<< Background >>One of the main missions of the modern Higher Education systems is to provide students with key skills to manage their life and career plans in a complex and challenging society. The levels of early leaving and failures of students still remain very high and the rate of youth disengagement is one of the social and economic risks in Europe. The pandemic crisis provided evidence of how high this risk is and showed the vulnerability of our communities and the need of re-shaping our priorities by also enhancing the set of crucial skills for future generations. Learning from real life is one of the challenges for Higher Education systems and enhancing the active role of each university in promoting civic engagement of all students and of the academic community locally and internationally becomes a priority. Student disengagement represents a human, social, cultural and economic cost for individuals and the whole society. Many countries are carrying out tutoring and peer learning programmes in order to prevent early leaving from Higher Education. Also career guidance is a more and more powerful strategy for preventing students' dropout rates, while widening career opportunities in different social groups, promoting lifelong learning and supporting students during transitions.According to the European lifelong guidance strategy (2008), the main aim of career guidance is, in fact, to equip the individual with transversal competences to better manage and develop his or her potential in education, work and life. “Career Management Skills” (CMS) represent the key concept of this strategy. They refer to a set of personal, reflective, social and digital skills needed for making and implementing career decisions and transitions. Consequently, the challenge for universities is to promote and enhance the quality of teaching, for which it is necessary to implement innovative student-centred teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. Misperceptions and misunderstandings of duties and commitments often play a role in the student's lifetime and adversely affect the study plan. This set of problems during academic life puts students at risk for problems such as exclusion, loss of confidence, dropout and unemployment. Furthermore, early academic leaving affects the academic system and undermines the performance of the HE system moving energies and potentials into the labor market. In this scenario the model of Community Service Learning (CSL) will become a great innovation in didactics because it promotes learning in real situations, involving students in civic initiatives and social programmes aimed to benefit local or international communities. A structured programme of CSL (integrated within the learning offer of the HEIs) helps students master important curriculum content by supporting them in making meaningful connections between topics they are studying and their many applications. Furthermore, it combines the needs for improving career guidance and tutoring services with the need to improve the quality of teaching.Service-learning offers a unique opportunity for students to get involved with their communities in a tangible way, by integrating service projects with didactic and learning. Studies indicate that “students evaluating their service-learning courses are more likely than students evaluating other courses to report that the courses promoted interpersonal, community and academic engagement, were academically challenging, and encouraged their continued study at the University.” (Gallini & Moely, 2003). Furthermore, a correlation seems to exist between Community Service Learning and increased personal awareness, increased social awareness, and improved student learning outcomes that are all rooted in learning conditions that ultimately engage and retain students in post-secondary institutions (Prentice & Robinson, 2010).<< Objectives >>From Student to Active Citizen is a key element of renewed and expanding HEIs commitment to both civic engagement education and more inclusive academic policies. After the Pandemic crisis, the education for civic engagement and a responsive academic governance is founding objectives of a renewed European spirit. These goals remain essential for the future as the European higher education system continue to seek productive ways to engage their community in the whole society. This need is combined with the priority to looking forward the academic learning system to be more student centred, be careful to improve students’ wellbeing and to increase their academic engagement to prevent drop out or poor performance. All the universities involved in the ENHANCE Project are looking to find smart solutions to increase the students’ performance and the academic social commitment in order to be more engaged in the society, to give answer to the emerging needs of the labour market and to address the research for social scopes.The ENHANCE project aims at design and develop an innovative Community Service Learning approach with related learning tools and digital resources. A modern CSL system will enhance students' self-knowledge, empathy, communication skills and cultural awareness. Its practices allow students to acquire social skills and attitudes that are implemented in everyday life. Meta-analyses also show the effect of Service Learning on the development of diverse competencies. Most papers present Service Learning as a valid pedagogical strategy for acquiring knowledge, attitudes and promoting civic engagement. For the ENHANCE partnership the Community Service Learning is also a fundament set of practices to implement career guidance and academic tutoring, because it helps students retain more information learned in class, achieve higher course grades, and have greater satisfaction with the course; these are aspects that irreversible impact on the future citizen, workers, and researchers. The ENHANCE consortium aims at finding