The project was an example of a strategic partnership supporting the exchange of good practices. The partnership was created by three entities from three EU Member States, and the project responded to the needs of all Partners. It is worth emphasizing that although the formal partnership was created by three research and training organisations from Poland, Germany and Belgium, all Partners were very well prepared in the area of needs and expectations of the nursing profession. All Partners cooperate with large hospitals in the area of improving competencies and lifelong learning, and most of the joint activities were dedicated to nurses.The idea of the project emerged in October 2017 during a partner meeting held as part of the Time2Grow Project (POWR.04.03.00-00-W300/16) dedicated to developing a model of preventing occupational burnout in various industries, including medical care. After the presentation of the results of the primary research carried out in the project, it appeared that nurses from the hospitals cooperating with the Partners (The Lower Silesian Oncology Center [DCO] in Poland and the University Hospital in Antwerp [UZA] in Belgium) notice similar risks for the development of competencies in their profession and have reliable solutions which can complement each other. Hence the idea of strategic partnership enabling the exchange of good practices. The Project was attended by the German Partner (ASH), a reputable university widely recognised in Germany as well as other countries, which specialises in teaching substantive issues in the field of nursing.The main objective of the project - thanks to the international exchange of experiences - was to develop good solutions in the area of improving skills and competencies of nurses, allowing them to overcome barriers, restrictions and risks arising from the specificity of their profession. As part of the project, we developed three results related to the project objectives: 1) A map of hazards in the nursing profession in current socio-economic conditions. 2) A catalogue of good European practices in overcoming barriers, restrictions and risks in the nursing profession. 3) The scope of the competency gap in soft skills in preparing nurses for the profession.The innovative character of the project lies mainly in a comprehensive approach to the issue of preparing candidates for the nursing profession through lifelong education and sharing knowledge and experiences. The target group of the project were people directly involved in the professional preparation and functioning of nurses at work - mainly head nurses and people responsible for personnel policy and staff development in hospitals. These people are aware of the risks connected with this profession as they face various obstacles on a daily basis and often remain powerless and helpless. The implementation of the project provided the opportunity to learn about the solutions used in various areas related to the work of a nurse (interpersonal communication, difficult patients, empathy, facing the suffering of patients, a risk of burnout, staff shortages, low social status, a lack of satisfaction, the need to improve one’s qualifications on a regular basis, support from employers, conflicts in a team, etc.).The exchange of experiences and good practices made it possible to solve problems faced by nurses from many countries in a better and more effective manner, avoid possible mistakes and pitfalls, and learn from the best. On the one hand, the partnership structure allowed us to take into account the actual needs and expectations of the target group in conducted activities. On the other hand, it guaranteed high quality of the results achieved.The topic raised in the project is very important, but at the same time difficult to solve and thus postponed and marginalised for many years. Hence the idea to develop solutions in an international partnership. This is especially important nowadays, when more and more countries are experiencing staff shortages in the nursing profession, which is the result of many factors, including the difficulty of the profession, responsibility, a lack of proper gratification and insufficient social status. The Partners jointly decided that the project involving the exchange of experiences would be the best way to promote good solutions, exchange ideas and stimulate the search for further improvement solutions.

The project is an example of a strategic partnerships to support the exchange of good practices. Its main message was to allow organisations which have formed the partnership to increase the capacity for action in the field of supporting people with intellectual disabilities through exchange and confrontation of ideas, practices and methods to increase social activity (if possible from a medical point of view also vocational activities). The project dealt with the problems of adult education with very low skills. It was an example of action to support the social inclusion of people who are particularly at risk of social exclusion. It supported the development of social and civic competences of people with intellectual disabilities. The project allowed on one side dissemination of good practices in social activation of this target group, on the other for advancing the diagnosis of needs and the development of guidelines for the design of the strategic partnership for innovation which is planned to be submitted in the coming years in the framework of adult education. The project promoted diversity, equality and non-discrimination in educational activities. Activation and inclusion of people with different disabilities is now a public issue and a key issue requiring effective solutions to transnational cooperation. In 2010 The European Commission adopted a comprehensive strategy to create by 2020 Europe without barriers for people with disabilities. People with disabilities represent approx. 16% of the EU population, that is 80 million people. Statistical studies show that people with intellectual disabilities aged 15+ represent approx. 3% of all persons with disability.he main objective of the project was to focus on developing, through the exchange of international experiences, good practices in the area of social (and possibly vocational) activation of people with intellectual disabilities. To facilitate the achievement of this aim partners pointed out three specific objectives: 1) Collection and analysis of solutions from the three partner countries in the field of social and vocational support of people with intellectual disabilities; 2) Development of good European practices in the field of social and vocational activation of people with intellectual disabilities. 3) Development of mechanisms for cooperation and the idea for the strategic partnership for innovation application, among partners of the project, dedicated to the support of the specified target group. Innovation in the project focuses on two areas: 1. The target audience - people with intellectual disabilities and problems associated with their preparation for life in a society (social activation) and possibly of vocational activation (people with slight disability). 