"The project ""Ensuring Continuity in Education for Refugee (Continugee)"" is based on the principles of the following declarations: 1951 Refugee Convention, Convention on the Rights of the Child, Lisbon Treaty of the European Union, Charter of Fundamental Rights of the European Union, Treaty on the Functioning of the European Union, the Treaty of the European Union, and the Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education (Paris Declaration 2015). International studies show that the School-age refugees and especially unaccompanied minors consist a population that moves between European member states before their final settlement.This situation creates two significant needs:First, to ensure that young refugees have a meaningful and rewarding educational encounter with the European way of life, in the sense of what EU President von der Leyen recently described as her vision for a Union of equality, tolerance and social fairness, and the founding values of a united Europe. Such an education, would involve the development of several literacies. It cannot be adequately provided in the difficult conditions of the Reception and Identification Centers, but has to be ensured once these people have been placed under international protection status. Providing refugee children and adolescents with an education that introduces them to European values and the “European way of life” within a structured schooling process, which would maintain and valorize students linguistic and cultural capital, will promote their wellbeing and the well being of their families. It will make them aware of the European context, their rights and obligations, and the main features and attributes of European societies which in several cases differ significantly from their national, ethnic and cultural background.The provision of this educational orientation to newcomers from various linguistic and cultural backgrounds, creates the need for the development of an effective curriculum, and the professional development of educators in order to teach them the European values through/via school courses, adopting existing resources and/ or valorizing their own as well as student’s educational, linguistic and cultural repertoires using teaching strategies which would actively engage refugee students, many of which have never attended school or have been away from school for a long time, usually years.Second, given the fact that in most cases the borderline Member State which was the refugee point of entry to the EU will not be the place of their final settlement, there is the need to ensure a degree of continuity in content and form of the education services provided and to facilitate their educational integration.The ""Continugee"" project specifically aims at creating a partnership, a. taking into account the present condition of refugee children and adolescents from the Reception areas to the places of “permanent” settlement, b. study best practices for the above-mentioned issues, c. develop a needs-based curriculum and an in-service training program and implement it in schools and education institutions of participant organizations, d. taking into consideration the local conditions and aiming at maximizing the European value along with refugees linguistic and cultural background of such interventions.Four (4) participants from Three (3) countries are part of the Project. Three Universities with long term experience in implementing European programs regarding education and social policy and an NGO and non-profit organization, with great experience in training and social integration programs. The Organizations that consist the Strategic Partnership, are:-National and Kapodistrian University of Athens, Greece,-Scientific Society for Social Cohesion and Development, (EPEKSA), Greece,-Fachhochschuele Kiel, Germany,-University of Urbino, Italy."

The context and focus of VISIT was to develop existing & new innovative services with SMEs on Nauvo-Korppoo-Seili, Fehmarn, Vis, Öland and Paxi-Corfu islands to boost local regions. HEI staff & students developed their knowledge & skills in different geographical regions, entrepreneurship, cultures & transversal skills, forming a sustainable network with SMEs for future cooperation. The background lay in the joint need to develop services on European islands with Higher Education.VISIT’s objectives were to form an international strategic partnership to train students & SMEs on islands to develop new services with HEIs and islands and to develop services with them; enhance entrepreneurial skills and cultural competences; develop an online community with self-study module for SMEs& students; develop services in HEI courses with SMEs via online community in the future; provide internships for students on islands. VISIT supported social inclusion. VISIT was established to promote international island tourism development, with combined competences of partners as added value & demand of international collaboration between islands (ESPON).The project involved five HEIs: Laurea UAS Finland, Kiel UAS Germany, TEI of Epirus