smart solutions in design an innovative CSL system, also based on the partners experience to guaranteeing remote continuity of the teaching–learning process during the pandemic crisis.Equally, for this project, ICT is a crucial ally for a sound implementation of community service-learning into the academic services since it increases ease of access and relevance during the student's dynamic construction of a new career, training and educational pathway. New technology is an area of transformative social change (e- learning, virtual mobility, social media, etc.). ICT goes beyond conventional education and introduces a feedback loop that enables stakeholders and diverse target groups to contribute to the design of the system. Community service-learning will be provided at any stage of academic career, with the support of the tutoring and career services and within all learning environments. This innovative approach also implies an increasing need for a new set of digital tools and resources for empowering the tutoring and career services. The project achievements also include the implementation of a cooperative strategy for introducing and integrating Service-Learning in the tutoring and career service of the universities involved in the project. CSL will also improve the academic system of micro-credentials, related to several learning pathways. A micro-credential is a recognised proof of the learning outcomes that a learner has achieved following a short learning experience, according to transparent standards and requirements and upon assessment. Micro-credentials are owned by the learner, are shareable, portable and may be combined into larger credentials or qualifications. Through micro-credentials the new CSL system will be easily integrated in the formal learning offer of each HEIs.<< Implementation >>The main activities of the ENHANCE project includes: 1 - Participatory Action Research (PAR) - The consortium will collect best references, models and practices on Community Service Learning (CSL) through an international desk research and local and national focus groups with tutors, education staff and other associated stakeholders. PAR is a pedagogical approach based on the direct and active involvement of stakeholders and beneficiaries in the co-creation of the new CSL system, based on the related project outputs (IO1-IO2-IO3). The working groups will include tutors, career guidance practitioners, coordinators, trainers, students, experts and researchers. All participants play an active role as “researchers” and cooperate for building a new contextualised knowledge, developing innovative actions for solving common issues and for designing the new CSL model and to collect practices and models for implementing all tools and resources.The PAR will be the methodological base to design and to test all IOs (IO1 - IO3) through regional pilot actions with a wide and direct involvement of tutors and students in 5 Countries.2 - The European framework of Career Management Skills (CMS) will be the based to design the Virtual CSL platform, to build the learning offer and to define the micro-credential related to each pathways (in real situations or within virtual environments for e-learning). Each students involved in Community Service Learning will collect and upload learning evidences to gain micro-credential related to the CMS and other key skills. 3 - Pilot Actions: all regional teams in Spain, Italy, Romania, Greece and Turkey will set up the CSL system and test the model within the HEIs involved and through civic programmes and social initiatives in cooperation with the associated partners. The main achievements will be the validation of the products (IO1-IO2-IO3) and the implementation of the learning and tutoring resources.4 - International Training - In Spain a group of selected tutors from 5 countries will trained to use the CSL model and the related digital tools. Trained tutors will be appointed as ENHANCE Ambassador to lead dissemination and further exploitation activities and initiatives nationally and internationally. The training module for CSL Tutors (IO3) will be created and shared as MOOC by all HEIs involved in the project.The work plan shared and implemented by all partners will produce 3 relevant outputs (IO1 - IO3) designed and related as a coherent set of models and resources to providing tailored and effective CSL programmes for students' engagement and career education.<< Results >>Main project results will be:- Creation of a common international approach on Community Service Learning - CSL (IO1), as learning resource for enhancing the academic training offer and the tutorship services. It will be produced a comprehensive Handbook for tutors and educative staff, based on the best practices and learning resources. The main focus will be on the Career Management Skills framework, following the EU Resolutions, to support all students in the building of a lifelong career and learnig plan. This theoretical and methodological document will be used by all partners and associated partners to enhance and enlarge learning opportunites in real life and civic engagement for all students. It will be also a base model all HEIs in Europe for improving education policiesand build inclusive systems to validate informal learning through a micro-credential system. 2 - Development of an innovative web portal for supporting Virtual Commyunity Service Learning (IO2). This tool will have a potentially strong impact as it allows HEIs to provide community service learning on line and e-tutoring support to students and organisations involved. The platform will be multi-languages to foster an international use and widest exploitation.3 - E-learning platform and training module for CSL tutors and education staff of HEIs (IO3). This resource will be designed as MOOD to be used freely by all Universities and other HEIs for training and updating tutors, trainers and career practicioners.

