We advise you to consult, alongside the reading of this report, the collaborative platform that has been put in place by the project leader to share the work done in common. You will be able to read all the documents related to learning activities, joint training events, dissemination activities, intellectual productions, project management and administration. (https://gipal.fr/owncloud/index.php/s/XlK8yWav43Jkugd?path=%2F).The long-term benefits are to ; ensure that the notion of skills become a shared and common language in the field of the EDD-SI between the various actors (teachers, health workers) on one hand but also the other associative actors of the educational system ; build more effective trainings by connecting training activities and the aimed skills ; create cooperative work between trainers of the associative environment and teachers and/or trainers of the Educational system ; allow an evaluation with indicators and shared signs.Education for Global Citizenship gives keys to understanding environmental, economic, social and cultural interdependencies all over the world, and contributes to the education of citizens. It strengthens social cohesion and capacity to act of the people. Carried out in many European countries by motivated teachers, informal education organizations and local authorities, it was still fragmented, scattered and poorly organized. As a consequence it needed to be recognized as part of an interdisciplinary and systemic approach, the ACTECIM project provided that new and innovating approach. It has brought together partners from European territories to build a collaborative and transdisciplinary approach to establish and develop training for sustainable development and solidarity. It was aimed at improving the quality and the relevance of educational tools and structuring the acquisition of transversal skills. Our partnerships was inspired by the outputs of the “Des Alpes au Sahel” project and REDDSO which initiated exchanges between community and local actors in formal and non-formal education. Their goal was sustainable development and international solidarity. These last three years our new partnership has been enriched by the participation of a Romanian region, the Judet of Dolj (South-West Oltenia region) and 18 other partners in France, Romania and Italy. The partners were three local governments: Piedmont Region (Italy), Rhône Alpes (France), South-West Oltenia Regional development Agency Judet of Dolj (Romania), three universities: University of Craiova, Faculty of Education Turin, Lyon ESPE, three “Rectorats”: Lyon, Grenoble, Inspectorate Dolj, schools of the three “académie” but also international solidarity networks such as RESACOOP and COP associations.Our objectives were clear and easily measurable. We wanted to improve the quality of educational programs by developing an innovative approach and new teaching practices in order to develop the skills of young people in that field and the quality of public education policies as well. We also wanted to enrich the educational offer for teachers through the implementation co-develop training contents of Education for Sustainable Development and International Solidarity, especially through distance trainings aimed at educators. This project has also enabled the mobility of young people, and that of multipliers to promote the spirit of mobility and develop methods and training systems, to regionalize the issues the project has tackled especially with EGD-IS. The activities planned were the production of knowledge and know-hows, the definition of the EGC-IS impacts and its added value on the targeted audiences; integration of skills in the youth’s and the trainers’ curriculums, integrating international solidarity in education training for sustainable development; diversification of university training curriculums; to boost the practices of informal education, organize the methods and content of EGC-IS approaches. Dissemination of the productions: three national and international workshop have been organized in order to share approaches and knowledge of EGC-IS. Trainers, teachers, facilitators and students have been invited to these events to share and the impacts and outputs. The beneficiaries are now able, in the framework of an intercultural approach, to question the vision of their partners on common issues (water, environment, food, health, human rights, good governance ...). They have acquired citizens’ skills and habits to live together. Therefore transferable skills have been strengthened. Then teachers and trainers have been able develop a transversal approach to teaching. The professionals of formal and non-formal education have exchanged their practices and have become a real task force.

