Current situation:

• Growing problem of social inclusion in marginalised European urban areas knowing high levels of immigration Absence of feeling of “community”, 
• lack of positive images of their cultural identities, 
• InterCultural Dialogue (ICD) difficult to achieve
• The intercultural learning needs of second generation migrants and autochthones are not met, their understanding of each other is poor and civic spirit within the communities is low 
• Difficulties faced by the organisations promoting ICD through cultural events
• The disjuncture between the cultural events promoting ICD and the target’s intercultural learning needs 
• The elitist and inaccessible conception of cultural events 
• The fact that their utility as an educative and intercultural tool is not clear or fully grasped

First level target group

• 20 adult migrants (4/country): 2nd generation migrants living in marginalised European urban areas. Need: to be better integrated into the local community 
• 20 adult autochthons (4/country): from the same marginalised urban areas. Common Needs: to break stereotypes and create positive ICD. To be valorised by people learning from them, by expressing their own ideas and culture. To establish and promote a positive image of their area through cultural events. To break down barriers which hinder understanding and respect of cultures. To demonstrate that culture is a living concept. 
• 10 adult staff of private/public structures promoting ICD (2/country): working in target communities. Needs: to develop new abilities in ICD through research-action so as to answer the intercultural needs of the local population, to develop communication with and between people from the local community by learning and practice, to learn and exchange practices and knowledge with staff from other EU countries and to sustain the good practices identified by acting with local communities at EU level. 

These 3 targets acquired competences in ICD, in developing research-action and increasing the value of non-formal learning through cultural events.

Second level target group:

• 20 to 60 artists adult migrants&autochtons (4 to 12/country): Their needs are to be more integrated into their local communities, to learn how to use and increase the value of their art as a non-formal intercultural learning tool and to share knowledge about their cultures. 
• 40 participants in the dissemination seminar: representatives of institutions and organisations, and ICD leaders, cultural mediators etc. Need to acquire good practices in the field of ICD, LLL and cultural event development at local and EU levels and benefit from EU level cooperation to respond to the learning needs of their local communities. 

3 phases & 1 transversal process:

• 1st phase:Analysis of intercultural learning needs and development of an EU level strategy and methodology for cultural events 
• 2nd phase: Realising the EU “parcours” of cultural events employing the strategy and methodology developed 
• 3rd phase: Evaluation and dissemination of the strategy and methodology developed into good practices through creation of materials and realisation of an EU level seminar 
• Transversal process: Evaluations during all phases 
• Methodology: 4 Pillars of Education learning to know - the working groups (migrants, autochthones, and staff working on ICD), supported by pedagogical and cultural facilitators, will analyse intercultural learning needs and gain through the ICD process interpersonal and intercultural competences whilst promoting each individual’s personal pedagogical methodology learning to do - the groups will participate in research-action by applying the strategies (built from the needs analysis) to cultural events and developing pedagogical materials thus gaining personal and professional skills learning to live together - the EU ICD strategy developed and spread through the cultural events promotes the role of non-formal learning in creating social cohesion learning to be - ICD promotes reflection on one’s own identity, and of a collective European identity and heritage within and between cultures

The results of LAUTC are:

• Development of good practices, applicable throughout Europe in different local contexts, which increase the value of cultural events by responding to migrants’ and nationals’ intercultural learning needs; 
• Active involvement of target groups in each project phase through the use of the “Four Pillars of Education” to enable participatory learning; 
• Strong European dimension that touched local territories through the development of an EU “parcours”, or roadmap of LAUTC cultural events,
• Integration and inclusion of marginalised urban areas by facilitating the development of competences and promoting access to these territories through the cultural events

The general impact of LAUTC is assessed by the midterm and final report of the external evaluator, by the self evaluation of the partners, by the evaluation of the participants and by all the material insert in the external and internal parts of the website, etc

This project has allowed the local and immigrant communities in targeted partner contexts to work, reflect and organise together.

Local actions focused on the creation of a roadmap of cultural events answering to intercultural learning needs implemented consecutively in each partner country and they involved people working together in order to mutually understand their specific needs.

Such actions provided local and immigrant communities with the ability to retain community identities and address their own development needs by coming together, interacting with one other and working toward common goals.

The project has had a substantial impact on building social relationships in pursuit of common community interests and it encompassed positive efforts and synergies in order to meet the general needs of the local and immigrant communities involved.

The local and immigrant communities compared their experiences and knowledge; they learned new skills and gained new perspectives.

This approach also allowed them to know each other, to overcome prejudices and stereotypes and to develop a new local identity where all cultures belong to an unique and multicultural society.

The project also benefited each local community as a whole by ensuring a more coherent, holistic, multi-dimensional and multi-cultural response to the different needs of both local and immigrant communities, and by also taking into account the significant social and cultural changes that have taken place in our local realities.

EACEA - Grundtvig Lifelong Learning Programme - Multilateral project