Benefit Architecture Heritage and Young Adults

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Benefit Architecture Heritage and Young Adults

• Grundtvig Learning partnership
• Young adults learning through cultural engagement
  in Europe

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• The YALTCEE project
• The YALTCEE project, Young Adults Learning
  Through Cultural Engagement in Europe, was
  organised within the framework of a learning
  partnership in the European Unions Grundtvig
  programme. Involved in the project are, the
  Nordic Centre for Heritage Learning, the Jamtli
  Museum, The Regional State Archive and the Birka
  Folk High School from Sweden, the Loch Lomond and
  Trossachs National Parks, as well as the
  University of Glasgow from Scotland, the Maritime
  Museum and the Business Promotion Corporation of
  the Province of Livorno in Italy, and the College
  of Further Education of the administrative
  district of Diepholz with the District Museum
  Syke.
• The primary aim of the learning partnership was
  the exchange of experiences in the learning
  development of young adults with the help of
  activities based on cultural or natural heritage,
  in conjunction with an evaluation of the
  respective aspects of usefulness in economic,
  social and environmental areas for the target
  group and the stakeholders.
• 1. Participants
• The target groups of the participants include
  the so-called school dropouts or early school
  leavers and pupils of the exit classes who take
  part in school-to-work transition training
  schemes and, on the other hand, the disadvantaged
  young adults, who, after their period of
  compulsory education, are incorporated into
  vocationally oriented training schemes (e.g. job
  preparation/training with subsequent acquisition
  of a Certificate of General Education
  (Hauptschulabschluss)
• 2. Policy makers
• Under the term policymakers, we understand
  decision-makers / guideline creators, players
  from communities, the job market, commerce and
  industry, organisations, etc..
• 3. Organisations managing cultural and natural
  heritage
• Secondary Institutes of further education,
  cultural heritage organisations centred on
  cultural and natural history and a
  national/nature park were involved in cultural
  organisations. Other cultural organisations were
  not included.
• From this developed a concentration of project
  work in the area of further education, in
  connection with heritage based pedagogy, and the
  educational work of natural and environmental
  organisations as protectors and promoters of the
  cultural and natural heritage.

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• The partner organisations from Sweden, Great
  Britain, Italy and Germany met to exchange
  experiences and describe their own project work,
  and were able to develop structure elements and
  criteria for describing the user aspects.
• On this basis a benefit architecture was
  developed in which the main points of the
  established benefits are documented and
  described. This architecture is not exhaustive,
  but is seen as a starting point for a systematic
  presentation of effectiveness and the connected
  results of the educational work with the
  described target groups.
• For this reason the benefits mentioned here are
  only examples as a full documentation of the
  effectiveness and results within the framework of
  a learning partnership is not possible and must
  be reserved for a larger project.
• Benefit-Architecture and Systematic
• The architecture comprises a table and is
  hyperlinked with a subsequent explanation of the
  main points.
• The systematic of the table considers, on the
  one hand, the target groups concerned
• Participants
• Policy makers
• Cultural and natural heritage organisations.
• On the other hand, specific spheres and aspects
  of the use as main focus are developed, for
  example
• Structures and organisation of learning
• Learning and vocational training
• Occupational aptitude and choice
• etc.
• With this structure it is possible to
  demonstrate the main points of various part
  aspects or themes which are defined in more
  detail in the subsequent content description.

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• A 1 Scope and benefits for participants
• Structure Organisation Extra curricular
  learning organisation
• Education at various organisational levels
  enables juveniles and young adults to learn about
  other learning organisations and gain experience
  outside formal education. The so-called
  "school-tiredness" of participants is often
  decisive for the lack of interest in the formal
  learning and as a result, leads to the early
  "exit" or the well-known disadvantaged status
  at the end of the regular schooling. In the
  extra-curricular learning organisations with
  corresponding effect in the field of "cultural
  engagement", significant contribution can be made
  to motivation. The learning outcomes are
  promotion of individual skills and return to
  formal education.
• Particularly suitable are learning organisations
  in which practical applications, or actions can
  be implemented, such as those tested here or
  museum projects or the National Park, where
  close-to-nature, ecological projects have been
  put into practice. This particularly includes
  other cultural fields such as theatre, music,
  art, etc In Sweden, for example, a project with
  young people involving the identification,
  meaning and origin of families was successfully
  implemented using Government archives.

