hours spent on the preparation of sharing position paper& newsletters&
ll those papers from other partners& visiting e!amples of good
community practice& you surely learn a lot. Much of this #nowledge is not
represented by specific theories or elaborated approaches that are prepared to be
is represented by the general progress of the
partnerD you enhance your social feeling& you learn how to balance different
demands in the community& you learn how to value things that are uni5ue in your
be& but it e!ists and it will reflect

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.



MEDGENERACIJSKI CENTER

It is however e5ually important to emphasi"e some crucial
learned from the SLIC project& or
that all the activities in organi"ing community learning must derive from the needs of
this e!act community. Therefore involvement of local actors and pro
e5ual importance. In addition& there are always two parties
which must be able to conduct a proper relationship.

Much of the wor# is done through non
some ways better than f
Therefore such relationship is better off than classical formal one. It offers closeness&
trust and possibility to grow within the community and share your beliefs and
#nowledge with others. In that aspec
definitely the 2innish concept of learning through e!perience and the concept of the
e!pert by e!perience which offers some grate solutions for different community
problems that demand someone from similar bac#groun
bac#ground into consideration was also mentioned a lot and it must be considered.

2urthermore& discussions about the barriers that educators have to confront in order
to reach their goals are also very important. =eali"ation t
barriers means that we have a possibility to address those issues in a standardi"ed
way& in a way that reflects the e!perience throughout the 'urope. Common
'uropean Mar#et and free movement of goods& services and people mean also
opportunity to finally achieve free movement of #nowledge and e!perience.
$overnments and institutional partners have their diplomatic ways& however ;$<)s
lac# them. In the SLIC project we reali"ed that the first step is to get ac5uainted with
those barriers& you must admit them and then try to solve them& or
partner reiterated many times
the challenge is on us to provide common frame for dealing with those barriers. The
SLIC project offered some discussion and within some solutions. In depth analysis of
those is however impossible to conduct& since this was only one of our project
elements.

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTER 2HUDINJA6 CELJE
It is however e5ually important to emphasi"e some crucial approaches that we
learned from the SLIC project& or B better to say B from our partners. %e reali"ed
that all the activities in organi"ing community learning must derive from the needs of
Therefore involvement of local actors and promoters is of
In addition& there are always two parties B learners and educators&
which must be able to conduct a proper relationship.
Much of the wor# is done through non6formal and in6formal learning which are in
some ways better than formal learning which is not enough in modern times.
Therefore such relationship is better off than classical formal one. It offers closeness&
trust and possibility to grow within the community and share your beliefs and
#nowledge with others. In that aspect one of the most valuable approaches is
definitely the 2innish concept of learning through e!perience and the concept of the
e!pert by e!perience which offers some grate solutions for different community
problems that demand someone from similar bac#ground. The need to ta#e similar
bac#ground into consideration was also mentioned a lot and it must be considered.
2urthermore& discussions about the barriers that educators have to confront in order
to reach their goals are also very important. =eali"ation that we are facing similar
barriers means that we have a possibility to address those issues in a standardi"ed
way& in a way that reflects the e!perience throughout the 'urope. Common
'uropean Mar#et and free movement of goods& services and people mean also
opportunity to finally achieve free movement of #nowledge and e!perience.
$overnments and institutional partners have their diplomatic ways& however ;$<)s
lac# them. In the SLIC project we reali"ed that the first step is to get ac5uainted with
arriers& you must admit them and then try to solve them& or B as our $erman
partner reiterated many times B there are no problems& only challenges. Therefore
the challenge is on us to provide common frame for dealing with those barriers. The
ffered some discussion and within some solutions. In depth analysis of
those is however impossible to conduct& since this was only one of our project
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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approaches that we
%e reali"ed
that all the activities in organi"ing community learning must derive from the needs of
moters is of
learners and educators&
formal learning which are in
ormal learning which is not enough in modern times.
Therefore such relationship is better off than classical formal one. It offers closeness&
trust and possibility to grow within the community and share your beliefs and
t one of the most valuable approaches is
definitely the 2innish concept of learning through e!perience and the concept of the
e!pert by e!perience which offers some grate solutions for different community
d. The need to ta#e similar
bac#ground into consideration was also mentioned a lot and it must be considered.
2urthermore& discussions about the barriers that educators have to confront in order
hat we are facing similar
barriers means that we have a possibility to address those issues in a standardi"ed
way& in a way that reflects the e!perience throughout the 'urope. Common
'uropean Mar#et and free movement of goods& services and people mean also the
opportunity to finally achieve free movement of #nowledge and e!perience.
$overnments and institutional partners have their diplomatic ways& however ;$<)s
lac# them. In the SLIC project we reali"ed that the first step is to get ac5uainted with
as our $erman
there are no problems& only challenges. Therefore
the challenge is on us to provide common frame for dealing with those barriers. The
ffered some discussion and within some solutions. In depth analysis of
those is however impossible to conduct& since this was only one of our project