CONTEXTEIl y a une pénurie de professionnels dans le domaine des technologies d’information et de communication ayant des compétences spécifiques à l’emploi de haut niveau, de sorte que l'industrie trouve souvent des difficultés à pourvoir les postes vacants pour les concepteurs et les programmeurs d'applications. La main-d'œuvre des applications mobiles nécessite une excellente expertise technique et des compétences à jour de développement de logiciels. De plus, il est nécessaire d’avoir des compétences métier pour adapter les applications mobiles aux besoins des clients ainsi que des compétences avancées de conception pour faire des applications mobiles attrayantes et faciles à utiliser.OBJECTIFSLe projet VET4APPS vise à développer un programme d’enseignement et de formation professionnel (EFP) pour développer les compétences de la main-d'œuvre de l'application mobile, avec un accent particulier sur les compétences métier et les compétences de conception.En particulier, les objectifs du projet VET4APPS sont :a) améliorer l'offre de l’enseignement et de formation professionnelle des applications mobiles pour les entrepreneurs, les employés et les travailleurs indépendants en adressant les besoins en compétence métier et conception, en concevant des cours pratiques appropriés,b) développer de nouvelles méthodes de formation, permettant aux apprenants d’améliorer et d’autoévaluer leurs compétences métier et leurs compétences de conceptionc) faire usage et de promouvoir des outils européens de référence, en reliant le programme conçu avec ESCO (Classification européenne des aptitudes/compétences, certifications et professions), EQF (Cadre européen des certifications CEC) et le NQF (cadre national de qualification) afin de faciliter la reconnaissance mutuelle des résultats d'apprentissage VET4APPS à travers l'Union Européenne, d) offrir des ressources éducatives ouvertes, à maturité opérationnelle basée sur une approche de formation et des matériels testés et évalués.PARTICIPANTSLe partenariat VET4APPS réunit cinq partenaires avec des compétences complémentaires, correspondant aux exigences du projet. UCBL, expert dans la conception et le développement de cours d'applications mobiles. UL-ICT et GIP FCIP grands prestataires d'EFP, ont une expérience dans l'organisation de la formation. EXELIA développe des méthodologies d'apprentissage novatrices. AELP, en tant prestataires de FEP au Royaume-Uni, fournira des cbonnes pratiques et favorisera la reconnaissance mutuelle des résultats de l'apprentissage grâce à son vaste réseau.MÉTHODOLOGIE PÉDAGOGIQUEVET4APPS emploie des approches pédagogiques novatrices, centrées sur l'étudiant et personnalisées, en mettant d'abord les intérêts des apprenants et en plaçant l'enseignant comme facilitateur de l'apprentissage. La modularisation et la conception des programmes sur le principe des résultats d'apprentissage permettront aux apprenants de choisir les unités qu'ils étudient en fonction des connaissances antérieures. Le MOOC de VET4APPS facilitera davantage les approches d'apprentissage personnalisées et l'apprentissage ouvert et flexible, car il permettra d'étudier à la maison ou au travail, tout en offrant le soutien des tuteurs et des pairs.RESULTATS1.Définition des besoins et spécifications pour un programme « VET » sur les compétences de conception d’applications mobiles à destination des entrepreneurs, employés et travailleurs indépendants (O1)2.Des Unités d’apprentissage en compétences de conception d’applications mobiles à destination des formateurs et des apprenants (O2)3.Des cours en ligne massivement ouverts (MOOC) afin de proposer aux apprenants et aux formateurs un accès libre et gratuit aux matériels d’apprentissage VET4APPS4.Une plateforme pour la reconnaissance mutuelle des résultats de VET4APPS et l’intégration dans les NQF, EQF (O4)5.Un événement « Train the Trainer » (E1)6.Trois événements « Play&Training » en France, Slovénie et Royaume-Uni pour promouvoir les résultats de VET4APPS et évaluer les matériels d’apprentissage (E2, E3, E4).BÉNÉFICES PRÉVUS À PLUS LONG TERME1. Les entrepreneurs d'applications mobiles les entrepreneurs et les travailleurs indépendants vont améliorer les perspectives d'emploi, en s'inscrivant de manière efficiente dans le marché des applications mobiles à forte croissance. Le personnel ICT déjà employé dans les applications mobiles augmentera leur efficacité et leur productivité, répondant à la fois aux exigences actuelles et aux nouvelles exigences en milieu de travail. 2. Les prestataires d'EFP amélioreront leurs offres en exploitant les matériels pédagogiques VET4APPS afin d'améliorer les programmes de formation existants et de développer de nouveaux programmes de formation et en adaptant la fourniture d'EFP aux besoins du marché du travail sur la base des données compilées dans le projet. 3. Les entreprises des TIC bénéficieront de l'adéquation anticipée de l'offre et de la demande....