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• A 2 Scope and benefits for participants
• Education Training Comprehensive and informal
  learning
• The participants learn that they are integrated
  within the culture-preserving engagement (in the
  Museum, the National Park). In addition to the
  school learning requirements, come
  practice-oriented, real life learning paths to
  provide a holistic learning supplement. Using
  concrete tasks, the participants, both
  individually and collectively in the group,
  perform practical tasks, as well as applying
  their knowledge acquired from the school. They
  experience how, by their own efforts, they,
  themselves, produce something. There are a
  variety of steps and handholds to the acquisition
  of the basic knowledge and skills. In addition,
  attention and concentration are demanded, leading
  to more reliability and, in the group, to
  committed cooperative actions.
• There seems to be a promotion of informally
  acquired skills and the related competencies
  which lead to conscious actions, particularly if,
  in the projects, these capabilities are
  specifically requested. For example in projects
  with the use of media, the group feeling or the
  feeling of community solidarity, from sports club
  membership, or the participants may have helped
  father and / or mother with certain tasks and
  recognize that they also possess certain skills,
  etc.

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• A 3 Scope and benefits for participants
• Aptitude Vocational choice Help in vocational
  orientation
• The pathways in the "cultural engagement" are
  characterised by the combination of theoretical
  knowledge with practical activities and
  applications. For example, the realistic
  relationship to practical work actually makes it
  possible to get, for a start, ones own idea of
  professional activities without the need for
  immediate commitment. In the museum, for example,
  many traditional crafts are represented and the
  basic and necessary skills may be communicated by
  the appropriate experts. The young people learn
  practical applications of tools, techniques and
  requirements for professional activities. It
  sharpens the view on their own skills and
  knowledge.
• General requirements for the occupational
  aptitude and readiness for vocational training,
  such as cognitive, social and personal
  disposition, basic education skills, reliability,
  commitment, etc., are well taught and learned.
  Participants learn the organisation and work
  procedures. Firstly, it helps them in their
  vocational orientation, and also they can have
  their own resources and abilities awakened and
  examined.

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• A 4 Scope and benefits for participants
• Integration Reinforcement of self development
  and self esteem
• The juveniles and young adults learn, as
  participants of extra-curricular projects, that
  there are additional and differently structured
  learning options. They can recognize their own
  interests better and provide more for their own
  future needs. Participants can see that, in
  addition to the standardised learning at school,
  vocational school or in the workplace, there are
  alternative learning options.
• They experience that, in a heritage environment,
  there is a wide range of cultural learning
  opportunities outside the direct professional
  training and activity and that this is a useful
  addition and enrichment. They are introduced to
  voluntary and self-determined forms of further
  education. This is especially important for their
  personal development, if in the family
  environment and within their circle of friends,
  the cultural or nature oriented engagement is
  held in low estimation or completely absent. The
  so-called "disadvantaged" or target groups whose
  vision of prospects leads to rather apathetic
  behaviour and disorientation, find in the
  non-formal and more practically oriented heritage
  learning, the encouragement to recognise their
  own development capacity, and subsequently their
  self-esteem.

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• A 5 Scope and benefits for participants
• Social integration Sustainability Cultural
  and Natural heritage as a path to social standing
• Cultural commitment is not regarded as a mere
  accumulation of facts and figures. Cultural and
  natural history-oriented projects and workshops
  give young people the opportunity to see
  themselves in other contexts. The field of
  activity in cultural organisations and the view
  of the cultural development in everyday life as a
  historical dimension, promotes understanding
  among young people for their social, social
  environment and the ecological environment in
  which they have to orientate themselves and find
  their way.
• The understanding, that they are, themselves,
  part of nature and culture, natural and cultural
  history and related economic and social rules to
  be promoted is sustainable. This includes their
  family relationships in equal measure, as the
  region or the landscape in which they grow up and
  live. In addition, many projects provide an
  opportunity of finding recognition of the family,
  friends or even of the public. Self-produced
  items, taking part in practical and cultural
  projects to give the opportunity to say, "I made
  that, I was involved in that." In addition this
  strengthens the social positioning and
  self-esteem.

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• A 6 Scope and benefits for participants
• Intercultural dialogue Experience in what is
  strange or different and its diversity
• The formula I You We! is included by
  juveniles and young adults in their social
  dialogue. In group processes the participants are
  required to work together with others to get to
  know and respect the others, irrespective of
  whatever cultural background and environment from
  which they come. Mixed groups with participants
  of different backgrounds can exchange and learn.
  That which is strange, different or unknown can
  be used, seen as an enrichment and as a
  broadening of one's own horizon. In the cultural
  projects, they are also required to explain
  themselves to others and assert themselves.
• Individual differences are allowable and they
  should be recognised and experienced, but also
  when necessary to stay committed to the group and
  community. Culture is basically a social sphere
  in which the differences but, above all, the
  equivalent diversity of cultures, can be
  demonstrated. Culture (here understood in general
  and appropriately including all forms of cultural
  expression), as a means and method has an
  extremely close and exciting dimension to the
  experience of awareness and education for
  intercultural dialogues.

