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13 Projects, page 1 of 3
  • Funder: European Commission Project Code: 2023-1-NO01-KA210-ADU-000157518
    Funder Contribution: 60,000 EUR

    << Objectives >>During this project, we will create a booklet of different activities for adult learners with children from 0-6 years old and 7-12 years old. These will focus on inclusion and preventing illiteracy through activities with literature. These will also be social arenas. As the title of the project says: it all starts with a book. Building activities around books that can bring joy and learning for adult learners and their children will be a central part of the project. << Implementation >>For adult learners with children in the age group 0-6 years old, we will create activities based on literature/stories and social meeting points. For adult learners with children from 7-12 years there will be creative activities with literature and digital tools, this is an important part of working in a digital area and illiteracy. We will collaborate with local organizations to reach out to our target group and organize trips to the partner organization. << Results >>We want adult learners to get a new arena where they can practice Norwegian and Dutch and to social interact with other people that have children in the same age group. Through the project the target group will get to know the offers libraries and other organizations have for families and therefore continue to use them after the project ends. The booklet will become a tool to create activities for this group and will be shared after the project end so that it can live on in other organizations.

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  • Funder: European Commission Project Code: 2020-1-NO01-KA204-076484
    Funder Contribution: 147,030 EUR

    The disruptive digital transformations are challenging ways of participation, the feeling of trust and understanding between people. The digital divide is a threat to social and cultural participation for millions of Europeans. But the technology also has the potential to enhance social cohesion, inclusion and enlightenment. Digital literacy is becoming - as formal literacy is - indispensable to participate in society, and training needs to address real needs and be accessible to those who really need it.In the project, we will build a network of partners that will design learning activities by activating resources in the local community. In developing the activities the partners will use Design thinking to best meet the needs of the target group. The target groups vary from activity to activity and to partner to partner, but will mainly be seniors, young adults neither in education, employment, or training, refugees/immigrant or low-skill adults. By developing and offering social creative learning activities, 200-300 participants will build digital competencies and get help in joining their community by building relations both in the digital and physical world. This can have a huge impact on their potential for participation in society, and thus their quality of life.The goal of the strategic partnership is to develop and research practical learning activities for digital skills, and to understand how we best can collaborate in our communities to promote lifelong learning opportunities for all. The Partners will develop an Open Digital Inclusion Network to build competencies and capacities to develop their role as public educators. The partners will work together in an online communication platform and in annual project meetings, where we will invite participants from other networks working with digital inclusion to build bridges across networks in Europe.Libraries have always had an objective of public education and enlightenment. In recent years, we have seen a development in the ways learning is facilitated and delivered. Learning centres, Makerspaces, Studios, and Labs have popped up around the bookshelves and has made creative activities possible. We also experience the need to work across organizations and disciplines to help users solve their real work problems, and we need to be more able to collaborate with our communities. There are very little literature and research on library didactic and on effects of this kind of social, creative, informal learning, and the project want to gain more knowledge to be able to successfully develop this social way of learning further. We will do research on how libraries work as connectors in local network building, that is how libraries develop intra-community ties and how do they link different community organizations together.Physical and digital meeting points are essential for participation in our society. The activities in the project will empower and strengthen participants through building digital competencies - to facilitate personal development, as well as participation in civic, social and political life. The project will contribute to social inclusion by fighting the digital divide and use information and data literacy as a means to build trust, understanding, and communities. The library owners will through the project get more knowledge about how their libraries function as a public educator and a facilitator for inclusion. Participating organizations will learn more about challenges and barriers for inclusion, and will learn a methodology of human-centred design, and get to know partners that are working in innovative ways.The project is following up on the “Paving the way for essential skill houses” (Erasmus+ 2017). The project will contribute to UNs Sustainable Development Goal 4 : Ensure inclusive and equitable quality education and promote lifelong learning for all.

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  • Funder: European Commission Project Code: 2018-1-NO01-KA203-038891
    Funder Contribution: 291,812 EUR