The INSEAI project aims to create an international network for knowledge and comparative socioeconomic analysis of informality and policies to be implemented for its formalisation in the EU and Latin America. The interdisciplinary and intersectoral approach involves academic (nine from UE and seven from LA), non-academic (three from UE and four from LA), and four non-eligible funding entities. Training activities and debate events will be organised throughout secondments, and specific tools (to detect, prevent and avoid informality) will be developed with the network members and people from their environment's societal collaboration. INSEAI Network faces at least seven critical challenges currently claimed by stakeholders at HEI in Europe and LA: 1) Raising the level of research organisation in the region in the informal issues covering the current state-of-the-art knowledge and formalisation governance lacks. 2) Multiplying the effect of research results opens the possibility of catching public policy interest. 3) Driving the PhD students' attention to informality as an endemic issue deeply rooted in the globalised dynamics changing people's lives and stratifying world peripheral capitalist positions. 4) Developing Open Science, promoting gender equality, and consolidating the network continuity. 5) Developing training tasks, exchanging knowledge and methodologies, and trying to innovate in analysis and quantification tools with the support of research and dissemination technologies. 6) Managing external databases and those generated by the network to offer tools (using big data, algorithms, apps) for public use in favour of informality knowledge and estimation and the formalisation processes governance. 7) Bringing together research and innovation interests from academic and civil society entities to understand the convergences and divergences in structuring labour markets and informality dynamics in regions with different degrees of development.

Outbreaks of bacterial diseases pose a persistent challenge to fish farming around the world causing significant economic loss. To improve efficiency, safety, and sustainability of aquaculture new health monitoring and rapid disease diagnostics approaches are required. Here, we propose an ambitious multidisciplinary project that implements modern multi-omics tools, in particular metabolomics and metagenomics, to provide a holistic understanding of host-pathogen interactions in farmed fish in the context of three major bacterial diseases; vibriosis, photobacteriosis, and furunculosis. This project will focus specifically on the metabolome of siderophores, iron chelating microbial metabolites that are key virulence factors during infection, and their use as biomarkers for early disease diagnostics. In nature, microorganisms exist in diverse communities and therefore infections can be caused by a combination of species yet the involvement of co-species in disease progression is poorly understood and represents a great diagnostic challenge. I have gained extensive skills in metabolomics through my PhD in Australia and postdoctoral experience in Germany. This project will enable me to go one step further; I will use different bioinformatic tools as well as imaging analytical chemistry (MALDI-IMS) approaches to integrate metabolomics and microbiome data and answer important ecological questions in aquaculture. I am highly motivated to take on this new challenge and acquire new scientific and transferable skills, which will strengthen my profile as an independent researcher and increase my opportunities for a permanent position after the fellowship.

1.CONTEXT AND BACKGROUND The IACOBUS + Culture, Heritage and Integration project has been a teaching experience, in an international university environment, for students of the Bachelor and Master levels in architecture. It is built on the previous experience of IACOBUS, a collaboration agreement that, since 1995, has brought together almost 1,000 students, professors and experts from the ETSA of the University of A Coruña, the ENSA of Clermont-Ferrand and the OTH of Regensburg. It consisted on an invitation to work on a series of awareness-raising and intervention projects on buildings and environments of patrimonial interest, at risk or threat of disappearance due to the lack of legal protection mechanisms, abandonment, ruin or urban pressure. The aim was to provide the buildings with new uses and revitalize their surroundings, as part of a collective exercise of architecture and research, with a high impact on the communities in which it operates. A rotating methodology was defined, in such a way that each year the work was focused on a study case located in the hometown of each of the participant institutions.2.OBJECTIVES The IACOBUS + Culture, Heritage and Integration project has been carried out over the last three academic years 2018-2020, with a triple objective: 1 – To provide specialized training for students in a context of collective work forming international groups, under real premises and hypotheses, in such a way that their work, beyond the academic, has an important social impact. For them, it is a training opportunity in the field of intervention in heritage, but also an experience of exchanging knowledge and work and training methodologies. 2 – To invite citizens and authorities to reflect on the possibilities of providing new uses to old industrial, educational, religious, civil facilities, etc., understanding the recovery of these buildings as a cultural value, as well as a commitment to sustainability and with social responsibility towards the less favored communities. 3- To contribute to the construction of European citizenship through awareness of history and common cultural heritage. To create personal and professional links between participating students through collaborative work and the exchange of experiences, experiences and reflections. 3.PARTICIPANTS 226 students, 24 professors and more than 20 external experts and collaborators from the partner institutions have participated in the project. 4.ACTIVITIES3 case studies were proposed, one for each year of the project, in addition to 2 workshops in Armenia in 2018 and 2019. The case studies generated a lot of documents as a result of both research and analysis, and the proposals made by student groups, continuously directed and supervised by teachers in a collaborative context. The most intense phases of the project were coincident with the moments of meeting of the students, around the workshops and seminars organized in Regensburg (March 2018), A Coruña (March 2019) and, online in March 2020, in line with the respective proposals, in the presentations of the works, carried out in A Coruña (June 2018), Clermont-Ferrand (May 2019), and online throughout the months of May and June 2020, and in the workshops held in Yerevan (Armenia), in April 2018 and April 2019. The activities planned for 2020 had to be carried out on an online basis due to the restrictions imposed by the pandemic situation.5. RESULTS AND IMPACT The tangible results and objectives of the project are reflected in the documents, works, studies, reviews and proposals made during the term of the project. Apart from these, three levels of impact can be considered, achieved throughout the project period (2017-2020): 1-Impact on the participants. At an academic level, specialized training has been obtained for students in the disciplinary axis of intervention in architectural heritage, developing skills to work in an international environment and improving their language skills. 2-Impact on host communities. The participation of non-formal partners in the proposal and definition of the different case studies has stimulated the appearance of useful and viable proposals, made from the pause, reflection and collaborative work. 3- Impact on partner institutions. A collaboration between the partners has been consolidated with guarantees of continuity. In the longer term, it is planned to implement the program by opening it up to new interested institutions, for which contacts have been maintained with schools of architecture in Liege, Milan, Venice, Ljubljana, Barcelona, Porto, Bucharest, Sarajevo and Las Palmas.