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• A 7 Scope and benefits for participants
• Perception by general public Earning respect
• The participants overcome their own disbelief in
  their own capacities by what should not be
  described as anything less than hard work.
• By developing more and more knowledge about
  their own abilities they naturally take upon
  themselves more demanding challenges and solve
  problems. As they grow as individuals they will
  achieve a growing deal of respect by the
  surroundings. In both the German, Scottish and
  Swedish programmes the participants will most
  probably first experience respect from programme
  staff and other participants and then from family
  and friends.

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• A 8 Scope and benefits for participants
• Recourses Explore potentials
• In the complementary learning environments using
  cultural and natural heritage previously
  un-awoken interests and abilities can become
  visible. Above and beyond everyday schooling
  where performance is more orientated to the
  syllabus, in cultural and natural projects,
  additionally, the individual abilities or, as
  described above, informally acquired skills can
  be professionally addressed.
• The individual potentials can be worked on and
  later efficiently targeted. For student groups a
  workshop in a different environment such as an
  historic blacksmiths shop is a special
  attraction. There are educational opportunities
  in the form of taster courses, but also
  longer-term courses in which potential analysis,
  and methods and content to promote the
  professional ability and training readiness are
  offered.

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• A 9 Scope and benefits for participants
• Access Getting opportunities
• In modern Europe the multitude of educational
  opportunities is not open to people with less
  successful educational background. It is a
  precondition for any further education to get the
  fundamental competences in place and even to do
  so at a relatively young age. Otherwise it is
  very difficult to get an education and to hold on
  to a job or even to get one.
• Basic education is for most people the key to
  function in society and thereby to feel as part
  of it.

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• A 10 Scope and benefits for participants
• Key competences Learning to learn
• The eight European key competences for lifelong
  learning have both hard core knowledge
  dominated elements such as mathematics, language
  and ICT and soft core attitude dominated
  elements such as civic competences and the
  ability to have a willingness to learn.
• By using cultural and natural heritage learning
  for the early school leavers and otherwise
  marginalised young people especially the key
  competences of learning to learn, cultural
  creativity and civic competences are addressed
  and stimulated. It is the achievement of enough
  learning to learn competence which especially
  seems to be successful as the heritage learning
  outcome.

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• B 1 Scope and benefits for policymakers
• Structure Organisation Appropriate support
  structures
• Heritage organisatoins such as archives, museums
  and nature parks in cooperation with formal
  educational institutions can offer new methods of
  general and cultural education. Such education is
  a complement and support in the traditional
  educational paths. In recent years, a variety of
  projects to support and promote learning
  efficiency especially in the area of secondary
  schools have been implemented and tested. In
  particular the transition from school to work
  received a great deal of attention and there were
  great successes in the extra-curricular support.
• Young people could, just as in our project, be
  led again to learning efficiency, or the
  transitions from school to work were successfully
  realised. The diversity of educational
  opportunities and possibilities, as well as
  interlocking of multiple offers and measures from
  different educational institutions, must be
  provided with appropriate support structures and
  require appropriate financial resources. The
  added value of such supported measures is clearly
  shown in the savings which would otherwise be a
  long-term burden on social budgets.

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• B 2 Scope and benefits for policymakers
• Education Training The capacity of the
  education system will be utilized
• The formal and non-formal educational systems
  are naturally designed and funded to be able to
  educate the young people in each annual group of
  the generation. As a percentage of about 15 each
  year In Europe leaves the formal education system
  means that the full capacity is not used. The tax
  payers of Europe pays a 100 price for a system
  but gets only 85 value for the money.
• By using heritage learning to stimulate early
  school leavers to re-engage with education brings
  the amount of lost educational capacity down.

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• B 3 Scope and benefits for policymakers
• Aptitude Vocational choice Making people use
  their talents in suitable education
• Heritage organisations do have holistic
  possibilities by their natural function. This
  makes it possible to stimulate all senses by
  heritage learning and to make participators try
  out a multitude of activities. Participators will
  very often show interest in matters which they in
  other circumstances would never have given a
  thought.
• This makes it possible for the young adults to
  develop interests based on their natural gifts
  and from there to education and labour market.

