Game species generate considerable benefits to society in terms of hunting values, tourism, and maintenance of ecosystem balance. Hunting tourism is considered as a tool of wildlife protection. European experts emphasize their willingness and readiness for the maximum effort to protect and enhance the biodiversity of hunted agricultural and forestry areas. Representatives of European hunting organizations agree that efforts must be made to develop an economic concept and strategy for the use of natural resources, and to find solutions to the challenges of climate change at international level. At the same time, they agree that training and education in the field should be encouraged in order to prepare experts who understand the issue and are ready to implement appropriate protection measures. The main objective of HUNTOUR project is mainly to create educational materials for subsequent decision-making direction of the development of hunting tourism in the European Union countries. Only systematic collection of materials, comparison on a uniform basis can lead to the subsequent creation of a strategic development plan in a given area. Main goals(G) – Activities(A):(G1): improve the level of key competences and skills in the field of hunting tourism, taking into account the need for strategic development of this area in the context of environmental and climate change - A: Creation of educational materials O1 – O4 (multilanguage dictionary, case study, best practice guideline, textbook about hunting tourism in English and other partnership languages) G2) support quality improvement, excellence in innovation and internationalization at the level of education, research and training institutions through improved international cooperation between education and training providers and other hunting tourism stakeholders. A: Creation of an international team of experts; deepening cooperation between educational, research organizations and hunting tourism stakeholders during data collection for primary research; organization of short-term join staff training: Professional training in hunting tourism for further education will be organized in Prague at the end of the project. 18 participants selected in each partner country will be instructed how to use provided materials during their lectures for students or for professionals.G3) expand the international dimension of education by promoting mobility and cooperation between institutions from different countries. A: Implementation of transnational project meetings (TPM1-TMP5); implementation of multiplier event. 4 multiplier dissemination events are planned in each involved country at the end of the project to spread project outputs. In order to test prepared educational materials Short-term joint staff training event: Professional training in hunting tourism for further education G4) improve the awareness of the population in partner countries on the importance and benefits of hunting tourism through dissemination activitiesG5) improve language skills and promote EU linguistic diversity in intercultural awareness, focusing on hunting tourism A: all project activities will lead to fulfill G5Main target groups which will be addressed are 1) Students, lecturers in tourism and forestry fields; 2) Entrepreneurs in hunting tourism; hunting communities 3)Hunting tourism authorities (international, national and local level). Due to the interconnection of hunting and tourism, an interdisciplinary project is created, so the results can be used for both forestry and tourism sector.Results of HUNTOUR: 1. Offer a unique educational package for universities to start educate students in hunting tourism 2. Fostering creativity and innovative learning practices and environments by enhancing hunting tourism knowledge 3. support for the development of hunting tourism strategies and methodologies. 4. Facilitate access for both students and hunting communities/authorities to important open educational resources. 5. Spread the importance of hunting and hunting tourism to the general public.A strong European partnership combining the strengths, capabilities and expertise of 10 partner members from 4 different countries (Czech Republic - Czech University of Life Sciences Prague Faculty of Forestry and Wood Sciences, Serbia - The University of Novi Sad Faculty of Sciences, University of Helsinki Ruralia Institute, The National Agricultural Research and Innovation Centre Forest Research Institute) was assembled to create an innovative and practical tool for tourism and forestry fields students. Partners involved in the team have long experience in managing and implementing EU funded projects and therefore they can support the implementation of this project most effectively. All project members are experts in the specific field of hunting or hunting tourism. Project team expects future cooperation after the end of HUNTOUR project in order to continue to enhance hunting tourism education

CONTEXT LALI addresses the needs of adults with low qualifications and low literacy levels, possibly with lower knowledge of the local language. Most adults in this situation are migrants, who have arrived recently or did not acquire the local language / literacy skills despite the longer stay in the new environment. The lack of proficiency of the dominant local language and lack of literacy are a threat to employability, to the capacity of establishing and maintaining relationships with members of the host society, in short, a threat to social inclusion. Research shows that low-qualified and low-skilled adults are economically and socially marginalized: they occupy low-wage jobs while their low competence in literacy contributes to low self-esteem. Many adults in need of such skill development lack the experience with conventional Western-style education system: many of them come from countries where education was conceived differently, or they are from generations who quit the school system at an early age. Consequently traditional classroom settings are barriers to learning. OBJECTIVES 1. Explore the theoretical and methodological foundations of embedding language and literacy learning in cultural mediation for adult learners 2. Develop and test activities to develop language proficiency (orality and literacy) of low-skilled adults, acquiring also cultural codes valorised by host society, developing