Successful inclusive education depends on the transfer of knowledge and skills and cooperation between teachers, parents and support professionals. Project ASUMIE (Additional support and Mediated learning in Inclusive education), a strategic partnership for school innovation, focuses on strengthening the role and skills of people that support the classroom-teacher as a leader of a team in organizing and implementing additional support and realizing accommodations in the process of inclusive education. The partners' consortium consists of 3 higher education training institutions and 5 service providers from BE, BG, CZ, IT, NO, SLO, and P. Support systems for inclusive education widely vary across countries in Europe. There are school-internal support staff and external support staff. Some are highly educated, some lowly educated. Some support staff has a leading role, others an executive role. Some are trained in education, others in rehabilitation professions (speech therapists, physiotherapists, occupational therapists), others have no adequate training. Previous training varies widely. It is not clear what works best and if there is a common ground, methods, ways that work. The project aims to close gaps in training content and create and develop common strategies that can be used by support staff to support teachers and children that experience barriers to learning. More specific the project wants to explore the use and interpretation of reasonable accommodations, a good understanding of the bridge between transversal cognitive competencies and key competencies for learning and dealing with behavior issues and interprofessional/interdisciplinary teamwork.During the project, we want to develop materials that improve a good understanding and implementation of educational support towards inclusion. The project is build up logically actions follow a structure that one step leads to another. Project phase one is the phase of analysis of support systems (meso- and micro-level) and the training of professionals involved in support. This leads to the development of intellectual outputs 1 & 2 based on input from the partners, local experts,... An overview of the needs analysis, gaps, strengths, ... in support systems, training of professionals and/or organizing additional support in the partner countries has to result in reports and articles. In project phase two, input and results from the previous phase are the stepping stone for the development of a common framework. Important input will come from the participants and local experts and professionals in and between multiplier events. It's about creating the need-to-know-basis for the support staff in inclusive education, collecting and sharing good practices of support, building common ground. This has to result in a guide book, a case book, and video material as intellectual output. In phase three results and input from the previous phases will be integrated and used in order to create learning trajectories and shared learning: the development of a course, curriculum design, learning activities,... Considering different learning styles and a maximal impact and dissemination effect, the outputs of this phase are a transferable train the trainer (pilot) course (face to face), an E-learning platform (more dynamic, interactive, growing) to build a learning community across European borders and a MOOC (more static, one trajectory) that can be used in different study and training programs in Europe.To realize all this, partners will organize six transnational meetings, four multiplier events and an international conference on support and inclusive education. Partners will work closely together with each other and their local networks involving experts and professionals. Tasks and responsibilities are shared equally, taking the capacity of the partner organizations into account. Because of the specific partners involved, the project outputs are sustainable and life is guaranteed beyond the project.

With ever-increasing complexity of novel health technologies, Health Technology Assessment (HTA) methodologies have been evolving rapidly. However, there is now a lack of harmonization on the methodological needs of HTA bodies against the varied methodologies and tools. There is a need for a solution that allows for continuous dialogue between HTA bodies and academia, a solid, unified base for implementation of fit-for-purpose methodologies and long-term upskilling on HTA expertise. SUSTAIN-HTA aims to upskill the pan-European HTA body workforce and harmonise HTA expertise via a robust education and training framework that ensures continuous uptake of novel, need-based HTA methodologies. Aligned to the methodological developments as part of the new EU HTA regulation, the project will set up a mechanism for dialogues and interaction between HTA bodies and academia to regularly assess HTA-bodies’ needs in parallel with a methods observatory that ensures up-to-date knowledge of latest HTA methods. Prioritized methods will be piloted within HTA bodies and, after endorsement, implementation will be supported by a harmonized training and education framework that will be established to upskill the HTA experts. A long-term dissemination and communication structure among all stakeholders will be established to guarantee a feedback loop between HTA needs, methods assessment and associated training needs. Via the collaboration of 5 universities, 7 HTA bodies, 2 SMEs and one non-profit organization, SUSTAIN-HTA brings together extensive experience in (coordinating) previous European funded HTA-related projects including HTx, EHDEN, COMED and GetReEal. With this, SUSTAIN-HTA has the background for establishing sustainable business models that ensures continuity of project outcomes and activities in years beyond the project. SUSTAIN-HTA will support European leadership in the HTA field reach HTA bodies across at least 15 European countries with hundreds of people upskilled.

