In the EU (and further afield) the growth of right-wing populism and tides of anti-democratic feelings are being observed. Depending on the national context, refugees, migrants or other minority members serve as a target and justification for violent and misanthropic arguments and assaults. This is also reflected in an increase in the electorate of EU-hostile and right-wing populist parties such as the PiS in Poland, UKIP in the UK, AfD in Germany amongst others. Simultaneously, deficits in the education system are becoming visible and there is an increase in the criticisms made of pedagogical university structures and curricula.In light of these challenges, the goals of the project are:1) To empower students to take a differentiated position and critically question current events. 2) Enable students to become part of an active and informed citizenship. 3) To assist teachers with the implementation of research-based learning during the delivery of their subject.4) Appropriate socio-scientifically inspired teaching/learning laboratories developed in conjunction with ICT-based methods. 5) and therefore combining a didactically innovative seminar structure with the concept of student research-based learning. With these goals in mind, five Universities have co-operated:1) The Institute for Didactics of Democracy of the Leibniz University, Hannover, which specialises in teaching political education in formal and non-formal educational contexts; they lead the project. 2) The Department of Psychology and Educational Science of the Alexandria University Ionana Cuza Din Iaşi. Iaşi, Romania, was the first university in Romania to introduce research-centred teaching with the introduction of the Bologna Process.3) The Faculty of Political Sciences and International Studies of the Universytet Mikolaja Kopernica in Torun, Poland, an important centre for political education and research in northern Poland with a focus on learning in heterogeneous groups.4) From Manchester Metropolitan University, UK, the Institute for Interdisciplinary Studies, the Faculty of Education and the Centre for Teaching and Learning have participated in this project. The university has experience in innovative teaching of challenging topics such as racism and violence.5) The Faculty of Education of the Universidad de la Laguna, Tenerife, Spain, which develops innovative courses and degrees for future teachers, as well as the Institute for Didáctica e Investigación Educativa.The central activities of the project include:1) The development of six outputs (IOs); 2) the implementation of a training course for teachers; 3) Events with stakeholders, ensuring the project’s results are communicated to the decision-makers in the field of education; 4) Activities to disseminate the project’s findings and the products as well as 5) a sustainability strategy. Die IOs include a needs analysis in the participating countries (IO1), the development of webinars and a manual for teachers (IO2), the selection of appropriate stimuli material, a guide to their selection and development, and a guide/handout for students (IO3), the conceptual design and implementation of blended-learning courses (IO4) and the development of a platform for teachers (IO5) as well as Easy-to-Implement Kits (IO6). Teachers from all participating universities participated in a training course at the Institute for Didactics of Democracy, Hannover, which was documented with a video, along with other forms of documentation. The joint implementation of these activities was supported by transnational partner meetings, online conferences, an internal internet platform and additional communication via e-mail and Skype. The results and impact of the project include1) The six developed outputs. All manuals are available in the languages of the project partners; webinars and videos have been developed in English and are available online. 2) Teacher’s Professional Development: All teachers who took part were able to expand and deepen the methods they used in their teaching. Depending on the university culture, this meant a different degree of innovation or extension of teaching topics. The feedback from the teachers was extremely positive. 3) Great Interest and Progress in Learning from the Students: The teachers involved in the project used their newly-acquired knowledge in university courses and also exchanged information regularly. The students benefitted from this the most. The longer-term benefit of the project is a positive teaching and learning experience that serves as a role model and inspiration for further implementation. The website for the project and the project’s platform – and thus all project outcomes – will be online and maintained for at least five years. The Reflect Lab Project began in November 2016 und ended in April 2019.

Public bodies’ workers are currently facing an enormous challenge: a growing public demand for the creation of an opener and more inclusive governance and the emergence of several and social information and communication technologies (ICTs).As a result of the meetings and the debates that took place in the “1st Iberoamerican Conference on Public Innovation” (congresonovagob.com), which hosted leading specialists in the modernization of the public sector in Spain and Latin America; one of the clearest findings was the need for a common training space (both within Europe, within LAC, and between continents) in order to help a sector that evolves technologically slowly and has so much room for improvement, especially at local levels.This platform should encourage the use of good common practices and the self-improvement of public workers in order to progress as a society.The main outputs expected are:1. Creation and improvement of Digital Education Departments in the Latin American HEIs2. Joint development, recording and delivery of an Open Government MOOC in each consortium HEIs.3. Creation of a mutually beneficial and lasting LAC-EU HEIs partnership that will enable a Digital Education Cooperation Programme designed to jointly manage the Open GovernmentDigital Education Platform (OGDEP).4. Develop opportunities for international cooperation at regional (LAC)5. Development of new tools for the exchange of good “digital” practices among Latin American and European universities.6. Promotion of good governanceThe main impact of TOGiVE is, thanks to the EU-LAC platform for tertiary-level online learning, to supply society with people with leadership, language and technology skills.The public workers (the students) will benefit by acquiring new skills and know-how in the development of open government, thus improving their professional and social prospects. A platform of this type will undoubtedly generate prestige both for the HEI and the area that host it.