    BackgroundThe Physiotherapy and Refugees Education Project (PREP) addressed the mismatch between the competence of physiotherapists (PTs) and the complex rehabilitation needs of a growing population of refugees and migrants in Europe. Project objectivesPREP aimed to build competencies of PTs working in rehabilitation services for refugees and migrants. This aim was reached by four objectives: 1) establishing core competencies for physiotherapists working with refugees, 2) preparing a curriculum, 3) designing and producing a digital course and 4) pilot, evaluate and revise the digital course. Project participantsThe project involved around 30 key informants (PTs, refugees and decission makers) and 8 spcialists for the identification of core competencie. The digital course was open for 150 participants, and we accepted151 for participation. The course is now open availbale for download at the canvas commons platform, meaning that all educational institutions using this platform can use the coruse in their educational programs. It is also open for participation via signing up (no fee). The course content is also given as a E-book (PREP E-book) that has been spread through our channels and also placed on our webside (https://prosjekt.hvl.no/prep/) and on the Erasmus results platform. Project activities and resultsThe first step in the process was to write a scoping review on published research and experiences, to be able to identify knowledge gaps. This made a basis for interviews with key stakeholders (physiotehrapists, refugees and decisiion makers) in Norway, Sweden and The Netherlands, and for a consensus process involving a global group of specialists within physiotherapy and refugee health. These three activities made the basis for the IO1 main output, the consensus report. The consensus report was used to build a curriculum (IO2), that we used to design the didgital course (IO3). In addition, such a curriculum can be used by other institutuions to build own coruses, or to implement part of this curriculum in their own ongoing courses. In IO3 we designed and produced a digital course correseponding to 5ECTS on master degree level. This production inlcuded a international collaborative project where stakeholders on a global level was invited to share their knowledge and experiences. This was done to ensure relevance in the course and to ensure that we were updated on current discussions and global issues. The final stage of the project (IO4) was to pilot, evaluate and revise the course (IO4). We aimed at 150 participants, and closed the sign up at 151. Some course participants took the entire course and received a certificate, others took parts of it. During the project period we had monthly, digital meetings. During these meetings, we could update each other on the work, discuss issues on the way and keep track of the project. We planned for 6 transnational physical meetings, and managed to have 3 of these before covid-19 restrictions. The last meetings were digital, except for part 2 of the final meeting that was hybrid. We disseminated the project and our results during the entire project period and used social media, own channels, conferences and local and international meetings for this purpose. Impact Our aim was to create a course to give physiotherapists the possibility to build competence in working with refugees. This also included building a network for working with refugee health. The project had a direct impact on the participants in the course, the stakeholders providing information and experiences and on the project group, builidng competence and providing a platform for further collaborations. The network has grown larger than we expected it would, and we ended up having a high number of collaborative organisations, institutions, individuals and other projects. Although the official project ended in 2021, the project is still active. We have bachelor and master students working on the project, we have spin off projects and we used the project and network actively within our educations, This autumn, new organisations joined as collaborative partners with the aim to collaborate on bachelor theses. The PREP project has become an integrated part within our educational institutions. 4 spin-off projects can be mentioned: 1) A course in using interpreters in Norway. This was initiated by other organisations, and PREP was invited to join. The course is now used at several educational institutions in Norway. 2) Project on torture survivors. This started because of the PREP project and is now active with bachelor- and master students and research. 3) PREP IP, this is a direct continuation of PREP, where we aim to develop further for an interprofessional group. 4) HEQED, which is a project where we aim tp understand health equity and how to operationalise this within our educations. All these projects are based on the PREP network and beyond.

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  • Funder: European Commission Project Code: 2021-1-NO01-KA220-HED-000027541
    Funder Contribution: 333,873 EUR

