SURF's goal was to create an innovative adult training itinerary to increase opportunities for rural areas in the context of the green transition and adaptation to climate change. Specific objectives: O1. Understand knowledge about how rural areas could adapt to climate change: This objective necessitated the creation and dissemination of training resources that provided essential knowledge about global warming and its specific impacts on rural contexts, supporting successful community adaptation. O2. Foster social participation to involve the community in decision-making: SURF utilised PAR approach, ensuring that initiatives are derived from local communities. O3. Generate adult training in rural areas that contributed to sustainable rural development: The project sought to provide relevant educational options that enhanced existing capacities within the rural population, ensuring the training itinerary aligned with real local challenges and opportunities. O4. Create a European Rural Network (ERN) for promoting the exchange of information, best practices and initiatives about climate change adaptability among Europe, guaranteeing the long-term sustainability of SURF and fostering alliances.
The partnership applied for SURF to address the necessity for rural communities to adapt effectively to climate crisis and subsequent green transition, requiring adaptation of lifestyles and enhancement of existing local capacities. PRIMARY NEEDS • Climate crisis&need to adapt (N1, N2): SURF improved understanding of climate change impacts and adaptation strategies by developing itineraries, handbook, manual, etc. • Lack of space for discussion (N3, N4): Implementation of PAR approach across local communities fostered direct civic engagement. • Education courses do not focus on rural areas (N5): Training content was grounded in the realities and demands of rural contexts studied. • Deficiency of job offers (N6, N7): By detecting local opportunities and proposing adult training directly linked to labour demands and community interests. • Networks to connect actors (N9, N10): Addressed by the successful establishment of the ERN. SECONDARY NEEDS: • Low social engagement (N3): PAR methodology incentivised community participation. • Connection among knowledge of universities and actions performed (N8): Collaboration between universities and local organisations strengthened the linkage between academic expertise and on-field action.