intercultural and communication skills 3. Develop and Test an IT support tool encouraging retention and improvement of literacy skills and improving digital skills 4. Develop a new assessment methodology relying on video-analysis for a precise analysis of the dynamics and impacts of such interventions 5. Develop the competencies of educators, focusing on their posture, verbal and non-verbal behaviour in working with heterogeneous groups of adults with low qualification 6. Ensure the dissemination of our methodology, create new teacher networks and open up possibilities to improve language and social skills through art mediation in Europe NUMBER AND PROFILE OF PARTICIPANTS AND IMPACTS Our primary target group is composed of adults with low qualifications and low language / literacy skills. During the project lifetime we’ll involve directly at least 72 adult learners, to invite them to develop language and literacy skills through encounter and discussion around art works. The members of the secondary target group are professionals involved in language and literacy teaching, intercultural training, cultural mediation. During the project we’ll reach at least 200 professionals, inviting them to learn about the adaptation of cultural mediation to language and literacy teaching, but also to learn how to use the video as a powerful source of assessment, exploring the “active ingredients” of good learning processes, and how to develop their own skills and posture when working with heterogeneous groups of adult learners with low qualifications. Our diverse dissemination actions will reach 5000 professionals of the education/cultural sector, to raise the awareness and transfer skills for embedding language and literacy learning in cultural and art mediation. DESCRIPTION OF METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECT Our methodology is based on several pedagogical approaches: action-based approach on language acquisition, intercultural, non-formal pedagogy in the designing of the workshop settings, cultural mediation for the whole project concept, video assessment for the evaluation of training activities. The core concept of this new methodology will be to create activities to do in group in front of works of art to organize verbal interactions, creating an environment for using and learning a foreign language, and improving literacy and soft skills among low-qualified speakers. In addition to museum activities, the new methodology combines workshops in classroom in order to revise the new linguistic resources and stabilize the learning through literacy exercises. The pedagogical methods will rely on techniques used in phenomenal based learning, problem based learning, anchored learning, reciprocal teaching, adult dictation and corrective feedback. POTENTIAL LONG TERM BENEFITS Led by our university partner we will continue the theoretical and methodological exploration of the impact and benefits of cultural mediation. Through our dissemination and exploitation plan we will engage in new collaboration to adapt LALI methods in different museums and cultural institutions to provide encouraging, creative learning environments for a diversity of learners. We’ll develop further the video assessment method, transferring it to other domains beyond language and literacy learning, in particular to develop assessment methods for art-based interventions. We’ll continue work on what makes the success of a learning process, what are the active ingredients at the disposal of trainers to create learning and change.

This project is for motivating students in vocational level to continue their studies into higher, 3rd degree level of studies, to enable them with better chances to work in a future, when low educated work is outsourced or replaced by machines. This project is about the exchange of practices, because this project combines both school levels (2nd -and 3rd degree) best practices of practical work and creative analytic work.Currently problem in vocational schools in Finland, Hungary and Slovakia is that students are not motivated to continue their studies into a higher level. The biggest reasons are; very low knowledge about the engineering level of possibilities which are usually not advertised or emphasized during vocational studies; and student`s low self-confidence for higher level working requirements. Objectives;Motivate young students to continue study in a higher level of education. To promote meetings for young people from wide spectra of educational levels (from high/vocational school students up to university graduate students) on the common ground of their interest; to promote an exchange of the knowledge and strategies in the qualitative development of education across the boardersto organize mixed intercultural workshop where promotion of skills exchange or enhancing the knowledge by “learning by doing” methods in solving real industrial tasks (product development, market strategy of real products, …)educating the participants in the field of wood science in general, and in the area of creating, testing and marketing modified wood in particularNumber and profile of participating organizations;A number of participating was six. Lahti University of Applied Sciences, Technical University in Zvolen, Faculty of Wood Science and Technology and University of West Hungary, Simonyi Karoly Faculty are institutions of higher education that offers bachelor, master and PhD. study programs in the field of wood science and technology and economy. Vacational schools, Secondary technical woodworking school in Spišská Nová Ves, Stredna odborna skola drevarska Zvolen and Lahti Region Educational Consortium Salpaus Further Education are providing high quality education in wood working, design, promotion of wooden products and wood as easy accessible material. Description of undertaken main activities. Cooperation was operated by workshops and virtual seminars which were hold in each partner country. Virtual seminars were enabled larger number of members to get involved by the action of project. Virtual seminars were recorded via webcast so they can be followed on live and this way commented by viewers by different partner countries. Webcasts were saved and shared within the partner consortium. The project consists of 4 workshops in each participant country. All workshops were aimed to wooden product development