SHARING LEARNING IN


The project is funded by the European Commission as a Grundtvig Learning Partnership under the
2014. This newsletter reflects the views onl
which may be made of the information contained therein.




MEDGENERACIJSKI CENTER

The SLIC project also offered us a plethora of ideas which are ready to be transferred
into our communities. 'specially neighbouring countries& such as Italy and *ungary&
conduct activities that correspond to the nee
computer illiteracy& managing active involvement of the target group with activities
that are practical and useful and providing common places for different generations
are definitely the approaches that will be used by
sustainable manner. Some of the approaches are not yet ripe to be included in our
activities& or B better to say
differences have major impact on

The SLIC project was a great e!perience with very positive results. %e believe that it
offered a sound base for any further activity in common projects between e!isting
partners. There is still a lot to be done in this field of wor#. And to fashionably conclude
this contribution to the final newsletter
the 84 meeting is approaching
partners and othersD Keep calm and carry on!

N COMMUNITIES
The project is funded by the European Commission as a Grundtvig Learning Partnership under the
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
CENTER 2HUDINJA6 CELJE
The SLIC project also offered us a plethora of ideas which are ready to be transferred
into our communities. 'specially neighbouring countries& such as Italy and *ungary&
conduct activities that correspond to the needs of our population. ,attling with
computer illiteracy& managing active involvement of the target group with activities
that are practical and useful and providing common places for different generations
are definitely the approaches that will be used by Intergenerational centre Celje in a
sustainable manner. Some of the approaches are not yet ripe to be included in our
better to say B we are not ripe yet. Cultural& social and welfare
differences have major impact on
a great e!perience with very positive results. %e believe that it
offered a sound base for any further activity in common projects between e!isting
partners. There is still a lot to be done in this field of wor#. And to fashionably conclude
ion to the final newsletter B since in the time of writing this contribution
the 84 meeting is approaching B dear SLIC partners& learners& ambassadors& national
Keep calm and carry on!
The project is funded by the European Commission as a Grundtvig Learning Partnership under the LLP from 2012 to
of the authors, and the Commission cannot be held responsible for any use



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The SLIC impact





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The SLIC project also offered us a plethora of ideas which are ready to be transferred
into our communities. 'specially neighbouring countries& such as Italy and *ungary&
ds of our population. ,attling with
computer illiteracy& managing active involvement of the target group with activities
that are practical and useful and providing common places for different generations
Intergenerational centre Celje in a
sustainable manner. Some of the approaches are not yet ripe to be included in our
we are not ripe yet. Cultural& social and welfare
a great e!perience with very positive results. %e believe that it
offered a sound base for any further activity in common projects between e!isting
partners. There is still a lot to be done in this field of wor#. And to fashionably conclude
since in the time of writing this contribution
dear SLIC partners& learners& ambassadors& national