    << Background >>The PREP IP project responds to the need of practicing rehabilitation professionals to develop key competencies to better meet the unique health needs refugees. Ultimately this will contribute to their health and well-being as well as to their inclusion, and social cohesion and community diversity. It will be achieved by: •building the capacity of a transnational and transdisciplinary network of partners to jointly support health professionals •developing open online course and open educational resources (OER) to provide accessible, inclusive, and equitable services to refugees•documenting in a case study this unique partnership for inclusion, capturing experiences and strategies in building partnerships across sectors, professional, cultural and geographical boundariesPREP IP addresses two Erasmus+ program priorities: inclusion and digital transformation. The project focuses on inclusion of needs of refugees into the health and rehabilitation training and education, making higher education institutions (HEI) more accessible and inclusive of refugees, both on curricular and practical levels. Second, participating HEI use digital learning and OERs to transform the way they offer programs for practicing professionals. The project is a partnership of higher HEI and service providers. It bridges the gap between education and practice and addresses the skills mismatch between what has been taught in university programs and what practicing rehabilitation professionals’ need to serve refugees. The project also strategically positions a network of HEIs as providers of life-long learning opportunities by improving access to evidence, and facilitating interactions between practitioners, academics, and researchers. There is an urgency to respond to the prolonged, unprecedented global refugee crisis. In 2019 almost 80 million people were forcibly displaced due to wars, persecution, violence, and human rights violations; 85% were hosted in developing countries. Turkey hosted 3.6 million refugees from Syria, the largest number in the world, while Bangladesh hosted 909,000 Rohingya refugees. In Europe, Germany was host to 1.1 million refugees. Neither health systems nor health and rehabilitation professionals have been well prepared to deal with this still evolving crisis. Many refugees have complex health needs, both physical and mental, that are a result of a cumulative trauma experienced in their home countries, during dangerous journeys, or in the period of adjustment in their new country. These needs are often presented as a combination of complex health and wellness manifestations, including impairments, activity limitations, and participation restrictions and require an interprofessional response. Many refugees lack access to services and facing multiple barriers from cultural differences, differences in socio-economic status, high costs and ineligibility to local health financing schemes, discrimination, adverse living conditions, and lack of information about health rights and entitlements within local healthcare system. Refugees who are women, children, older people, and people with disabilities face multiple discrimination. The COVID-19 pandemic further exacerbated these problems. However, it is important to note that this diverse and non-homogenous group also comes with resources in terms of resilience that could be used in the healing process.To support the development of competent workforce World Health Organization is developing the Global Competency Standards for Health Workers providing services to refugees and migrants. This presents an opportunity for HEI with health professional programs to improve access to educational resources and offer lifelong learning opportunities. PREP IP project builds on the results of successful Erasmus+ projects that focused on physiotherapy education and refugees (PREP) and interprofessional psychosocial interventions for refugees (InterAct).<< Objectives >>The extended group of partners, including groups that implemented two refugee centered Erasmus+ projects, came together to develop this proposal that builds on the lessons learned and addresses the needs expressed by different stakeholders during the implementation of previous projects. PREP IP will use good practices from previous projects and employ them to expand the project across professional and geographic boundaries and bridge the gap between practice and education provided by higher education institutions. This requires a transnational and transdisciplinary network that builds capacity of health professionals to address the health and well-being of refugees in an inclusive, comprehensive way in different settings globally. While there is a better access to knowledge and resources in high income European countries, the burden of caring for refugees is on developing countries where health human resources, infrastructure and health systems are of limited capacity but where health professionals have wealth of knowledge and experiences to share on achieving results with scarce resources. The project will focus on the demands of effective interprofessional cooperation in meeting the specific rehabilitation needs of a population that currently provides serious challenges to the delivery of services within existing health care systems if professionals do not want to perpetuate or exacerbate existing health inequities. The WHO global action plan that calls for support of the training of all personnel working with refugees, inclusion of refugee health into training for health workers and knowledge sharing in order to implement affordable and appropriate refugee-sensitive health interventions in any given setting. PREP IP is fully aligned with this action plan by focusing on inclusion of refugee health and persons with refugee experiences within health professional education and training programs at HEIs. It utilizes digital technologies to maximize availability of and access to resources and training in the various settings globally. The project has four objectives:1.Develop a transnational and transdisciplinary network of partners working in the field of refugee rehabilitation and health by building on good practices2.Provide an open online training opportunity for an interprofessional group of rehabilitation professionals3.Develop open educational resources focusing on rehabilitation, health and well-being of persons with refugee experience4.Document experiences and practices of development of a partnership for inclusion<< Implementation >>In order to achieve the project objectives, a series of interrelated activities grouped into four work packages will be implemented:WP1. Interprofessional framework for online education of health professionals working with refugees Activities in this work packaged are grouped in three groups:- Activities related to capturing good practices of partners in implementation of refugee focused projects funded by Erasmus+ and other funding agencies to be utilized in this project. It is the first step in building the partnership and setting the stage for other project work packages - Activities related to development of interprofessional framework for online education of health professionals working with refugees- Activities related to mapping out the literature on use of micro-credentials for online interprofessional education in order to explore feasibility of introducing micro-credentials for the course that will be developed in this project. Micro-credentialing is a new area of interest for higher education institutions as they explore their role in life-long learning and better matching competences of their graduates with the market needs.WP2. Open online course: Working with persons with refugee experienceIn order to develop an interprofessional open online course, following activities will be implemented:- design and development of the open online PREP IP course curriculum (identification of course outcomes, learning resources and activities, assessments; building the course in the learning management system)- piloting open online PREP IP course (recruitment of learners, facilitation of the course)- review and revision of the course (learners' and facilitators' evaluation)- implementation of the revised courseWP3. Open educational resourcesActivities in this work package include preparation of three type of OERs: an open book and photovoice exhibitionWP4. Case Study: Partnership for inclusionActivities in this WP include actively documenting experiences of building a partnership within this project to ensure inclusion of refugee health within higher education, which will be made available online and disseminated through national and international, profession-specific and interprofessional networking activities.<< Results >>There are four major project results: - Result ID1: Interprofessional framework for online education of health professionals working with refugees: Building on good practices - Result ID2: Open online course: Interprofessional approach to working with refugees - Result ID3: Open educational resources, including open book and photovoice- Result ID4: Case study: Partnership for inclusion The project is also expected to result in the following outcomes at organizational, European and international levels:Organizational level:- New interprofessional approaches to improving inclusion and diversity in curriculum of health professional education and training programs at HEI by focusing on health and well-being of persons with refugee experiences- Improved ability of HEIs to offer flexible, online learning opportunities focused on refugee health European and international level:- Increased capacity of a network of European and international higher education institutions and refugee health service providers to support health professionals by providing open online course and open educational resources focusing on health needs of persons with refugee experiences - Improved synergies between HEI and refugee health service providers in various settings to respond to the training needs of health professionals serving persons with refugee experiences in various settings- Improved availability and accessibility of OERs relevant for refugee health globally- Strengthened cooperation with partners from other countries in the field of interprofessional education and training- Improved global exchange: learning from understandings and approaches in different European countries as well as different parts of the world reflecting the global dimension of the current refugee situation and the World Health Organization’s global perspective on dealing with this challenge

