Establish dialogues with other European citizens. Identify their individuality in order to reconcile with themselves and engage with society. Set up conversations between personal-local and social-European awareness. Show that opening up rural societies to other European societies is to develop a gateway into society. Take part in an Erasmus+ project in order to become an active part of the community, to analyze the past, to concretise the present needs and to suggest those tools that will prepare them to survive in a dynamic, changing and multicultural world. Strengthen the community to boost the European identity from the bottom up. Carry out informal, formal and non-formal learning activities in order to improve young adults' and their teachers' skills and competences. Make meaningful use of digital technologies. Build key competences among participants, thus creating more inclusive, cohesive and digitally adapted rural communities. Minimize the carbon footprint we produce as an educational community by networking with the CSA Co-op in Patones.
Many learners, teachers, are reluctant or find it difficult to get involved and participate actively in their communities or in the political and social life of their villages, and even less in the European Union. Citizens with poor social skills who face geographical barriers as they live in remote rural areas. They are non-qualified learners who still have not obtained a certificate in compulsory Secondary Education. Learners from different nationalities and cultural, social, economic and rural backgrounds. Learners who require flexible learning pathways that meet their needs. Young adults with family-related challenges, such as being the first member of the family to access higher education; being the eldest daughter or only child in a dependent family; having dependent children. Some of migrant origin -some recently arrived-, and/or belonging to ethnic minorities, Human beings who struggled with discrimination in previous institutions because of their diversity. Moreover, in the rural Adult Education Schools, most of the teaching staff is temporary because they hold a post that is not offered in a competitive examination.