2. Methods - effective social activation of people with intellectual disabilities through effective actions to support their independence and development potential.The partnership consisted of four entities from the three member countries of the European Union. The project responded to the needs of all partners. Current solutions in Malta or in the Benelux for social and vocational activation of people with disabilities are much more effective and sensitive to the needs of this group than the solutions adopted in Poland, but social processes taking place in contemporary Europe (aging population, the need for extending the period of vocational or social activity) cause to further their improvement, which is extremely important. The selection of partners for the project was well thought out, and the partnership structure will allow for the direct usage and testing of good practices in environmental self-help home for people with intellectual disabilities Bonitum Wroclaw, which is run by the Leader and Polish Partner since the beginning of 2017. Stakeholder groups potentially interested in the results of the project are guardians / parents of people with intellectual disabilities, educators, representatives of training institutions and institutions of social integration, and above all people with intellectual disabilities. The project gave the opportunity to show the issues of social inclusion in a broader environment than ever before - not locally or regionally but transnationally, due to that, it was possible to actually start a discussion on working solutions in the area of effective social (and possibly vocational) activation of people with intellectual disabilities. It is worth noting two features of the project. The first was the long-term benefits of the implementation - the project has contributed to creating a comprehensive project proposal in the competition in 2019 (KA2), which we hope will allow finding a universal, sustainable and effective solution to the problem identified. The second feature was the ability to directly translate the solutions developed during the project to function in an environmental self-help house in Poland.

<< Objectives >>Nudging 360 aims to boost HE educators’ (self-)motivation and to incentivize positive attitudes towards acquiring digital skills through nudging theory (principles) for educators to become more skilled in the use of digital tools. This will improve the overall quality of digital education materials and online teaching in HEIs and ultimately benefit students through increased participation and engagement in digital learning.<< Implementation >>WP2) Create a Nudging Ethics Council and Council-Building Roadmap to evaluate/monitor the ethics and establish the parameters of nudging in this project.WP3) Develop a Needs and Prioritisation Map to identify HE educators’ digital skills and motivational needs. WP4) Create, digitalize, and publish Nudging/Self-Nudging Toolkits to improve digital competencies of HE educators.WP5) Video Training for HE administrators and MOOC for HE educators to help them use the Toolkits.<< Results >>Increase HE educators’ digital competencies and intrinsic motivation to create more effective, efficient, and innovative digital offerings. Raise awareness of nudge theory in HEIs and train administrators to better support their educators. HEIs and students will benefit from more digitally competent educators. The Council-Building Roadmap, Needs and Prioritisation Map, Toolkits and MOOC will all be available and useful in implementing nudge theory and improving digital capabilities in HEIs.

"Time4Society Europe aimed to develop innovative methods and tools that link ‘Continuing Professional Development’ (CPD) with ‘Corporate Social Responsibility’ (CSR) and Sustainable Development Goals (SDG).Based on the concept of Corporate Social Responsibility (CSR), the project developed ways to make Continuing Professional Development (CPD) for Educational Professionals more attractive by addressing attractive, meaningful and socially relevant topics and linking them to internal training topics. In doing so, the project placed a strong emphasis on the topic of Sustainable Development (SD) and a modular learning programme for staff, as this sub-topic showed the greatest acceptance, the greatest feasibility (within the framework of the UN SDGs) and also the greatest adaptability in times of limited meeting opportunities in social projects.The project pursued the idea of qualifying educational staff from adult education institutions as facilitators for CSR and SD. In this context, 27 persons were trained, who in turn developed projects for further training. These implementation projects could also be carried out under Corona conditions in all partner countries.The project proceeded according to plan until winter 2020. By this time, an inventory of possibilities and limitations of training in the field of CSR/SD had been carried out. The project follows a competence-based learning approach; therefore, a competence framework was developed, which describes the potential competences to be developed by the staff and trainers and divides them into competence levels along the LEVEL5 taxonomy. This enables both the competence-oriented development of learning modules (O3) and the corresponding piloting and validation in O5.Still in 2019, a first training of 11 staff members was carried out in Turin, some of whom were still able to carry out pilot projects in face-to-face CSR projects. Due to the limitations of the COVID situation, the T4S Europe concept had to be adapted and part of the pilots had to be carried out online. For this purpose, an SDG Explorer self-learning programme was developed on the T4S platform. This gave interested employees the opportunity to work out the topic of Sustainable Development Goals online as a tool for CSR projects in the field of sustainability. Another group of 16 educational professionals joined the second online CPD in 2021. As integral part of the CPDs, design thinking workshops were held in the pilots, from which concrete ideas for CSR and SD projects were developed. In the process, the adult educators were qualified as ""Facilitators of Design Based Collaborative Learning (DBCL) for Sustainable Development and CSR"".The T4S Europe learning platform (O4) served as a common development space (via mahara groups), LMS for app and trainer training modules (moodle) and validation tool LEVEL5. The platform was used in combination with synchronous and collaborative tools, creating not only real interaction but also a productive learning environment online. This powerful combination of asynchronous, synchronous and collaborative tools and actions was the main reason why the project was successfully completed with more participants than originally planned, despite the pandemic.Through the adaptation processes (learning modules, and the online methodology), the intended goals regarding the qualification of the adult educators and the pilot projects could be achieved. As an additional ""product"", the SDG Explorer was developed, which enables employees to initially educate themselves in the area of the SDGs. With the help of the acquired knowledge, employees can initiate projects and activities themselves that contribute to increased sustainability and CSR in companies. For the trainers (we call them ""Learning and Development Facilitators""), this gives them the opportunity to access an upstream learning programme. In combination with a self-validation, the participants receive an initial profile of their acquired knowledge in the 17 SDGs. The subsequent development phase, which was carried out for the first time over up to seven synchronous modules in combination with the learning platform, clearly showed that transnational cooperation projects can also be facilitated online, and can then be concretely implemented in local initiatives..This is ultimately the greatest impact of the T4S Europe project - the further development of a successful face-to-face format for CSR projects into an approach that makes it possible to develop relevant social and sustainable projects in European cooperation online. The experiences and concrete projects were presented in the context of two online conferences with more than 100 participants each and have already been implemented in the context of one KA1 course."