Greece, Linneaus University Sweden, VERN’, Croatia. TEI left the project due to a merger. RGU (UK) joined VISIT but left due to the pandemic and Brexit issues. The five islands and their representatives were associated partners. The HEIs provided versatile expertise in many fields, e.g., Design Thinking, Business & Multimedia Marketing, ICT, Tourism & Hospitality Management, Entrepreneurship, geographical knowledge in tourism and business. VISIT engaged 27 businesses during the project, 201 students in ISPs (on location or online); approx. ten teachers each time of the 7 ISPs, in total 917 ECTS for students. In addition, VISIT has been integrated in some partners’ study units during the years, offering groups of students the possibility to to study about services on islands, generating more knowledge and ECTS. In total 17 students have worked as project assistants, also, earning ECTS and learning. VISIT designed and innovated new services for SMEs on the islands with students. Internships at SMEs on islands were planned to help businesses to implement the developed services but due to the pandemic it could not happen. VISIT created different documents e.g. Service Logic Business Model Canvases, and Innovative Business Plans for the SMEs. VISIT compiled Case Studies of the business plans and SLBMCs. The project created VISIT training, learning & internship blended material for ISPs, as well as an online community (self-study material, interactive cooperation, a learning environment for HEIs & SMEs). The activities were analyzed and results researched to define sustainability and transferability, published in VISIT Handbook to promote the transfer and exploitation of results. VISIT organized a successful online conference as their multiplier event. The project results are: Online Community for insular entrepreneurs & HEIs (VISIT Online Community Intranet); internships for students after the project; VISIT Model for integration of innovative tourism services at local companies; Business Model Case Study Guidelines; VISIT Case Studies (based on innovative business plans/SLBMCs); VISIT Training, Learning and Internship blended material (Technical & soft skills for students to bring to companies and learning outcomes they should receive from internships); VISIT Online Self-study module with relevant terminology for innovative services, course material; VISIT Handbook of project results & how to be transferred to other territories & HEIs; VISIT Workbook to learn services development; 1591 new service ideas for the islands; trained students in ISPs (201); new high quality skills for professional use, civic & intercultural competences, design skills, entrepreneurial skills; one multiplier event.The long-term benefits of the project include the possibilities of strengthening the islands’ economy, generating new jobs, steady income, increasing sustainable tourism activities, international networking and further training with other SMEs in Online Community, engaging students and SMEs in the Online Community in learning, new projects, cooperation with partners to develop more services and businesses with the islands.

Baltic Gender is a consortium of research organisations and higher education institutions from the Baltic Sea Region aiming at reducing gender segregation and gender inequalities in Marine Science and Technology. The diversity of the consortium members (from Nordic, Continental and Eastern countries) with regard to gender equality policies and practices as well as gatekeeping provides an excellent basis for exchange, comparison, collaborative learning and transfer of knowledge. The action will work toward the establishment and implementation of Gender Equality Plans (GEPs) as instruments that can catalyse institutional change. Collection, standardisation and evaluation of gender-segregated data will facilitate the establishment of gender-sensitive indicators and enable the consortium to develop concrete targets and measures for reaching the set goals of the GEPs and to monitor the progress of their implementation. GEP implementation activities will be supported by established approaches and innovative strategies developed in the four core work packages on (i) career advancement, (ii) work and family, (iii) structural changes, and (iv) gender dimension in marine research. Cross-cutting work packages will support action’s progress via giving trainings, strengthening networks, raising awareness, disseminating results and reaching out to a wider scientific community and public in general. The outputs are designed to maximize impact and, due to the inter-disciplinary nature of marine sciences, to have a broader impact in the field of natural science and technology. The deliverables include blogs, brochures, best-practice handbooks, recommendations, training-materials, synthesis reports. Schemes and good practices established during the action (e.g., grass-root networks, work-family balance, transparency in decision making, modernised recruitment processes, mentoring) are foreseen to pave the way for long-lasting institutional practices.