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• B 4 Scope and benefits for policymakers
• Integration Networking of learning methods
• Networked learning can provide differentiated
  educational opportunities, with differentiated
  offers and taking into account specific training
  needs and target groups. Different players need
  to network in learning, exchange experiences and
  coordinate their respective offers and orders. At
  the same time needs can be addressed at different
  places such as schools, cultural organizations,
  business operations, employment service and
  further training facilities.
• In networked learning, schools and for example,
  the Employment Service can take advantage of
  offers of targeted assistance. This can be hourly
  or daily workshops or long-term projects selected
  to be individually tailored to the young
  disadvantaged adults.

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• B 5 Scope and benefits for policymakers
• Social integration Sustainability Taking
  responsibility for social cohesion
• The professional use of heritage learning is a
  relatively small effort for the community and
  other policy making stakeholders for getting the
  young adults included in a broader society.
• The effort is needed not only for the purpose of
  the social integration in itself but for the
  stakeholders first and foremost because it is
  necessary for the cohesion which is a
  precondition for the stability of society.

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• B 6 Scope and benefits for policymakers
• Intercultural dialogue Integration of people
  from immigrant backgrounds
• There is a huge political and public interest in
  smooth and conflict-free integration of people
  with an immigrant background into the community
  and social structures and conditions of our
  society. In heritage based projects, the
  respective cultures in their manners, customs and
  other characteristics can be presented and
  individual experiences of ones own cultural
  backgrounds can be communicated through "cultural
  experiences ".
• Through the integrative use of various
  educational and cultural institutions in formal
  education, people with and without migration
  backgrounds have the opportunity to "experience"
  each others cultural backgrounds. They will get
  an insight into other societal institutions and
  activities and build contacts.

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• B 7 Scope and benefits for policymakers
• Perception by general public Active handling in
  problematic social situations
• The public is aware when action is taken by
  politicians in socially problematic situations.
  Who are the appropriate players? What facilities
  are available? How can appropriate ways and means
  be negotiated? What resources are available? The
  heritage organizations need the political mandate
  and support for their work. The investment of
  public funds can sensibly be openly negotiated in
  public. Projects take place with an eye to social
  and economic problems.
• The transition from school to work" has become
  an important tool to encourage learning,
  school-tired or socially or educationally
  disadvantaged. Particular in secondary school
  pupils have great difficulties during the
  transition to a vocational training. High demands
  are made on those entering the job market which
  not all meet. Cultural and natural heritage
  organizations are important resources of
  expertise to aid and stimulate into fruitful
  choices. They are available as a complement to
  school and vocational education and training and
  thus provide important resources.

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• B 8 Scope and benefits for policymakers
• Recourses Use of existing resources
• Museums and National-/Nature parks must act in
  accordance with their public mission to keep
  cultural traditions and knowledge alive, and
  preserve the natural areas and natural resources
  and present these to visitors at the current
  standard. Cultural facilities also have a social
  responsibility to fulfil the task to the extent
  perceived, understood and used by the people in
  the region. As demonstrated in our project, they
  also have useful resources for the described
  learning and educational supplements.
• The use of these resources supports and promotes
  the public education mandate in the sense of
  encouraging people where formal education does
  not succeed. At the same time, these
  organisations are strengthened for current and
  future roles. Existing potential public interest
  is available. Overall, the diversity of cultural
  opportunities are promoted. Through the
  strengthening of heritage organisations socially
  disadvantaged young adults can be reached and
  become interested in the social concerns.

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• B 9 Scope and benefits for policymakers
• Access Getting a basic skilled population
• The rapid development in the knowledge based
  societies in post modern Europe calls for a
  population with certain basic skills the key
  competences for lifelong learning
• It is vital for society to engage the whole
  population in the learning age and the use of
  heritage learning makes access realistic for
  groups otherwise not reached. The activities seen
  in the project shows how society with relatively
  small means as especially in the examples from
  Lower Saxony, Scotland and Jämtland can make
  learning society accessible for otherwise
  disadvantaged young adults.

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• B 10 Scope and benefits for policymakers
• Key competences Effective use of heritage
  learning capacity
• The European Union has pointed out eight key
  competences necessary for a successful
  functioning of people in the community. People
  learn in different ways and naturally develops
  different learning stiles.
• The experience from using heritage learning is
  double in the sense that heritage learning makes
  learning more exciting and effective for some
  people who are already relatively well
  functioning learners and secondly makes learning
  possible at all for some people otherwise
  estranged in traditional educational
  environments. This too often overseen learning
  capacity in cultural and natural heritage
  organisations deserves to be addressed.