Citizens' digital health literacy is an essential element for successful eHealth deployment. However, citizens often do not have the necessary skills to find, understand and appraise online health information and apply their knowledge to make health decisions. Digitally health literate citizens are empowered to play a more active role in their health self-management, resulting in improved prevention, adherence to a healthier lifestyle and better health outcomes. IC-Health will provide support for the improvement of digital health literacy in Europe. In particular, the project will design 35 open access online courses (MOOCs), in seven different national languages, for different population cohorts including children, adolescents, pregnant and lactating women, elderly and people affected or susceptible to be affected by type 1 and type 2 diabetes. The identified population cohorts, along with health professionals, academics and other practitioners, will be organised in Communities of Practice and involved directly in the co-creation of the MOOCs content and structure. Once the courses are be designed, they will be tested by the members of the CoPs and by other users. MOOCs use and impact will be monitored and assessed in order to ensure their uptake and sustainability beyond the duration of the project.

Unfortunately it has been noticed that the Mathematicians see mathematics as an area of study in its own right. The rest use mathematical formulas as a tool for deriving quantitative conclusions from these relationships. For that purpose, mathematics courses, as they are taught today, are seldom helpful, their importance is not realized by the students & teachers and are often downright destructive. The failure rates among the students are the highest among their curriculum courses, mathematics popularity is among the lowest within the student communities and thus an implementation of methodological and teaching changes of Mathematics is demanded. This project aims to bring a breath of fresh air in the way that the mathematics are taught. The project targets to link Mathematics, taught in the 1st year of BSc degrees in Engineering and Computer Science Departments, with real life problems and try to express these challenges qualitative and quantitative using Mathematics principles. Along its implementation, new Educational trends regarding innovative teaching methods (Problem Based Learning), new delivery tools (ICT use in Higher Education) and experiences linking Mathematics with the Industry & daily life problems that have developed and experienced in the Program countries HEIs will be applied in the course curricula of the participating Partner countries HEIs from Western Balkans and Israel. Project's primary objectives are:- Improve students math level of 1st year Computer Science and Electrical Engineering Departments- Assist student to be able to guess answers without a proof or an exact calculation- Reduce failure rates in math courses- To demonstrate to the students that math is relevant to the program they have chosen to study - Improve students confidence in their ability to learn mathIts outputs / deliverables will be:- Reports - Off line & Online Teaching material and tools - Training workshops for students and teachers

AI-based decision support systems are increasingly deployed in industry, in the public and private sectors, and in policy-making. As our society is facing a dramatic increase in inequalities and intersectional discrimination, we need to prevent AI systems to amplify this phenomenon but rather mitigate it. To trust these systems, domain experts and stakeholders need to trust the decisions. Fairness stands as one of the main principles of Trustworthy AI promoted at EU level. How these principles, in particular fairness, translate into technical, functional social, and lawful requirements in the AI system design is still an open question. Similarly we don’t know how to test if a system is compliant with these principles and repair it in case it is not. AEQUITAS proposes the design of a controlled experimentation environment for developers and users to create controlled experiments for - assessing the bias in AI systems, e.g., identifying potential causes of bias in data, algorithms, and interpretation of results, - providing, when possible, effective methods and engineering guidelines to repair, remove, and mitigate bias, - provide fairness-by-design guidelines, methodologies, and software engineering techniques to design new bias-free systems The experimentation environment generates synthetic data sets with different features influencing fairness for a test in laboratories. Real use cases in health care, human resources and social disadvantaged group challenges further test the experimentation platform showcasing the effectiveness of the solution proposed. The experimentation playground will be integrated on the AI-on-demand platform to boost its uptake, but a stand-alone release will enable on-premise privacy-preserving test of AI-systems fairness. AEQUITAS relies on a strong consortium featuring AI experts, domain experts in the use case sectors as well as social scientists and associations defending rights of minorities and discriminated groups.