<< Background >>Social work is a profession and discipline dedicated to combating poverty and promoting the health and well-being of people. It fosters social integration into living environments, is dedicated to the social inclusion of disadvantaged groups of people and promotes social change. It is committed to fundamental democratic values and human rights. Its principal focus is on supporting people affected by and at risk of poverty, delinquents, addicts, chronically and/or mentally ill people, children and young people in institutional care, and people with disabilities. In the project ‘TransSoDia’, three universities from Austria, the Netherlands, and Germany intensify their cooperation to support the inclusion efforts of social work professionals. Students and practitioners of social work further develop their diagnostic competencies to identify their clients' psychosocial problems and barriers to self-determined living, in addition to strengths and resources for coping with challenging life situations in a theoretically sound and cooperative manner. TransSoDia endeavours to enhance the quality and pertinence of activities in the thematic field of social diagnostics and supports the development of cutting-edge technologies and innovative didactic designs. The starting point of the project is two specific instruments of cooperative social diagnostics: the ego-centered network map and the biographical time bar. Both were originally developed by Peter Pantucek-Eisenbacher, the former head of the Department of Social Work at the University of Applied Sciences St. Pölten and a recognised pioneer of life-world orientated Case Work and social diagnostics. a)The ego-centered network map can be used to record social relationships with family members, friends/acquaintances, colleagues, and professional helpers. The cooperative visualisation and analysis of the network structure and the potentials for achievable social support are the starting point for inclusion- and health-promoting interventions. b)In the biographical time bar, the biography of a person is understood as a multidimensional process. In accordance with findings based on a biographical interview, family, housing, education, work, health and support biographies of the client are noted along a time axis. The collaborative analysis allows for targeted intervention planning that recognises self-identity and promotes individualised coping strategies. Basic software solutions for both these instruments have been developed in interdisciplinary cooperation between the Department of Social Work and the Department of Digital Technologies. However, users of these tools complain that they are now technically outdated and not suitable for use on mobile devices. They also complain that the methods are not suitable for all target groups, especially for people with cognitive disabilities and children. Furthermore, the extensive experience with distance learning and virtual counselling in the last two years has revealed the challenges associated with both practice-oriented teaching of social diagnostics in virtual space and the cooperative use of social diagnostic procedures in virtual space. The cooperation partnership ‘TransSoDia’ tackles these challenges by using a participative and user-oriented approach. In addition to great expertise in social diagnostics, the partners are united in their efforts to boost internationalisation of teaching and training programmes in the field of social diagnostics and further develop the content of the aforementioned methods and to modernise them for their digital use. Through ‘TransSoDia’, the networks of the partners will be reinforced with the aim of further developing diagnostic procedures and skills in such a way that they can be put at the service of social work clients.<< Objectives >>The participating partners pool their expertise and cooperate closely with practice, research and teaching in order to: -further develop two methods of social diagnostics - the ego-centered network map and the biographical time bar, -provide up-to-date software solutions for the digital application of these methods as well as comprehensive multimedia information and learning materials, -develop innovative didactic designs and formats for transnational and digital use at universities, and -implement these in their universities. To fulfil the needs and demands of the addressed target groups, the project is dedicated to the following objectives: TransSoDia will advance the digitisation of social work. Students and professionals of social work will be offered web-based software solutions for the digital application of social diagnostic procedures, which correspond to the state of the art, meet professional requirements, and allow a target group-oriented use in personal and virtual settings. Teachers at the participating universities will be provided with evidence-based teaching materials that meet the didactic requirements of blended learning and online seminars. Students, social work practitioners, and teachers will further develop their digital competencies in the thematic field of social diagnostics. Social diagnostic procedures and instruments that promote the participation of social work clients will be developed. For this purpose, variations of diversity-sensitive social diagnostic instruments will be designed that can allow the broadest possible use of the procedures with the most diverse target groups. Specific variations will be adapted to the abilities and competencies of people who face difficulties in understanding abstract visual symbols and text-heavy visualisations. Following the claim to application-oriented research and teaching, the experiences of professional social workers, as along with their knowledge of specific requirements of their target groups, will be collected and taken into account in the further professional development of social diagnostic procedures. Social work practitioners will be provided with comprehensive and multimedia work materials in the form of toolkits, which will enable them to learn and apply social diagnostic procedures in a self-organised manner. Students and practitioners will not only acquire knowledge about the social diagnostic procedures but will also be enabled to apply, analyse, and assess them. Further education at universities is believed to provide social work practitioners with opportunities for lifelong learning. In particular, TransSoDia will support expanding online continuing education formats to a) mitigate or eliminate barriers to participation, such as costs and travel times b) enable those people to participate who are unable to travel (far) for continuing education because of care obligations, and c) contribute to combating climate change by eliminating travel. Internationalisation of and transdisciplinary cooperation among universities will be promoted. For exchange and cooperation, the partners will focus on the use of contemporary digital media to reduce emissions associated with travel activities. Students and professionals will be motivated to participate in international academic discourse and provided with the opportunity to actively participate in transnational and interdisciplinary cooperation. TransSoDia will enhance academic discourse in the thematic area of social diagnostics and stimulate cross-sectoral cooperation among universities, social work organisations, and healthcare institutions.