Enterprises and organisations today face rising expectations that they will engage with societal stakeholders and support sustainable development. It is widely accepted that in order to be considered responsible, an organisation must “do well and do good”. This idea is at the core of the most Corporate Social Responsibility (CSR) concepts which focus on integrating traditional business concerns with sustainable development concerns, such as impact on societal and environmental issues. Recently, CSR projects, and the challenge of how to integrate the Sustainable Development Goals (SDGs) into work practices has led enterprises to engage more in societal projects. CSR and SDGs together have the potential to develop an interconnected model for sustainable growth.At the same time, unfortunately, Continuing Professional Development (CPD) relating to social, personal and organisational competences remains at a low level in many European organisations. Despite the necessity to acquire these skills and competences, the uptake of CPD which promotes their acquisition is low, apparently owing to a lack of convincing formats.The Time4Sustainable Development (T4SD) project addresses these issues in unison. It explores how the 17 SDGs may serve as a reference framework that can support organisations in improving their CSR engagement in a way that contributes to the Goals, whilst at the same time ensuring the engagement and development of their employees.The T4SD objectives are:1.To develop an innovative European CPD approach that facilitates CSR initiatives that contribute to the SDGs through the integration of societal projects and personal, team and professional development.2.To develop, test and validate a CSR/SDG based branch for professional development in European enterprises powered by specifically trained Adult Education Professionals.T4SD combines the three themes of a) CSR, b) working towards the SDGs and c) supporting the social, personal and professional development of Adult Educators and employees. It will offer enterprises and organisations attractive and meaningful formats of CPD for their employees and connects it to cultural, social, and environmental projects in which they “donate” the work and CPD time of their employees to serve sustainable societal purposes.The project involves three main target groups:1. Adult Education professionals: Their professionalisation in T4SD will be facilitated by a modular, blended learning approach, based on competence oriented learning and validation.2. Employees who will be offered attractive and innovative CPD and at the same time get opportunities to engage for society.3. Professionals and volunteers from NGOs working in the cultural, social & environmental fields who will be offered possibilities for qualification and professionalisation in educational methodology and innovative instructional design.The concept of combining CSR with CPD was first developed by the organisation in Belgium and realised in an enormously successful project with support from the Flemish government. It has delivered more than 250,000 hrs of CSR in its Belgian association under the title of: Time for Society.In the T4SD project we will build on this successful concept, taking it one step further. Our proposal is simple: during CPD-hours employees give a part of their time to a non-profit organisation in need through the implementation of a project (e.g. cultural, social or environmental) that they are interested in, and they design, plan and deliver a tailor-made project that addresses the SDGs in cooperation with a societal organisation.Through a customised, blended learning programme the enterprises and their teams of employees are attracted to develop a CSR strategy and to regularly create sustainable societal impact together. Through this informal learning and development programme employees will acquire and further develop their skills in a practical and competence based learning approach.In terms of concrete products T4SD will develop:- A stocktaking report on the potential for a combining CSR/SDGs/CPD- The T4SD Competence Framework- The T4SD CPD Methodology- The T4SD Learning Platform- The T4SD Train-the-Trainer Programme- The T4SD RoadmapT4SD will implement a Transnational Training Activity with 18 adult educators who will then pilot the approach with enterprises and employees in their respective countries. 160 more adult educators and multipliers will be informed about the projects outputs and instructed on how to use them via multiplier events and at least 200 employees will be directly involved in the project.The main outputs will continue to be offered after the end of the project and designed in a way to make it easy for Adult Educators to apply the concept in different adult education settings.The partnership is led by Apricot (UK) and has experienced adult education providers from Belgium, Germany, Austria, Italy and Bulgaria as project partners.