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  • Funder: European Commission Project Code: 2017-1-NL01-KA204-035235
    Funder Contribution: 95,510 EUR

    This KA2 project 'Paving the way for essential skills houses' was a direct result of our KA1 project 'Extending the literacy houses approach' and focused on the further development and embedding of the currently used Literacy houses concept. A Literacy house is a place for everyone who wants to work on (the improvement of) his or her language skills. Daily practice shows that the structural embedding of the Literacy houses concept requires an extension of the concept to include not only language skills but all essential skills. Essential skills are the skills needed for life, learning and work. They provide the foundation for learning all other skills and enable people to evolve and adapt to change.The main research question of the project was: 'How can we extend our current Literacy houses concept to include all essential skills and transform it into a centre of development?' We focused on participation in its broadest sense. In doing so, we selected two main themes which were relatively new to the Netherlands: creativity and employability. In our original application we used the terms 'creation' and 'employment', but during the course of the project we found that 'creativity' and 'employability' were more suitable terms.For the theme 'creativity' we formulated the following research question: In what way can creativity contribute to personal development for achieving goals in life? Besides the more classical methods for the transfer of knowledge, we researched other - more creative - methods of acquiring essential skills or methods that lead to a better embedding of lessons learned.Over 50% of the people in the Netherlands with low essential skills are employed. Consequently, employers are a very important partner in the improvement of essential skills. They can help in finding and - even more importantly - reaching the target group. In addition, they can play an active role in the improvement of their employees’ essential skills. Another perspective involves the effect the improvement of a person’s essential skills can have on his or her ability to find a suitable and fulfilling job. Thus, the following research questions were formulated specifically for the theme 'employability': How can workplace learning help the many adults who struggle with essential skills like literacy and numeracy? How can we turn every workplace into a learning-friendly environment and make high quality workplace learning available to everyone? How can we ensure that jobseekers with a potentially large distance to the labour market acquire the skills and competences they need to find employment?Based on the learning questions of our European project partners, several additional topics were included in the project (e.g. in the programmes of our work visits). Think of attention for digital skills and the closing of the digital gap, ways in which to reach socially excluded people, the role of the government and working with volunteers.The project consisted of several activities: Kick-off (5 September 2018), International conference 'Brick by brick' (6 September 2018), work visit to Wales (24-27 June 2018), work visit to Belgium (12-14 November 2018), work visit to Norway (20-23 January 2019), final meeting project partners (24 June 2019) and the International conference 'Join us on the yellow brick road' (25 June 2019). In addition to these activities, we had regular contact with all project partners throughout the project, via mail, telephone or Starleaf/Facetime/Skype. The reports for all work visits as well as the evaluation of the international conference on 25 June 2019 are included as an appendix. All findings, experiences and insights obtained during the course of the project have been processed in the following three intellectual inputs: Case study 'Essential Creativity: the relationship between creativity and the process of learning essential skills', Case study 'The inseparable link between essential skills and employability' and Toolkit for Essential skills houses. These intellectual outputs are available via the Cubiss and Epale websites and have also been included as an appendix.Practice shows that the link between essential skills and creativity and employability has become more important and topical during the course of our project. This means that many organisations have closely monitored the developments within the project. Several new insights have also already been put into practice. So-called employer-teams are using the input from European best practice to activate employers in Brabant (either directly or via trade unions or branch organisations), Nieuwe Veste is putting its new model into practice and the extended toolkit is also already being used by Literacy Houses throughout the Netherlands. Our European partners have also indicated that they are using the obtained insights to make new contacts or to set up new activities.We will from now on also structurally monitor the impact of our project on the actual target groups.

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