<< Implementation >>This project aims to develop six tangible products in a participatory and iterative process that can fulfil the demands of practice-oriented theory development and higher education. To ensure the participation of teachers, students, professionals and users of social work, the following strategies are adopted: •Teachers in the partner universities encourage their students to test and critically reflect on the interim results of the prototypes of the social diagnostic instruments and make the application experiences available for their further development. •Social work practitioners are invited to participate in specific learning and teaching activities (continuing education format/micro-credential), to further develop their diagnostic skills, test the procedures and instruments with clients, and incorporate their valuable feedback into the product development process. •In addition to the abovementioned prototypes, various designs and formats for transnational digital university teaching will be tested in specially designed teaching and learning activities. First year of the project: During the first year of the project, previous experiences and existing feedback on the ego-centered network map and the biographical time bar will be categorised for the development of first prototypes for web-based software solutions and multimedia information materials in the form of toolkits. First prototypes of the (adapted) software solutions and drafts of the materials will be presented in transnational teaching activities such as a seminar on social diagnostics for bachelor students of social work, an online training for practitioners and a first staff training. The application experiences of the participants as along with the feedback on the didactic approach will be evaluated and will flow into the further development of the products. Second year of the project: During the second year of the project, the revised prototypes of the products will be presented in a second cycle of teaching activities, and application experiences will be discussed. With the expansion of the activities to include lectures on social diagnostics and a workshop on biographical diagnostics, the development of the most diverse possible didactic designs and teaching materials will be encouraged. To further develop target group-oriented variations of the procedures, an online training will focus on different needs and requirements of different fields of action of social work. The previous project experiences and results will be systematically evaluated and discussed in a staff training. In addition, audiovisual learning materials will be produced in this project phase. Third year of the project: During the third year of the project, the products will be advanced so that they can be presented and discussed during different multiplier events for teachers from other universities and social work professionals. In addition, parts of the project results will be translated into English. These results will be disseminated in the form of journal articles, book contributions, presentations, and project reports. The software solutions and the toolkits with multimedia information materials will be made publicly available under open-access conditions. Finally, the participants of the last online training will be trained for using the latest versions of the web-based tools. Their feedback on the didactic approach will support the planned transfer of this transnational teaching activity into the standard offer of the partner universities. The continuous and close professional exchange of the project partners ensures that the goals of the project are consistently worked on, and any necessary adjustments to the project can be made promptly.<< Results >>In total, six tangible products will be created during the cooperation partnership ‘TransSoDia’: 1) Formats, designs, and digital elements for transnational blended learning university teaching: With regard to the sustainable implementation of transnational teaching in the curricula of the partner universities, formats, designs, and materials for virtual teaching in different settings such as lectures, seminars, and exercises will be developed. In addition to designs for synchronous joint lectures, materials for asynchronous teaching, for example, videos and podcasts, will be developed. As the sub-products will be produced by experts in social diagnostics and will be already subjected to a practical test during the process, they fulfil professional and didactic quality criteria of university teaching. 2) Formats, designs, and digital elements for transnational blended learning: In the spirit of promoting lifelong learning as well as intersectoral and international networking, transnational virtual continuing education courses for social work professionals will be designed. These will be tested and evaluated in the course of the project to be able to implement evidence-based concepts in the continuing education programmes of the partner universities. 3) Software for the creation and analysis of ego-centered network maps (easyNWK relaunched): The software easyNWK, originally developed at the FH St. Pölten, allows a simple visualisation of ego-centered networks as well as an automated evaluation of important key figures. The programming language used is now outdated, which is why the program is hardly usable anymore. In the course of the project, the software easyNWK will be further developed in a participatory process according to the requirements of the expert community and users. 4) Toolkit for network diagnostics: This multimedia collection of informational materials will include theoretical basic texts, working aids for personal application possibilities of ego-centered network diagnostics, German- and English-language manuals for the software, video tutorials, orientation aids for the analysis and assessment of ego-centered networks, and an annotated bibliography. 5) Software for the visualisation of biographies (easyBiograph relaunched): The easyBiograph software developed by the FH St. Pölten is now technically outdated. In the development of a new program, attention will be paid – among other things – to the improved readability of the entries, the optional focus on selected life phases, and the integration of visual elements in order to expand the possible range of application of the instrument. In the course of the project, the easyBiograph software will be further developed in a participatory process according to the requirements of the expert community and users. 6) Toolkit for biographical diagnostics: A comprehensive toolkit will introduce a wide array of biographical diagnostics to clarify the purpose and possible risks of reconstructing biographies. The multimedia collection of materials contains theoretical basic texts, working aids for personal application possibilities, German- and English-language manuals for the software, video tutorials and podcast contributions, as along with orientation aids for the analysis and assessment of biographies and biographical narratives.

