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Contents

Foreword

I. SETTLEMENT-BASED ANALYSES AND GOOD PRACTICES

Anita Hegedűs: The role of cultural and community learning in the development of the Makó township: Cultural and community learning in Földeák
Dávid Rábai: Community learning and social innovation - the case of Hajdúhadház
Barbara Máté-Szabó: The role of sports in community building and developing learning in the Hajdúnánás township
Dorina Anna Tóth: CHEC as an opportunity for breaking out - the case of Sátoraljaújhely

II. ORGANISATION-BASED INITIATIVES, DOMESTIC AND INTERNATIONAL GOOD PRACTICES

II/1. FOCUSSING ON COMMUNITY LEARNING
Tünde Barabási PhD: Saving a church and community learning in Abránfalva
Tünde Barabási PhD: Cooperation of sister congregations: Fényeslitke - Oţeni
Eszter Éles: Community learning and volunteering for young people
Zoltán Dósa PhD: Physical exercise unites us - in Székelyudvarhely

II/2. FOCUSSING ON NON-FORMAL LEARNING, FURTHER TRAINING AND OCCUPATION
Andrea Balázs: Alternative labour market reintegration project for the employees of the future
Edina Márkus PhD: Cooperation of folk high schools in Europe
István Bordás: Training community animators in Bodrogköz
Zsófia Berényi: Learning and popularisation of science TED X in Hungary
Silvia Barnova PhD - Viola Tamasova PhD: ENVIROeducation
Silvia Barnova PhD - Viola Tamasova PhD: Handmade Entrepreneurship
Béla Gabóda - Éva Gabdóda: BLS (Basic Life Support) CPR (Cardio Pulmunalis Resusitatio) AED (Automated External Defibrilator) training - basic resuscitation training -

II/3. FOCUSSING ON CULTURAL LEARNING AND THE LEARNING OF CULTURAL PROFESSIONALS
István Bordás: Exchange programme for Transylvanian and Hungarian cultural mediators
Boglárka Luca Szénási: The launch of Freedom Community House
Ivett Körtvély: Sufni - Creative charity shop and art shelter
Brigitta Kenéz: Learning by painting
Zsófia Helmeczi: Learning and community through music

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Blurb

One of the prominent goals of the project was to explore, study and systemise, with the help of cooperating partners, those methods, procedures and good practices that illustrate the role of adult education and adult learning in promoting social inclusion. We have taken into account the procedures and methods that can be utilised generally, irrespective of individual geographical regions. We have determined a relatively uniform set of criteria to gain an overview and discover the characteristics of successful programmes. The volume provides a concise description of the good practices explored.

Learning about the cases included in the volume may be most useful for professionals involved with organisations promoting adult learning, inclusion and skills development. As the scenes of these programmes are manifold - carrying out activities in the workplace, adult educational institutions as well as cultural and social institutions (of public culture, public collections and other types) or the networks of these -, it can assist any professionals of organisations operating in these fields. On the other hand, it may contribute to the learning of professionals of municipal development and decision-makers involved in human resources development in their own region: those that, studying the good practices described by the project, can have a positive impact on the creation and support of such projects in their region. Thirdly, the book can prove of use to the participants of trainings on community development and adult learning, and, finally, to those competent researchers that investigate the specific field of non-formal and informal learning. Fundamentally it may become useful to all professionals who are dedicated to the social inclusion of adults, the human development of their region and communal activities.

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