Agricultural policies like the EU CAP are widening the scope to contribute to the Paris climate agreement and the Sustainability Development Goals. From the Commission's legislative proposals (June 2018) it is expected that the European Union (EU) Common Agricultural Policy (CAP) will be redesigned in line with this. Consequences are among others a move of the CAP to farm specific measures and an improved link to environment, climate change and ecosystem services. It is proposed that Member States and regions develop their own CAP strategic plan with more attention to the regional implementation of the CAP. This wider scope and measures with a focus on individual farmers ask for a new generation of impact assessment tools. Current state-of-the-art agricultural models are not able to deliver individual farm and local effects as they are specified at higher levels of aggregation. Making use of improved possibilities opened up by progress in the ICT area, our project MIND STEP will improve exploitation of available agricultural and biophysical data and will include the individual decision making (IDM) unit in policy models. Based on a common data framework MIND STEP will develop IDM models, including agent-based models, focussing on different topics in an integrated manner in different regional case studies. The IDM models will be estimated and calibrated using agricultural statistics and big datasets, drawing on established econometric and evolving machine learning techniques and using both traditional models of optimising behaviour and theories from behavioural economics. MIND STEP will closely cooperate with a range of stakeholders to co-create and apply the MIND STEP model toolbox to selected regional, national and EU wide policy cases. MIND STEP cooperates with other consortia under the topic to share ideas and innovations. Finally, MIND STEP develops an Exploitation Strategy and Plan to guarantee the sustainability of the project results upon its completion.

OBJECTIVESThe primary goal is to allow organisations to develop and reinforce networks, increase their capacity to operate at transnational level, share and confront ideas, practices and methods in innoavative filed, which is Mixed Reality (MR) for educational purpose. The simulation of medical procedures through MR system offers an opportunity to train medical students, paramedics and doctors across a range of specialists in a safe (risk-free), realistic and repeatable environment. It eliminates harmful consequences to patients and offers repeatable procedures. Mixed Reality specific Strategic Partnership formats may be realized under School Exchange Partnerships umbrella. The projects can use mobility opportunities for students and staff to help the participating medical schools develop as organisations and increase their ability to work in international projects. Combination mobility and physical exchanges with virtual cooperation is strongly encouraged.HORIZONTAL PRIORITIES- Supporting opportunities for all medicine students (who cannot participate in on-site exercises for their personal health reasons and, for example, due to social isolation during apandemic) in acquiring and developing key competences, including clinical skills, for example: history-taking, physical examination, clinical investigations, using diagnostic reasoning,procedural perfection, effective communication, team work and professionalism.- Supporting teachers, medical doctors working with students, educational leaders and medical staff in the use of advanced teaching and e-learning methods using a MR (VR and AR).TEACHING AND ASSESSING CLINICAL SKILLS BASED ON MIXED REALITY:1.Teaching human anatomy 2.Assessing of clinical skills 3.Teaching surgical procedures from a first-person perspective4.Trauma room simulation 5.Psychological assessment of using mixed realityVIRTUAL PATIENTS BASED ON MIXED REALITY:Proper medical training is not easy and cheap. Virtual patients provide the opportunity to practice interactive skills such as taking a patient’s history, diagnosing medical disorders and prescribing medications while receiving quantitative and qualitative feedback. Research and development efforts continue to expand the world of MR medical training by enhancing the readiness of medical trainees to interact successfully with real patients, increasing the availability of training resources for larger numbers of trainees, and increasing patient safety.

LEAs use the data in their information systems as their basis for making decisions that affect the safety of European citizens. According to a recent report of the European Court of Auditors on the EU Information Systems use, it has been found out that individual countries have different perception and methodologies on how data management should be addressed; officers from LEAs have stated that not all datasets are included in their systems, while other data is either not complete and accurate or not entered in a timely manner. The same report states that there are regulatory and “cultural” issues, according to which some countries do not make all the functions offered in the central EU systems available through their national systems. TENACITy envisions to address these challenges by proposing a 3-pillar approach: (a) Modern and effective tools for exploitation of travel intelligence data by security authorities: TENACITy proposes an interoperable open architecture for the integration and analysis of multiple transactional, historical and behavioural data from a variety of sources, by exploiting game changing digital technologies; (b) Training and sensitisation of LEAs’ personnel: TENACITy envisions the design of a “living lab” to be established to organise hackathons, workshops for all relevant stakeholders who would benefit from the use of passenger data and digital technologies proposed; (c) Holistic approach to crime prevention: TENACITy vision is to implement and demonstrate a Travel Intelligence Governance Framework that will incorporate a holistic approach to crime prevention, will ensure that the proposed digital technologies will support the identification of the modus operandi of criminal and terrorism organizations and will include policy makers in the governance process, examining how the new tools will provide new capabilities to shape the regulations.