MOTION’s context lies in overtourism in five EU regions: Toruń, Poland; Granada, Spain; Klaipeda, Lithuania; Fehmarn, Germany; and Rovaniemi, Finland. The project addresses overtourism problems, such as overcrowding, tourism’s problems with residents, environmental & heritage degradation, and low-quality experiences. Six project partners, Laurea UAS, Kiel UAS, Nicolaus Copernicus University in Toruń, University of Granada, Klaipėda University and municipality of Monachil, form a strategic partnership to create awareness leading to actions to combat overtourism issues. Awareness and actions are aided by MOTION’s objective to help SMEs and students generate solutions and new sustainable tourism services with Futures and Design Thinking. Objectives leading to awareness creation are to develop a prospect business model tool that takes sustainability into account, a toolkit to help tackle overtourism issues, and an online community for online training, networking and co-creation for SMEs and HEIs. One objective is to create a handbook to help other territories to multiply the results, and to create a Futures Vision that will guide regional decision-makers and businesses in developing sustainable tourism. At least 125 students and 14 teachers and professors will participate in this process, together with at least 25 SMEs and five associate partners. Additional students will participate in many activities through their interest and studies at their HEIs. Residents in the regions will be involved in some ways during the project. The priorities of MOTION include the environmental and climate goal, innovative practices in a digital era, and tackling skills gaps and mismatches. With the activities, MOTION focuses on the priorities, aims and objectives to create awareness on sustainable tourism and overtourism issues. Activities include developing sustainable tourism services with SMEs, Case Studies from the activities, Futures scenario workshops in regions, regional scenario books, a prospect business model tool, an online community for sustainable tourism, a solution toolkit, local guidelines and policy recommendations, a handbook on processes to multiply results, as well as a Futures Vision on sustainability, and surveying the present situation of tourism (autumn 2020) in the EU and organizing an online sprint ideathon. Five Intensive Study Programs, seven Multiplier Events, one Short-Term Staff Training are organized. The main methodologies implemented are Futures and Design Thinking and LFA, and different Intellectual Outputs have different methodologies to run the output work, such as PDCA, LFA, and design-based research. Results and impact envisaged include increased awareness among target groups on overtourism and sustainable tourism, sustainable new tourism services, co-creation activities on regional level between different stakeholders, 625 ECTS from ISPs, 220 workshop/Multiplier Event participants; and results listed above. Potential long-term benefits include SMEs and others interested in sustainable tourism receiving training in the online community after the project ends; co-creation activities between SMEs and HEIs; multiplied results in other territories; increased number of sustainable tourism services; and high-season problems becoming smaller due to increased awareness and actions taken to solve overtourism issues. Also benefits include: increased awareness of a person’s own impact in sustainable tourism, business and consumer behavior through joint activities, workshops, multiplier events and dissemination activities; and higher awareness concerning the state of the future, individually, in organizations, in regions through joint activities, workshops, multiplier events, policy recommendations and dissemination activities. More benefits are skills in Foresight, Futures & Design Thinking through joint activities, staff training, workshops, learning activities, online community; increased sense of initiative and entrepreneurship through joint activities, workshops, multiplier events, training and learning activities, online community, policy recommendations and dissemination activities; as well as improved levels of skills for employability and new business creation (including social entrepreneurship) through joint activities, workshops, learning and training activities, online community and its courses, multiplier events, policy recommendations and dissemination activities; and more active participation in society through all project’s activities.