process that cover tests of a wood product made by 3D hot forming in laboratory. Students tested coating adhesion, colour, roughness, hardness and abradability, shrinkage/swelling, EMC, and mechanical properties. The process implemented also basics of launching a product to the market, product and price and new methods of brainstorming: Learning café in three groups. Students visited woodworking companies in Finland, Hungary and Slovakia. After each workshop students analyzed data and prepared reports and presentations. Finally, students learnt about marketing and trade of woodworking products.Results and impact attained;Because of diverse of different tasks completed into workshops, students are more relevant and qualified in labour market. Because of relevant combination of mindmap- groupworking and practical laboratory tasks, there was more reinforced link between education and training with the world of work which require both skills. With the diverse of learning methods, students improved their key-competences, including basic skills and transversal skills, particularly entrepreneurship, language and digital skills. Students applied for study in higher degree level during the project. This is applied in partner countries of Finland and Slovakia. Students involved into project are also achieving ECTS points from their courses, so there will be more students which are going to graduate faster than usual (because of extra courses completed) to replace the workforce needed when many professionals are retiring within few years. The cooperation between 2nd degree and 3rd degree will be much closer and this is also an objective of Board of education which requires long term cooperation project between different education levels and internationally, to produce internationally competitive workforce. On an international level, a new cooperation between UWH and LAMK/LUAS was made possible. Students were also motivated on both sides to participate in student exchanges between these two institutions, or with other European institutes of higher education.

The project created an international consortium and partnership of workplaces focused on early childhood education and care in order to promote and ensure real multicultural and inclusive pre-school education at all relevant levels based on clear and adhered principles. The partner participants in the project were Trnava University (Slovakia), University of Sv. Cyril and Methodius Veliko Tarnovo (Bulgaria), Sopron University (Hungary), where representatives and authorities of workplaces (departments), which at the national and international level have long and intensively devoted to early and pre-school education and have a recognizable influence on this sector. At the same time, targeted kindergartens from all the mentioned countries were also involved in the project: from Slovakia there were two kindergartens, from Bulgaria and Hungary one kindergarten each. They were kindergartens that have excellent experience in the implementation of multicultural and inclusive education, quality staff and high motivation for further work in the field, to develop their approaches, to cooperate with each other and to share the results of good practice. A special participant in the project was a non-European university institution: Univeristas Negeri Semarang in Indonesia and its department of pre-school education. Within the central theme of the project, it was a partner workplace, which on the one hand represented completely different cultural conditions, those that have long and actively stood on the multicultural and inclusive foundations of Indonesian multicultural society, be it ethnicity, social status or religiosity. The partnership was based on a long-term cooperation in this area. The basic goal of the project was to ensure that pre-school education incorporates the principles of inclusive education as expressed in the national curricular documents of pre-school education. The aim was for ECEC institutions to understand together the ideas and principles of inclusive education, to be able to apply the open education model to all, to be able to create a school curriculum that integrates diversity and inclusion into everyday work. All project activities led to the creation and management of the main project outputs. The intellectual outputs include a comprehensive Methodological Handbook for Cultural and Social Diversity in Kindergartens, which was prepared in four languages ​​(Slovak, Hungarian, Bulgarian, English) and elaborated in detail the principles of education capable of ensuring inclusion and targeted work with diversity (children and their environment). It was about the application of these principles in creating the school curriculum of kindergartens, for creating an inclusive educational environment and planning specific educational activities for the needs of heterogeneous groups of children, as well as for creating children's sense of cultural diversity. The handbook has a balanced theoretical and applied character, while its main addressees are employees of ECEC institutions.The second key outcome were the policy recommendations to put forward concrete proposals and changes that need to be made at the political and national level for a real and widespread application of inclusive pre-school education. It is an analytically argued proposal of specific legislative measures for the real provision of inclusive education, the provision of a cohesive national curricular policy, and international analyzes of the implementation of inclusive education policies in relation to the national policies of the project participants.The third key output were the national workshops, which applied intellectual outputs in practice through direct multiplication with kindergarten teachers, who can transfer these outputs to the work of their institutions and help disseminate results through their initiatives and application of activities. Unfortunately, the planned workshops were not fully implemented in person, in two countries (Hungary and Slovakia) it was necessary to implement workshops online due to the pandemic situation. The participants of the workshops expressed their satisfaction with the created material and appreciated the possibility of an accessible website, which should also be used for further sharing of good practice within the inclusion in kindergartens.