Facing the ageing population challenges of the 21st-century, & the dependency or need of support from people who have chronic diseases, mental disorders, or other incapacitated illness, the provision of care is becoming one of the most important occupations. However, estimates suggest that as much as 80% of care across the EU is provided by informal carers which are at least twice as many as the formal carers. In the project partners’ countries, the statistics show a spread of informal care prevalence: 30% of the total population in Belgium are informal caregivers or personal assistants, 20% in Poland, 16% in Spain, 15% in Slovenia & 13% in Portugal (EQLS, 2016). Despite the challenges/needs that this occupation may have, initiatives to increase the training opportunities for carers remain extremely fragmented in the EU. Moreover, it is well known the need for the formal recognition of the provision of care as a paid profession, through the validation of an occupational profile.Recognizing these needs, the main objective of the GivingCare is to empower formal & informal personal caregivers & personal assistants, & other health professionals, by developing technical, soft & digital skills, responding to the gap in the Higher Education Institutions (HEIs) provision, through the design & implementation of an innovative Continuous Education Programme (CEP) & respective materials/resources, based on independent modules. The consortium will offer a Guide for Personal Caregivers & Personal Assistants & health professionals supporting the professional development of the target groups & their daily activities (e.g. Good Practices for Caring; How to take care of who cares; & a selection of storytelling videos based on real cases with visual examples of care practices. Besides, the project will also develop & promote a professional occupational profile for personal caregivers & personal assistants fostering their social & professional recognition, giving them the support & tools they need to take care of themselves & others. Direct TG: formal & informal personal caregivers & personal assistants, health professionals in general, associations/NGOs/business that provides care services & supports carers, HEIs in the health sector, & also decision-makers, including employment services & national ministries responsible for the recognition of professional occupations.Indirect TG: adult education providers & individuals in need of care & their families.GivingCare outputs & methodology are designed to promote a holistic approach & to promote impact in the specific target groups.A CEP will be co-design between the consortium & representatives of the TGs (40 participants) to provide the necessary knowledge & skills for those who work as informal & formal personal caregivers & personal assistants or as health professionals, aiming to empower & enhance their performance & also to enabling them to better cope with the burden of providing care. Within this programme, a Toolkit for students & a set of educative resources for teachers will be developed, as well as distance-learning materials available online, adapted from the modules addressed in the CEP, for those who cannot attend in the face-to-face classes have equal access to learn & participate in this innovative programme.To empower individuals who provide care, a Guide addressing formal & informal personal caregivers & personal assistants & health professionals will be produced, designed based on best practices in the caregiving field, testimonies of those who provide care, & their needs and challenges, difficulties & concerns, helping them put also take care of themselves. Inside this Guide, a set of storytelling videos will be also produced, based on caregivers & personal assistants’ testimonials (12 participants) Complementing the project approach, partners will design and validate an occupational profile for Personal Caregiver & Personal Assistant aiming to promote the recognition of this profession, designed in co-creation journeys with representatives of the TGs (48 participants).The project strives to reach, both at face-to-face & at distance, 672 participants including students, professors & caregivers & personal assistants & other health professionals in the testing phase of the educational programme and materials.As an added value, Multiplier Events will be implemented, reaching all the beneficiaries & end-users of the project results, & also policymakers such as ministries & employment services, aiming to present the project key results and to discuss & validate an occupational profile for Personal Caregivers & Personal Assistants to promote the recognition of this occupation, reaching a total of 160 participants.