"Background: In Europe, thousands of orthopaedic and traumatology residents complete their training in hundreds of different organizations and institutions: the school’s heterogeneity, differences in language, culture and medical training, make the very varied and different orthopedic training in European countries and this has generated concerns about the standard of knowledge and professional competence of surgeons who have qualified in one country and move to practice in another. For this reason, at the International Summit of the FORTE (Federation of Orthopaedics Trainees in Europe) association held in Rolle Switzerland in February 2015, the representatives of 14 different European countries young orthopaedics and traumatology associations expressed the need to homogenize the orthopedic training at European level through specific intensive programmes, core-curriculum programmes, courses, appropriate teaching materials, and workshops. Objectives: The objectives of this project was therefore to contribute to the enhancement of the quality and outcomes of education and training in Orthopaedics and Traumatology in Europe by setting up a common EU framework of reference in terms of methodology and contents for the Orthopaedic and Traumatology training and designing a mobility scheme for trainees and young assistants in orthopaedics and traumatology to move between different EU institutions/departments for the purposes of placement, in order to enhance the quality and quantity of content coverage across the orthopaedic and traumatology spectrum.Number and profile of participating organizations:There were five worldwide known university partners such as: Hacettepe University (Turkey), Bologna University (Italy), Krems University (Austria), Lyon University (France) and Yıldırım Beyazıt University (Turkey) attended to the ESTRO project. In addition, FORTE (Federation of Orthopaedics Trainees in Europe) and EFORT (The European Federation of National Associations of Orthopaedics and Traumatology) were two international not-for-profit organizations supported the project. Description of undertaken main activities;Following the ESTRO Project ""Kick-off"" meeting in Turkey in September 2016, the project began with a global analysis of the current situation of orthopaedic training all across Europe, to provide a general view of the state-of-the-art in this field. In this phase we evaluated the state of the training programs of graduate schools at national and international level. Also, we identified the training needs (in terms of both contents and methodology) of both the trainees and of the directors of the Orthopaedics and Traumatology Specialisation Schools and other national training authorities which offer the existing training progammes. After collecting the data from this survey, the project proceed with phase 2. It consisted in the design of the European Intensive Course in Orthopaedics and Traumatology. This EU Intensive Course was delivered in a “blended” modality, partly in presence (Winter and Summer courses) and partly at distance vie e-learning tools. The Intensive Courses were articuled in a course lasting 5 days (including travel) that has covered full immersion each topic required by board exam. The courses started in June 2017and developed every 4/5 months in the various partner countries, according to the characteristics and specificities of the partner Universities. The course methodology were mainly articulated in a) interactive lectures, b) live surgery c) hands-on session. In addition, an e-learning platform was created. The Platform provided tools for learning and for comparing different experiences regarding different fields of orthopedic and traumatology surgery. By the mobility for placement gave trainees and young assistants the opportunity to take part in the clinical practice and to be involved in the different EU institutions and hospitals.Results:The project had an overall impact on European orthopaedic residents, participating organization and various universities co-operating into the realization of the project. Firstly, the project provided us with important information about the current situation of orthopaedics education in Europe. Secondly, it provided to the residents an adequate training Core-curriculum programme, knowledge and use of both digital and paper-based learning tools that will help them to pass the Board exam. Moreover, the resident, once qualified had proper training and standardized preparation not only at national but also international level. In this way, the project also led to an improvement in the quality of health care system in that national country.In addition, the project developed a European identity by exchanging transnational experiences, international meeting and training as well as developed links with other European universities. Longer-term benefits:Outputs of the project will be used as a guide to imrpove and standardize the education"