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• C 1 Scope and benefits for cultural and natural
  heritage organisations
• Structure Organisation places of learning
• Museums and institutions for the care of the
  natural heritage can make the historical
  relationship of human activities and needs
  immediately understandable and perceptible.
  Moreover, today's cultural institutions provide
  necessary freedom for creativity, with less focus
  on proscribed goals but without neglecting the
  need to work towards an ultimate objective. They
  can reach people who are otherwise less open to
  cultural engagement, and (further-) education.
• Integration into education requires an
  adaptation of the objective goals of the
  pedagogical tools and organizational practices.
  Here, the cultural institutions must face new
  challenges in networking with the clients and
  addressing their vision of their goals and take
  on the appropriate forms and methods in the
  management and implementation of such educational
  requirements.

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• C 2 Scope and benefits for cultural and natural
  heritage organisations
• Education Training Commitment to the
  educational objectives
• For a long time, the role of museums has been
  mainly based on the collecting, preserving and
  researching of tradition in the form of objects
  (buildings, tools, furniture, artwork, documents
  ...) and to make the results available to the
  interested public. Museums have long been seeking
  direct contact with their visitors, and open
  their rooms for a variety of encounters with
  culture, so that history can be experienced. Many
  museums consider themselves a living museum and
  have been co-operating for many years with youth
  workshops, schools, public universities and other
  institutions.
• The involvement of young adults in the work and
  in projects such as building an old old bake
  house as seen in Lower Saxony, in exhibitions as
  in Scotland and Jämtland or in semi scientific
  studies as in Tuscany is understood as an
  educational objective and realised as higher
  profile projects.

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• C 3 Scope and benefits for cultural and natural
  heritage organisations
• Aptitude Vocational choice Traditional and
  fundamental human activities (craftsmanship)
• Cultural institutions with historical and
  natural history focus are an exemplary
  illustration of the full range of human needs and
  requirements. At the same time, the traditional
  individual activities and occupations can be
  conveyed in detail by experts. Visitors as well
  as young people in project groups can participate
  and have their own experiences. Furthermore, it
  is important for a museum, to keep the heritage
  alive by preserving tradition. This means that
  the collection, the cultural knowledge and
  techniques must be constantly practiced, learned
  and passed on. The young people are participants,
  contact persons and important catalysts for new
  representation and agency levels.
• The trades are presented in an exhibition on
  various occasions, for example in role-plays.
  Participation is possible or it can be offered as
  a workshop. A museum complex makes the
  interweaving of different crafts and the
  traditional rural life visible. Historical
  developments, as well as natural conditions are
  comprehensible. For young people in project
  groups, in particular, this overview of complex
  contexts is particularly valuable and can be
  integrated in many developmental and learning
  phases.

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• C 4 Scope and benefits for cultural and natural
  heritage organisations
• Integration Regional network and organisation
  of interfaces
• The interaction of different specialised skills
  to provide optimal learning for different target
  groups, requires a network. Cultural facilities,
  schools, further education, businesses or
  employment agencies must find ways to link their
  interests to develop appropriate forms and paths.
  The progressive development and complexity in
  business and society requires all stakeholders to
  address and deal with the described challenges
  and different tasks. Potentials and skills can be
  better used and complement each other through
  networking. In specific orientation training
  offered in conjunction with, for example,
  museums, schools and further education, training
  can be targeted to the respective capabilities
  and the requirements be agreed and addressed.
• The second step is to ensure the emerging
  interfaces between, for example, a cultural
  institution like the museum and a school within
  the meaning of a targeted audience are promoted.
  A regional network can combine the regional
  potential and resources and shape the interfaces
  to the expertise of the individual players.

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• C 5 Scope and benefits for cultural and natural
  heritage organisations
• Social integration Sustainability Heritage
  and social responsibilities
• Although cultural and social affairs in public
  are often perceived as separate from each other,
  the interests are, in truth, in close proximity.
  The difference becomes apparent where providers,
  players (e.g. museum, National-/Nature parks) and
  visitors come together to talk and in joint
  projects to learn and profit from each other.
  Viewed in this way culture is embedded in society
  and can thus become social responsibility.
• A cultural institution stems from the role of
  involving participants according to their
  different interests and abilities. For example,
  adolescents are more easily reached through
  targeted actions in a simple way by a stroll in
  the museum. A new workshop or a new project can
  be used as an opportunity to acquire new
  co-operation partners to tap. It requires a
  special approach to meet the expectations of
  disadvantaged young people and even of the
  educational organisation which whom the heritage
  learning provider cooperates.

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• C 6 Scope and benefits for cultural and natural
  heritage organisations
• Intercultural dialogue Exchange and experience
• Through the many tasks that heritage
  organisations now have to perform, there are new
  opportunities for direct exchanges with groups
  from different areas of life. This ensures that
  heritage organisations are able to acquire new
  skills both for their present tasks, and for the
  future. Through the youth projects, working with
  young adults and exchange of ideas with schools
  and other entities enables the heritage learning
  providers to access current societal needs and
  social development.
• Projects and workshops for young adults have
  shown that there is a need for debriefing of the
  experience acquired. The content must be
  determined and tasks distributed. A heritage
  learning provider also benefits from this as an
  upgrade of its activities.

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• C 7 Scope and benefits for cultural and natural
  heritage organisations
• Perception by general public Organizational
  profile
• The perception and presence in public is of the
  utmost importance for a museum. Activities of the
  museum are in the public gaze especially when
  these relate to the interests of the people who
  live and work in the region. Archives, museums
  and nature parks are exceptionally important
  places for cultural activities and social
  encounters. With projects such as youth workshops
  and schools a museum expresses its commitment to
  the local people.
• Action days should be welcomed and utilised as
  an opportunity for a group or family outing. The
  combination of an archive or a museum with
  schools, adult education institutes and other
  education providers are positively perceived and
  assessed by the public on these occasions.
  Schools approach heritage organisations directly
  for projects and internships in the field.

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• C 8 Scope and benefits for cultural and natural
  heritage organisations
• Recourses Strengthen and utilize traditions
• Through the integration of heritage
  organisations in social tasks, traditions are
  kept in general awareness. The cultural memory of
  a community thrives on critical questioning and
  appropriation of cultural roots. Especially
  archives and museums perform this task and can
  better accomplish this, the more their work is
  appreciated and used.
• With concerted heritage learning, the younger
  generation in particular, can become enthusiastic
  about traditional crafts, techniques and ways of
  life. So far, this has appealed mainly to
  children and younger students. With the changes
  in an increasingly globalized economy, the labour
  market and the education sector as well as the
  migration of many people, new challenges for the
  heritage sector have emerged.
• Young adults are introduced in projects and
  workshops to the historical and cultural
  requirements. Also in the field of Intercultural
  Dialogue it is possible with cultural engagement,
  to reappraise the differentiated intercultural
  traditions and thus promote the mutual
  understanding of these cultures.

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• C 9 Scope and benefits for cultural and natural
  heritage organisations
• Access Reaching new users
• Through the use of professional heritage
  learning for socially and educationally
  disadvantaged young adults the heritage sector as
  a whole reach people who would otherwise normally
  not spend time or any thinking on the cultural or
  natural heritage.
• This is important for the heritage sector as it
  will always have as an ultimate aim to reach as
  many people as possible regardless of status
  measured any way at all. The professional staff
  in the heritage sector do of course know from a
  century of organisational experience that some
  specimens of people are almost impossible to
  reach. Young people as such and people with less
  educational background are such well known
  specimens. Making heritage accessible to such a
  public is very much needed in the sector.

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• C 10 Scope and benefits for cultural and
  natural heritage organisations
• Key competences Developing a new market
• The special capacity for providing different
  target groups especially favourable conditions
  for learning some of the key competences for
  lifelong learning gives the heritage sector an
  advantage in the market economy of education.
• The possibilities in heritage learning creates a
  new market for the heritage sector which should
  mean both financial earning and new customers.
• It does however put demands on the cultural and
  natural heritage organisations to secure
  continuous professional development of the
  capacity in near cooperation with the formal and
  non-formal education system as well as marketing
  the possibilities to decision makers.

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A product from a Grundtvig Learning
partnership

• - Nordiskt centrum för kulturarvspedagogik
  (Schweden)
• - Volkshochschule des Landkreises Diepholz
  (Deutschland)
• - Loch Lomond The Trossachs National Park
  (Schottland)
• - Provincia di Livorno Sviluppo (Italien)
• Balloch, Bassum, Livorno and Östersund June 2009

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The project was recommended by

• EARLALL
• The European Association of Regional and Local
  Authorities on Lifelong Learning
• and
• OBSERVATORY PASCAL
• - International Observatory on Place Management,
  Social Capital and Learning Regions