Blockchain is at the core of the EU strategy to advance digital transformation, benefitting society/businesses and stimulating sustainable growth. The European Blockchain Sector is well placed to acquire global leadership; still its competitiveness largely relies on the availability of competent/versatile workforce. Whereas the demand for blockchain skills is steadily increasing, employers are facing a shortfall of skilled professionals. The sector is challenged by talents shortage, global competitive pressures, limited connection between education & the market. The aim of CHAISE is to set forward an open, inclusive blockchain skills governance system, to address skills mismatches and deliver training, intelligence gathering & mobility solutions tailored to sectoral needs.LONG-TERM RESULTSCHAISE brings together leading multinational companies (e.g. FUJITSU, IOTA, INTRASOFT), key institutional players (e.g. INATBA), EU umbrella organisations (e.g. DIGITALEUROPE, DIGITAL SME), social partners (BERCHAIN), thematically focused E&T providers (e.g. UCBL, UT, UL, DHBW) and public authorities in education (e.g. YPEPTH, CPI, CIMEA) to deliver:- A European Blockchain Skills Strategy & Action Plan to address mismatches- A skills forecasting mechanism- EU-wide occupational requirements & the first-ever blockchain specific occupational profile- A 5 semester VET (qualification) programme (5-6 EQF level) in 11 EU languages - Transnational mobility schemes for Blockchain students & professionals- National Blockchain Skills Partnerships to roll out SSA results at Member States’ level DIRECT IMPACTCHAISE will benefit: - 40-50 EU/national sectoral representatives & social partners - 40-60 regulatory entities (e.g. Ministries of Education, National Qualifications Agencies, Standard Setting Organisations)- 1400-1600 businesses offering blockchain services, incl. 400-600 start-ups- 80-120 HE & 250-300 VET providers offering blockchain courses - 700-1200 learners, workers

The PEAPL project (Plateforme Européenne d'Apprentissage Personnalisé des Langues -European Platform for Personalized Learning of Languages) stems from a close collaboration between schools and higher education. The domain of research will feed that in schools which will, in turn, lead to further research.The horizontal priority of the project concerns « Innovative practices in a digital era » to which two additional priorities are added with respect to the two fields of research and experimentation: 1. For higher education: « Building inclusive higher education systems », 2. For schools: « Reinforcing the development of key competences ». The chosen themes are as follows: a. Research and innovation b. New innovative curricula / educational methods / development of training courses.The strategic partnership involves nine partner organizations from four countries (France, Italy, Belgium and Switzerland).The PEAPL project is intended to develop adaptive learning in language teaching aiming to successfully include allophone learners.The project includes 5 intellectual outputs:1.Adaptive Learning module development;2.EduGamesHub multilingual web platform;3.ASKER exercise generators;4.Educational resources also including a teaching repository for each language and for each field of experimentation of the platform;5.A toolkit for teachers facilitating training in the use of PEAPL.Two platforms (1 & 2) are to be developed in parallel and will come together at the end of the contract so as to:•allow the adaptive learning tool to make use of learners' traces for the elaboration of personalized courses;•broaden the educational possibilities offered to the teacher. The first platform, GamesHub, developed by HEP-FR will enable the design of articulated and self-adaptive teaching / learning paths in languages, with an interface adapted to the needs of different learners. The second platform, ASKER, will be enriched to support language teaching / learning and to enable the automatic generation of a multitude of exercises for a given knowledge acquisition by relying on resources and models.The PEAPL project will allow 8 multiplier events for the 5 intellectual outputs, between January and June 2023:•PEAPL-LAB: the digital tools Adaptive Learning/EduGamesHub/ASKER generator will be presented in the 4 countries in January 2023•PEAPL-LAB: the complete platform with integrated teaching resources and the Teachers' Toolkit will be disseminated in the 4 countries in June 2023.Multiplier events will take the form of workshops organized in each partner country and will focus at the same time on the investigation phase (methodology and skills), implementation (toolkit, guidelines, resources) and dissemination (creation of networks for the distribution of associated practices).The PEAPL project provides for the development of educational resources to be integrated in the GamesHub and ASKER platforms to build the learning paths (GamesHub) and exercises (ASKER) offered to learners. Resources are therefore to be produced by each team, in different languages and with respect to each targeted level (from primary to higher education). All resources will focus on text reading and understanding because this is a key skill for both school and social integration. Therefore the preliminary task of each teaching team will be to define the objectives envisaged for each learner target group and to build the skill, knowledge and associated know-how benchmarks. These benchmarks are of fundamental importance since they are to be used by the adaptive learning tool and will guide the generation of courses and exercises related to the various subsections of the repository.In order to train teachers from partner countries, a « joint short-term staff training event » will be set up in December 2020 this being a prerequisite to starting the project. The HEP-FR will be responsible for the training course with the intention of giving each team the ability to develop the repository related to the assigned field before producing the associated resources.In order to prepare, monitor and progressively evaluate the project, 5 transnational meetings will take place between October 2020 and August 2023. The first event will take the form of a steering committee meeting to frame the start of the project. The last one will be used to present the final product accompanied by an evaluation sheet and a product continuity and sustainability plan.